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Effect of disfluency on learning outcomes, metacognitive judgments and cognitive load in computer assisted learning environments

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dc.contributor.authorAKBULUT, YAVUZ
dc.contributor.authorYavuz Akbulut
dc.contributor.orcid0000-0003-4213-8713
dc.contributor.orcid0000-0003-1457-8009
dc.date.accessioned2025-11-13T09:45:23Z
dc.date.issued2019-06-05
dc.identifier.doihttps://doi.org/10.1016/j.chb.2019.06.001
dc.identifier.endpage321
dc.identifier.issn0747-5632
dc.identifier.openalexW2950167457
dc.identifier.startpage310
dc.identifier.urihttps://hdl.handle.net/11421/2095
dc.identifier.urihttps://doi.org/10.1016/j.chb.2019.06.001
dc.identifier.volume99
dc.language.isoen
dc.relation.ispartofComputers in Human Behavior
dc.rightsrestrictedAccess
dc.subjectMetacognition
dc.subjectCognitive load
dc.subjectFluency
dc.subjectPsychology
dc.subjectCognition
dc.subjectCognitive psychology
dc.subjectMathematics education
dc.subject.sdg4
dc.titleEffect of disfluency on learning outcomes, metacognitive judgments and cognitive load in computer assisted learning environments
dc.typeArticle
dspace.entity.typePublication
local.authorid.openalexA5035080143

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