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Direct linkRau, M. A.; Aleven, V.; Rummel, N.; Pardos, Z. – International Journal of Artificial Intelligence in Education, 2014
Providing learners with multiple representations of learning content has been shown to enhance learning outcomes. When multiple representations are presented across consecutive problems, we have to decide in what sequence to present them. Prior research has demonstrated that interleaving "tasks types" (as opposed to blocking them) can…
Descriptors: Intelligent Tutoring Systems, Visual Aids, Mathematics, Mixed Methods Research
