Tessa Charles und Carl Gwilliam (2023) „The Effect of Automated Error Message Feedback on Undergraduate Physics Students Learning Python: Reducing Anxiety and Building Confidence“, Journal for STEM Education Research, 6(2), S. 326-357. doi:10.1007/s41979-022-00084-4.
Chicago Manual of Style 17th edition (full note)Tessa Charles, und Carl Gwilliam. „The Effect of Automated Error Message Feedback on Undergraduate Physics Students Learning Python: Reducing Anxiety and Building Confidence“. Journal for STEM Education Research 6, Nr. 2 (1. August 2023): 326-57. https://doi.org/10.1007/s41979-022-00084-4.
American Psychological Association 7th editionTessa Charles, & Carl Gwilliam. (2023). The Effect of Automated Error Message Feedback on Undergraduate Physics Students Learning Python: Reducing Anxiety and Building Confidence. Journal for STEM Education Research, 6(2), 326-357. https://doi.org/10.1007/s41979-022-00084-4
Modern Language Association 9th editionTessa Charles, und Carl Gwilliam. „The Effect of Automated Error Message Feedback on Undergraduate Physics Students Learning Python: Reducing Anxiety and Building Confidence“. Journal for STEM Education Research, Bd. 6, Nr. 2, August 2023, S. 326-57, https://doi.org/10.1007/s41979-022-00084-4.
ISO-690 (author-date, Deutsch)TESSA CHARLES und CARL GWILLIAM, 2023. The Effect of Automated Error Message Feedback on Undergraduate Physics Students Learning Python: Reducing Anxiety and Building Confidence. Journal for STEM Education Research. 1 August 2023. Bd. 6, Nr. 2, S. 326-357. DOI 10.1007/s41979-022-00084-4