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Please use this identifier to cite or link to this item: https://doi.org/10.1007/s10648-024-09857-2
DC FieldValue
dc.titleEmerging and Future Directions in Test-Enhanced Learning Research
dc.contributor.authorPan, Steven C
dc.contributor.authorDunlosky, John
dc.contributor.authorXu, Kate M
dc.contributor.authorOuwehand, Kim
dc.date.accessioned2024-03-04T01:09:13Z
dc.date.available2024-03-04T01:09:13Z
dc.date.issued2024-03
dc.identifier.citationPan, Steven C, Dunlosky, John, Xu, Kate M, Ouwehand, Kim (2024-03). Emerging and Future Directions in Test-Enhanced Learning Research. EDUCATIONAL PSYCHOLOGY REVIEW 36 (1). ScholarBank@NUS Repository. https://doi.org/10.1007/s10648-024-09857-2
dc.identifier.issn1040-726X
dc.identifier.issn1573-336X
dc.identifier.urihttps://scholarbank.nus.edu.sg/handle/10635/247327
dc.language.isoen
dc.publisherSPRINGER/PLENUM PUBLISHERS
dc.sourceElements
dc.subjectSocial Sciences
dc.subjectPsychology, Educational
dc.subjectPsychology
dc.subjectTest-Enhanced Learning
dc.subjectTesting Effect
dc.subjectRetrieval Practice
dc.subjectMetacognition
dc.subjectEducation
dc.subjectRETRIEVAL PRACTICE
dc.subjectMEMORY
dc.subjectEXPLANATION
dc.subjectPERFORMANCE
dc.subjectRETENTION
dc.subjectBENEFITS
dc.subjectMIDDLE
dc.subjectSCHOOL
dc.subjectPOWER
dc.typeEditorial
dc.date.updated2024-03-01T13:31:53Z
dc.contributor.departmentPSYCHOLOGY
dc.description.doi10.1007/s10648-024-09857-2
dc.description.sourcetitleEDUCATIONAL PSYCHOLOGY REVIEW
dc.description.volume36
dc.description.issue1
dc.published.statePublished
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