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Testing the meshing hypothesis in prospective teachers: Are there effects of matching learning style and presentation mode on learning performance and on metacognitive aspects of learning?

Crossref DOI link: https://doi.org/10.1007/s11251-024-09689-1

Published Online: 2024-11-22

Update policy: https://doi.org/10.1007/springer_crossmark_policy

Authors

Melzner, Lena https://orcid.org/0000-0002-0311-2337
Kappes, Cathleen
Funding

Funding for this research was provided by:

Universität Hildesheim
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Text and Data Mining valid from 2024-11-22

Version of Record valid from 2024-11-22
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Article History

Received: 23 February 2023

Accepted: 28 October 2024

First Online: 22 November 2024

Declarations

:

: The authors have no known conflict of interest to disclose. There are no financial or proprietary interests in any material discussed in this article. No funds, grants, or other support was received.

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