Editing Guided Activity Principle (section)

== References ==

* Brown, A. L., & Palincsar, A. S. (1986). Guided, cooperative learning and individual knowledge acquisition / Ann L. Brown, Annemarie S. Palincsar. Champaign, Ill.: Cambridge, Mass.: University of Illinois at Urbana-Champaign; Bolt Beranek and Newman Inc., 1986. PP 1- 52

* Hattie, J., & Timperley, H. (2007). The Power of Feedback. Review of Educational Research, 77(1), 81–112. <nowiki>https://doi-org.proxy.library.nyu.edu/10.3102/003465430298487</nowiki>

* Moreno, R., Mayer, R. E., Spires, H. A., & Lester, J. C. (2001). The Case for Social Agency in Computer-Based Teaching: Do Students Learn More Deeply When They Interact with Animated Pedagogical Agents? Cognition and Instruction, 19(2), 177–213. <nowiki>http://www.jstor.org/stable/3233816</nowiki>

* Moreno, R & Durán. (2004). Do Multiple Representations Need Explanations? The Role of Verbal Guidance and Individual Differences in Multimedia Mathematics Learning. Journal of Educational Psychology, 96(. 3), 492–503. <nowiki>https://doi-org.proxy.library.nyu.edu/10.1037/0022-0663.96.3.492</nowiki>

* Moreno, R., & Mayer, R. E. (2010). Techniques that increase generative processing in multimedia learning: Open questions for cognitive load research. In J. L. Plass, R. Moreno, & R. Brunken (Eds.), Cognitive Load Theory (pp. 153–178). Cambridge: Cambridge University Press.

* Rossi, P. G., Ranieri, M., Yan Li, & Perifanou, M. (2019). Interaction, feedback, and active learning: where we are and where we want to go. Form@re, 19(3), 1–5. <nowiki>https://doi-org.proxy.library.nyu.edu/10.13128/form-7696</nowiki>

* Salleh, S. M., Nik Azman, N. A. N., & Zahari, N. H. M. (2021). Students’ Perception on Interactive Learning in Enhancing Blended Learning Experiences. Global Business & Management Research, 13, 268–276.

* Sweller, J. (1994). Cognitive load theory, learning difficulty, and instructional design. Learning and instruction, 4(4), 295–312.