Modeling how incoming knowledge, persistence, affective states, and in-game progress influence student learning from an educational game

Computers and Education

Volumn 86, Issue , 2015, Pages 224-235

  Shute, Valerie J ^a   D'Mello, Sidney ^b   Baker, Ryan ^c   Cho, Kyunghwa ^a   Bosch, Nigel ^b   Ocumpaugh, Jaclyn ^c   Ventura, Matthew ^a   Almeda, Victoria ^c  

^a FLORIDA STATE UNIVERSITY   (United States)

^b UNIVERSITY OF NOTRE DAME   (United States)

^c Teachers College Columbia University ^*  (United States)

Author keywords

Affective states; Engagement; Learning; Persistence; Physics

Indexed keywords

EDUCATION; PHYSICS;

AFFECTIVE STATE; EFFECTIVE LEARNING; ENGAGEMENT; LEARNING; MEASURE OF PERFORMANCE; PERSISTENCE; STRUCTURAL EQUATION MODELING; STUDENT PERFORMANCE;

STUDENTS;

EID: 84940375209     PISSN: 03601315     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.compedu.2015.08.001     Document Type: Article

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