ZHAN, Zehui, LI, Tingting und YE, Yaner, 2024. Effect of jigsaw‐integrated task‐driven learning on students’ motivation, computational thinking, collaborative skills, and programming performance in a high‐school programming course. Computer Applications in Engineering Education. 1 November 2024. Vol. 32, no. 6, p. 1-19. DOI 10.1002/cae.22793.
Elsevier - Harvard (with titles)Zhan, Z., Li, T., Ye, Y., 2024. Effect of jigsaw‐integrated task‐driven learning on students’ motivation, computational thinking, collaborative skills, and programming performance in a high‐school programming course. Computer Applications in Engineering Education 32, 1-19. https://doi.org/10.1002/cae.22793
American Psychological Association 7th editionZhan, Z., Li, T., & Ye, Y. (2024). Effect of jigsaw‐integrated task‐driven learning on students’ motivation, computational thinking, collaborative skills, and programming performance in a high‐school programming course. Computer Applications in Engineering Education, 32(6), 1-19. https://doi.org/10.1002/cae.22793
Springer - Basic (author-date)Zhan Z, Li T, Ye Y (2024) Effect of jigsaw‐integrated task‐driven learning on students’ motivation, computational thinking, collaborative skills, and programming performance in a high‐school programming course.. Computer Applications in Engineering Education 32:1-19. https://doi.org/10.1002/cae.22793
Juristische Zitierweise (Stüber) (Deutsch)Zhan, Zehui/ Li, Tingting/ Ye, Yaner, Effect of jigsaw‐integrated task‐driven learning on students’ motivation, computational thinking, collaborative skills, and programming performance in a high‐school programming course., Computer Applications in Engineering Education 2024, 1-19.