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, Zehui, LI, Tingting und YE, Yaner, 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. Vol. 32, no. 6, p. 1-19. DOI 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/Li, Tingting/Ye, Yaner: 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 2024, 1-19.

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, Vol. 32 No. 6, S. 1-19.