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Effects of Cognitive-, Social-, and Group-Awareness Tools on Learners' Cognitive Load in Computer-Mediated Writing Classes
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Shunmeng Chen – Journal of Computer Assisted Learning, 2025
Background: Computer-mediated writing classes have experienced a significant increase in popularity in recent years, serving as an effective modality for enhancing writing skills within an online framework. Objectives: This study seeks to bridge the gap in the literature by investigating the effectiveness of cognitive, social, and group-awareness…
Descriptors: Cognitive Processes, Difficulty Level, Computer Assisted Instruction, Writing Instruction