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L. Höper and C. Schulte, “Empowering Students for the Data-Driven World: A Qualitative Study of the Relevance of Learning about Data-Driven Technologies,”10.15388/infedu.2024.19__Informatics in Education, 2024, doi:10.15388/infedu.2024.19 .
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J. Schoenherr, “Personalizing realworld problems: Posing own problems increases selfefficacy expectations, intrinsic value, attainment value, and utility value,”10.1111/bjep.12653__British Journal of Educational Psychology, 2024, doi:10.1111/bjep.12653 .
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H. Peeters, S. Habig, and S. Fechner, “Does Augmented Reality Help to Understand Chemical Phenomena during Hands-On Experiments?–Implications for Cognitive Load and Learning,”10.3390/mti7020009__Multimodal Technologies and Interaction, vol. 7, no. 2, Art. no. 9, 2023, doi:10.3390/mti7020009 .
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M. A. Sherif, A. A. M. da Silva, S. Pestryakova, A. F. Ahmed, S. Niemann, and A.-C. N. Ngomo, “IngridKG: A FAIR Knowledge Graph of Graffiti,”10.1038/s41597-023-02199-8__Scientific Data, vol. 10, no. 1, Art. no. 318, 2023, doi:10.1038/s41597-023-02199-8 .
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C. Kulgemeyer et al., “How authenticity impacts validity: Developing a model of teacher education assessment and exploring the effects of the digitisation of assessment methods Über Validität und Authentizität: Effekte des Transfers von Testinstrumenten in ein digitales Format auf die erhobenen Aspekte der professionellen Handlungskompetenz,”10.1007/s11618-023-01154-y__Zeitschrift für Erziehungswissenschaft, 2023, doi:10.1007/s11618-023-01154-y .
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H. Schmitz and B. B. Tawiah, Life-cycle health effects of compulsory schooling, vol. 1006. RWI - Leibniz-Institut für Wirtschaftsforschung, Ruhr-University Bochum, TU Dortmund University, University of Duisburg-Essen, 2023.
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D. Monsees and H. Schmitz, The effect of compulsory schooling on vaccination against COVID and Influenza, vol. 1011. RWI - Leibniz-Institut für Wirtschaftsforschung, Ruhr-University Bochum, TU Dortmund University, University of Duisburg-Essen, 2023.
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