Assisting self-explanation prompts are more effective than open prompts Pre-Test r(180) =, 2009. ,
Writing learning protocols: Prompts foster cognitive and metacognitive activities as well as learning outcomes, Instructional design for effective and enjoyable computer-supported learning, pp.193-200, 2004. ,
Representation construction, externalised cognition and individual differences Article published online, 1999. ,
The Guided Discovery Principle in Multimedia Learning, Cambridge handbook of multimedia learning Cambridge, pp.215-229, 2005. ,
DOI : 10.1017/CBO9780511816819.015
URL : https://hal.archives-ouvertes.fr/hal-00990405
Means for Meaning, Symbolizing and Communicating in Mathematics Classrooms. Perspectives on Discourse, Tools, and Instructional Design, pp.99-131, 2000. ,
Entwicklung eines Messinstrumentes zur Erfassung der Protokollierfähigkeit ? initiiert durch Video-Items (Development of a measuring instrument for the ability to create work process protocols ? initialized by video items), pp.223-229, 2014. ,
Multiple Comparisons: Theory and Methods, 1996. ,
DOI : 10.1007/978-1-4899-7180-7
Representational Competence and Algebraic Modeling, Early Algebraization, pp.239-258, 2011. ,
DOI : 10.1007/978-3-642-17735-4_14
Representation systems and mathematics, 1987. ,
Intelligent Tutoring Systems with Multiple Representations and Self- Explanation Prompts Support Learning of Fractions, 2009. ,
Supporting scientific discovery learning in a simulation environment, Journal of Computer Assisted Learning, vol.5, issue.3, pp.9-20, 2003. ,
DOI : 10.1046/j.0266-4909.2003.00002.x
Creative Thinking and Problem Solving with Depictive and Descriptive Representations, Use of External Representations in Reasoning and Problem Solving, pp.11-35, 2010. ,
Constructing representations to learn in science, 2013. ,