Anna Y. Q. Huang, Cheng-Yan Lin, Sheng-Yi Su und Stephen J. H. Yang (2025) „The Impact of Gen AI-Enabled Coding Hints on Students’ Programming Performance and Cognitive Load in an SRL-Based Python Course“, British Journal of Educational Technology, 56(5), S. 1942-1972. doi:10.1111/bjet.13589.
Chicago Manual of Style 17th edition (full note)Anna Y. Q. Huang, Cheng-Yan Lin, Sheng-Yi Su, und Stephen J. H. Yang. „The Impact of Gen AI-Enabled Coding Hints on Students’ Programming Performance and Cognitive Load in an SRL-Based Python Course“. British Journal of Educational Technology 56, Nr. 5 (1. September 2025): 1942-72. https://doi.org/10.1111/bjet.13589.
American Psychological Association 7th editionAnna Y. Q. Huang, Cheng-Yan Lin, Sheng-Yi Su, & Stephen J. H. Yang. (2025). The Impact of Gen AI-Enabled Coding Hints on Students’ Programming Performance and Cognitive Load in an SRL-Based Python Course. British Journal of Educational Technology, 56(5), 1942-1972. https://doi.org/10.1111/bjet.13589
Modern Language Association 9th editionAnna Y. Q. Huang, Cheng-Yan Lin, Sheng-Yi Su, und Stephen J. H. Yang. „The Impact of Gen AI-Enabled Coding Hints on Students’ Programming Performance and Cognitive Load in an SRL-Based Python Course“. British Journal of Educational Technology, Bd. 56, Nr. 5, September 2025, S. 1942-7, https://doi.org/10.1111/bjet.13589.
ISO-690 (author-date, Deutsch)ANNA Y. Q. HUANG, CHENG-YAN LIN, SHENG-YI SU und STEPHEN J. H. YANG, 2025. The Impact of Gen AI-Enabled Coding Hints on Students’ Programming Performance and Cognitive Load in an SRL-Based Python Course. British Journal of Educational Technology. 1 September 2025. Bd. 56, Nr. 5, S. 1942-1972. DOI 10.1111/bjet.13589