The programming curriculum within ISIS von Deslandes-Martineau, Marion, Charland, Patrick, Lapierre, Hugo G, Arvisais, Olivier, Chamsine, Chirine, Venkatesh, Vivek, Guidère, Mathieu

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Looking "Under the hood" of learning computer programming: the emotional and cognitive differences between novices and beginners von Lapierre, Hugo G., Charland, Patrick, Léger, Pierre-Majorique

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Teaching and Learning Science Outdoors in Schools’ Immediate Surroundings at K-12 Levels: A Meta-Synthesis von Ayotte-Beaudet, Jean-Philippe, Potvin, Patrice, Lapierre, Hugo G., Glackin, Melissa

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Persistence of the "Moving Things Are Alive" Heuristic into Adulthood: Evidence from EEG von Skelling-Desmeules, Yannick, Foisy, Lorie-Marlene Brault, Potvin, Patrice, Lapierre, Hugo G., Ahr, Emmanuel, Leger, Pierre-Majorique, Masson, Steve, Charland, Patrick

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Effects of reading contextualized physics problems among men and women: A psychophysiological approach von Bouhdana, Isaac, Charland, Patrick, Foisy, Lorie-Marlène Brault, Lapierre, Hugo G., Léger, Pierre-Majorique, Allaire-Duquette, Geneviève, Potvin, Patrice, Masson, Steve, Riopel, Martin, Mahhou, Mohamed Amine

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How Learner Experience and Types of Mobile Applications Influence Performance: The Case of Digital Annotation von Léger, Pierre-Majorique, An Nguyen, Thanh, Charland, Patrick, Sénécal, Sylvain, Lapierre, Hugo G., Fredette, Marc

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Measuring Implicit Cognitive and Emotional Engagement to Better Understand Learners' Performance in Problem Solving von Charland, Patrick, Léger, Pierre-Majorique, Mercier, Julien, Skelling, Yannick, Lapierre, Hugo G.

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Exploration automatisée de données vidéo à partir d’un fil de données psychophysiologiques : une preuve de concept en sciences de l’éducation von Lapierre, Hugo G.

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LKM1 autoantibodies in chronic hepatitis C infection : A case of molecular mimicry? von MARCEAU, Gabriel, LAPIERRE, Pascal, BELAND, Kathie, SOUDEYNS, Hugo, ALVAREZ, Femando

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