Publisher
Springer Science and Business Media LLC
Subject
Computational Theory and Mathematics,Education
Reference71 articles.
1. Baker, R.S., D’Mello, S.K., Rodrigo, M.T., & Graesser, A.C. (2010). Better to be frustrated than bored: The incidence, persistence, and impact of learners‘ cognitive - affective states during interactions with three different computer-based learning environments. International Journal of Human-Computer Studies, 68 (4), 223–241. https://doi.org/10.1016/j.ijhcs.2009.12.003. http://www.sciencedirect.com/science/article/pii/S1071581909001797.
2. Bell, C., & Mcnamara, D. (2007). Integrating iSTART into a high school curriculum. In Proceedings of the 29th annual meeting of the cognitive science society, Austin, TX, pp. 809–814.
3. Borges, S.S., Mizoguchi, R., Durelli, V.H.S., Bittencourt, I.I., & Isotani, S. (2016). A link between worlds: Towards a conceptual framework for bridging player and learner roles in gamified collaborative learning contexts. In F Koch, A Koster, T Primo, & C Guttmann (Eds.) Advances in social computing and digital education (pp. 19–34). Cham: Springer International Publishing.
4. Borras-Gene, O., Martinez-Nunez, M., & Blanco, A. (2016). New challenges for the motivation and learning in engineering education using gamification in MOOC. International Journal of Engineering Education, 32, 501–512.
5. du Boulay, B. (2016). Recent Meta-reviews and Meta–analyses of AIED Systems. International Journal of Artificial Intelligence in Education, 26(1), 536–537. https://doi.org/10.1007/s40593-015-0060-1.
Cited by
7 articles.
订阅此论文施引文献
订阅此论文施引文献,注册后可以免费订阅5篇论文的施引文献,订阅后可以查看论文全部施引文献