Playing to learn or to win? The role of students’ competition preference on self-monitoring and learning outcome when learning with a serious game
Author:
Affiliation:
1. Institute of Psychology and Education, Ulm University, Ulm, Germany
Publisher
Informa UK Limited
Subject
Computer Science Applications,Education
Link
https://www.tandfonline.com/doi/pdf/10.1080/10494820.2020.1752741
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1. Structural knowledge assessment: Comparison of referent structures.
2. 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
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