Children's Learning From Interactive eBooks: Simple Irrelevant Features Are Not Necessarily Worse Than Relevant Ones.

Etta RA, Kirkorian HL

DOI: 10.3389/fpsyg.2018.02733
Published: 2018
Container: Frontiers in psychology
Publisher: Not recorded
Open access: yes

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Cite this work

BibTeX

@article{allodium:10.3389/fpsyg.2018.02733,
  title = {Children's Learning From Interactive eBooks: Simple Irrelevant Features Are Not Necessarily Worse Than Relevant Ones.},
  author = {Etta RA and Kirkorian HL},
  year = {2018},
  journal = {Frontiers in psychology},
  doi = {10.3389/fpsyg.2018.02733},
  url = {https://doi.org/10.3389/fpsyg.2018.02733}
}

RIS

TY  - JOUR
TI  - Children's Learning From Interactive eBooks: Simple Irrelevant Features Are Not Necessarily Worse Than Relevant Ones.
AU  - Etta RA
AU  - Kirkorian HL
PY  - 2018
JO  - Frontiers in psychology
DO  - 10.3389/fpsyg.2018.02733
UR  - https://doi.org/10.3389/fpsyg.2018.02733
ER  -

APA

RA, E., & HL, K. (2018). Children's Learning From Interactive eBooks: Simple Irrelevant Features Are Not Necessarily Worse Than Relevant Ones.. Frontiers in psychology. https://doi.org/10.3389/fpsyg.2018.02733

Source records

pubmed · retrieved 2026-09-24T21:23:13.621Z