APA (7th ed.) Citation

Gulacar, O., Wu, A., Prathikanti, V., Vernoy, B., Kim, H., Bacha, T., . . . Reedy, K. (2022). Benefits of Desirable Difficulties: Comparing the Influence of Mixed Practice to That of Categorized Sets of Questions on Students' Problem-Solving Performance in Chemistry. Chemistry Education Research and Practice, 23(2), 422. https://doi.org/10.1039/d1rp00334h

Chicago Style (17th ed.) Citation

Gulacar, O., Arista Wu, V. Prathikanti, B. Vernoy, H. Kim, T. Bacha, T. Oentoro, M. Navarrete-Pleitez, and K. Reedy. "Benefits of Desirable Difficulties: Comparing the Influence of Mixed Practice to That of Categorized Sets of Questions on Students' Problem-Solving Performance in Chemistry." Chemistry Education Research and Practice 23, no. 2 (2022): 422. https://doi.org/10.1039/d1rp00334h.

MLA (9th ed.) Citation

Gulacar, O., et al. "Benefits of Desirable Difficulties: Comparing the Influence of Mixed Practice to That of Categorized Sets of Questions on Students' Problem-Solving Performance in Chemistry." Chemistry Education Research and Practice, vol. 23, no. 2, 2022, p. 422, https://doi.org/10.1039/d1rp00334h.