American Psychological Association 6th edition

Tessa 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

ISO-690 (author-date, English)

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. Vol. 6, no. 2, p. 326-357. DOI 10.1007/s41979-022-00084-4.

Modern Language Association 9th edition

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, Bd. 6, Nr. 2, August 2023, S. 326-57, https://doi.org/10.1007/s41979-022-00084-4.

Mohr Siebeck - Recht (Deutsch - Österreich)

Tessa Charles/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 2023, 326-357.

Emerald - Harvard

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, Vol. 6 No. 2, S. 326-357.

Achtung: Diese Zitate sind unter Umständen nicht zu 100% korrekt.