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Putting ICAP to the test: how technology-enhanced learning activities are related to cognitive and affective-motivational learning outcomes in higher education

Crossref DOI link: https://doi.org/10.1038/s41598-024-66069-y

Published Online: 2024-07-15

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

Authors

Wekerle, Christina https://orcid.org/0000-0002-4622-999X
Daumiller, Martin https://orcid.org/0000-0003-0261-6143
Janke, Stefan https://orcid.org/0000-0003-1799-8850
Dickhäuser, Oliver https://orcid.org/0000-0002-3126-8398
Dresel, Markus https://orcid.org/0000-0002-2131-3749
Kollar, Ingo https://orcid.org/0000-0001-9257-5028
Funding

Funding for this research was provided by:

Deutsche Forschungsgemeinschaft (DA 2392/2-3, JA 3137/2-3, DI 929/5-3, DR 454/8-3)

Universität Augsburg
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Text and Data Mining valid from 2024-07-15

Version of Record valid from 2024-07-15
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Article History

Received: 29 September 2023

Accepted: 26 June 2024

First Online: 15 July 2024

Competing interests

: The authors declare no competing interests.

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