Immersive Learning Environments for Self-regulation of Learning: A Literature Review
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Springer Nature Switzerland
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https://link.springer.com/content/pdf/10.1007/978-3-031-47328-9_36
Reference29 articles.
1. Pedrosa, D., Cravino, J., Morgado, L., Barreira, C.: Self-regulated learning in computer programming: strategies students adopted during an assignment. In: Allison, C., Morgado, L., Pirker, J., Beck, D., Richter, J., Gütl, C. (eds.) Immersive Learning Research Network, pp. 87–101. Springer International Publishing, Cham (2016)
2. Kramarski, B., Heaysman, O.: A conceptual framework and a professional development model for supporting teachers’ “triple SRL–SRT processes” and promoting students’ academic outcomes. Educ. Psychol. 56, 298–311 (2021). https://doi.org/10.1080/00461520.2021.1985502
3. Panadero, E.: A review of self-regulated learning: six models and four directions for research. Front. Psychol. 8, 422 (2017). https://doi.org/10.3389/fpsyg.2017.00422
4. Makransky, G., Petersen, G.B.: The cognitive affective model of immersive learning (CAMIL): a theoretical research-based model of learning in immersive virtual reality. Educ. Psychol. Rev. 33, 937–958 (2021). https://doi.org/10.1007/s10648-020-09586-2
5. Makransky, G., Wismer, P., Mayer, R.E.: A gender matching effect in learning with pedagogical agents in an immersive virtual reality science simulation. J. Comput. Assist. Learn. 35, 349–358 (2019). https://doi.org/10.1111/jcal.12335
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1. Immersive Learning Environments for Self-regulation of Learning: A Literature Review;Communications in Computer and Information Science;2023-10-31
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