1. DSpaceCRIS@UNITEN
  2. College of Engineering
  3. COE Scholarly Publication
Please use this identifier to cite or link to this item: http://dspace.uniten.edu.my/jspui/handle/123456789/5653
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dc.contributor.authorYusoff, M.Z.-
dc.contributor.authorDu Boulay, B.-
dc.date.accessioned2017-11-21T04:08:55Z-
dc.date.available2017-11-21T04:08:55Z-
dc.date.issued2009-
dc.identifier.urihttp://dspace.uniten.edu.my:80/jspui/handle/123456789/5653-
dc.description.abstractStudents use both domain-dependent strategies (such as seeking specific domain help) and domain-independent strategies (such as relaxation exercises) to help regulate their affective states when learning. This paper reports a study that compared students' performance in learning data-structures across two systems. While both systems supported domain-dependent strategies, one additionally supported domain-independent strategies (relaxation exercises). The results provide some evidence that students working with both domain-dependent and domain-independent strategies performed better than those working with domain-dependent strategies only. © 2009 The authors and IOS Press. All rights reserved.-
dc.titleCan relaxation exercises improve learning-
item.grantfulltextnone-
item.fulltextNo Fulltext-
Appears in Collections:COE Scholarly Publication
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