Problem-Solving Support and Instructional Sequence: Impact on Cognitive Load and Student Performance

MLA

Jamie Costley, et al. “Problem-Solving Support and Instructional Sequence: Impact on Cognitive Load and Student Performance.” European Journal of Psychology of Education, vol. 39, no. 3, Sept. 2024, pp. 1817–40. EBSCOhost, https://doi.org/10.1007/s10212-023-00757-7.

APA

Jamie Costley, Anna Gorbunova, Matthew Courtney, Ouhao Chen, & Christopher Lange. (2024). Problem-Solving Support and Instructional Sequence: Impact on Cognitive Load and Student Performance. European Journal of Psychology of Education, 39(3), 1817–1840. https://doi.org/10.1007/s10212-023-00757-7

Chicago

Jamie Costley, Anna Gorbunova, Matthew Courtney, Ouhao Chen, and Christopher Lange. 2024. “Problem-Solving Support and Instructional Sequence: Impact on Cognitive Load and Student Performance.” European Journal of Psychology of Education 39 (3): 1817–40. doi:10.1007/s10212-023-00757-7.