When the Going Gets Tough: Students’ Perceptions on Affect-Aware Support in an Exploratory Learning Environment for Fractions
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Publisher
Springer International Publishing
Link
https://link.springer.com/content/pdf/10.1007/978-3-031-11647-6_98
Reference9 articles.
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3. D’Mello, S.K., Lehman, B., Pekrun, R., Graesser, A.C.: Confusion can be beneficial for learning. Learn. Instr. 29(1), 153–170 (2014)
4. Grawemeyer, B., Mavrikis, M., Holmes, W., Gutiérrez-Santos, S., Wiedmann, M., Rummel, N.: Affective learning: improving engagement and enhancing learning with affect-aware feedback. User Model. User-Adapt. Interact. 27(1), 119–158 (2017). https://doi.org/10.1007/s11257-017-9188-z
5. Hansen, A., Mavrikis, M., Geraniou, E.: Supporting teachers’ technological pedagogical content knowledge of fractions through co-designing a virtual manipulative. J. Math. Teach. Educ. 19(2), 205–226 (2016). https://doi.org/10.1007/s10857-016-9344-0
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