Zhan, Z., Li, T. und 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), S. 1-19. doi:10.1002/cae.22793.

Zhan, Zehui, Tingting Li, und Yaner Ye. „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, Nr. 6 (1. November 2024): 1-19. https://doi.org/10.1002/cae.22793.

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(6), 1-19. https://doi.org/10.1002/cae.22793

Zhan, Z., T. Li, und Y. Ye. „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, Bd. 32, Nr. 6, November 2024, S. 1-19, https://doi.org/10.1002/cae.22793.

ZHAN, Zehui, Tingting LI und Yaner YE, 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. Bd. 32, Nr. 6, S. 1-19. DOI 10.1002/cae.22793