Digital game-based learning: Pedagogical agent and feedback types on achievement, flow experience, and cognitive load
Author:
Publisher
Springer Science and Business Media LLC
Subject
Library and Information Sciences,Education
Link
https://link.springer.com/content/pdf/10.1007/s10639-023-12368-2.pdf
Reference106 articles.
1. Admiraal, W., Huizenga, J., Akkerman, S., & ten Dam, G. (2011). The concept of flow in collaborative game-based learning. Computers in Human Behavior, 27(3), 1185–1194. https://doi.org/10.1016/j.chb.2010.12.013
2. Alexiou, A., & Schippers, M. C. (2018). Digital game elements, user experience and learning: A conceptual framework. Education and Information Technologies, 23(6), 2545. https://doi.org/10.1007/s10639-018-9730-6
3. Atkinson, R. K. (2002). Optimizing learning from examples using animated pedagogical agents. Journal of Educational Psychology, 94(2), 416–427. https://doi.org/10.1037/0022-0663.94.2.416
4. Bakan, U., & Bakan, U. (2018). Game-based learning studies in education journals: A systematic review of recent trends. Actualidades Pedagógicas, 72, 119–145. https://doi.org/10.19052/ap.5245
5. Bartsch, R. A., & Cobern, K. M. (2003). Effectiveness of PowerPoint presentations in lectures. Computers and Education, 41(1), 77–86. https://doi.org/10.1016/S0360-1315(03)00027-7
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