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Negative emotions, cognitive load, acceptance, and self-perceived learning outcome in emergency remote education during COVID-19
Learning related emotions (LREs) are determinant for students’ achievement both in face-to-face and online education. Research has also shown that LREs tend to affect technology acceptance which in turn affects learning outcomes as well. Today though, the negative psychological impact of the COVID-1...
| Autores principales: | , , |
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| Formato: | Online Artículo Texto |
| Lenguaje: | English |
| Publicado: |
Springer US
2021
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| Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8196281/ https://www.ncbi.nlm.nih.gov/pubmed/34149299 http://dx.doi.org/10.1007/s10639-021-10604-1 |