The effects of students’ self-efficacy, self-regulated learning strategy, perceived and actual learning effectiveness: A digital game-based learning system-Reference-Cited by-同舟云学术

The effects of students’ self-efficacy, self-regulated learning strategy, perceived and actual learning effectiveness: A digital game-based learning system

Published:2024-05-08 Issue: Volume: Page:
ISSN:1360-2357
Container-title:Education and Information Technologies
language:en
Short-container-title:Educ Inf Technol

Author:

Lin Ying-Lien,Wang Wei-Tsong^ORCID,Hsieh Min-Ju

Funder

National Science and Technology Council

Publisher

Springer Science and Business Media LLC

Link

https://link.springer.com/content/pdf/10.1007/s10639-024-12700-4.pdf

Reference85 articles.

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2. Alvarez-Risco, A., Estrada-Merino, A., Anderson-Seminario, M. D. L. M., Mlodzianowska, S., García-Ibarra, V., Villagomez-Buele, C., & Carvache-Franco, M. (2021). Multitasking behavior in online classrooms and academic performance: Case of university students in Ecuador during COVID-19 outbreak. Interactive Technology and Smart Education, 18(3), 422–434. https://doi.org/10.1108/ITSE-08-2020-0160

3. Armah, B., & Baek, S. J. (2019). Prioritising interventions for sustainable structural transformation in Africa: A structural equation modelling approach. Review of Social Economy, 77(3), 297–325. https://doi.org/10.1080/00346764.2019.1602277

4. Azmat, G., & Iriberri, N. (2010). The importance of relative performance feedback information: Evidence from a natural experiment using high school students. Journal of Public Economics, 94, 435–452. https://doi.org/10.1016/j.jpubeco.2010.04.001

5. Bandura, A. (1986). Social foundations of thought and action (pp. 390–453). Prentice-Hall, Inc.

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