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Disambiguation of "Andres-Bray, Miguel"

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Confrustion in Learning from Erroneous Examples: Does Type of Prompted Self-explanation Make a Difference?

, , , , , , and . AIED (1), volume 11625 of Lecture Notes in Computer Science, page 445-457. Springer, (2019)

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Miguel Andrés Sanz

Andrés-Miguel Miguélez-Morán

Angelo Brayner

Ingrid Brayer

Dennis Bray

 

Other publications of authors with the same name

Confrustion in Learning from Erroneous Examples: Does Type of Prompted Self-explanation Make a Difference?, , , , , , and . AIED (1), volume 11625 of Lecture Notes in Computer Science, page 445-457. Springer, (2019)Hello? Who is posting, who is answering, and who is succeeding in Massive Open Online Courses., , and . EDM, International Educational Data Mining Society (IEDMS), (2019)A Comparison of Hints vs. Scaffolding in a MOOC with Adult Learners., , , , and . AIED (2), volume 12749 of Lecture Notes in Computer Science, page 427-432. Springer, (2021)Gaming and Confrustion Explain Learning Advantages for a Math Digital Learning Game., , , , , , , and . AIED (1), volume 12748 of Lecture Notes in Computer Science, page 342-355. Springer, (2021)Controlled outputs, full data: A privacy-protecting infrastructure for MOOC data., , , , and . Br. J. Educ. Technol., 53 (4): 756-775 (2022)Confrustion and Gaming While Learning with Erroneous Examples in a Decimals Game., , , , and . AIED (2), volume 12164 of Lecture Notes in Computer Science, page 208-213. Springer, (2020)More confusion and frustration, better learning: The impact of erroneous examples., , , , , , , and . Comput. Educ., (2019)Exploring Cross-Country Prediction Model Generalizability in MOOCs., , and . L@S, page 183-194. ACM, (2023)