I Don't Usually Listen, I Read: How Different Learner Groups Process Game Feedback-Reference-Cited by-同舟云学术

I Don't Usually Listen, I Read: How Different Learner Groups Process Game Feedback

Published:2022-04-27 Issue: Volume: Page:
ISSN:
Container-title:CHI Conference on Human Factors in Computing Systems
language:
Short-container-title:

Author:

Gauthier Andrea¹,Benton Laura²,Bunting Leona³,Herbert Elisabeth⁴,Sumner Emma⁴,Mavrikis Manolis⁵,Revesz Andrea⁶,Vasalou Asimina²

Affiliation:

1. UCL Knowledge Lab, Dept. Culture, Communication and Media, Institute of Education, United Kingdom

2. UCL Knowledge Lab, University College London, United Kingdom

3. Department of Applied IT, University of Gothenburg, Sweden

4. Psychology and Human Development, UCL, United Kingdom

5. UCL Knowledge Lab, United Kingdom

6. University College London, United Kingdom

Funder

Horizon 2020 research and innovation programme

Publisher

ACM

Link

https://dl.acm.org/doi/pdf/10.1145/3491102.3517480

Reference81 articles.

1. [ 1 ] Aleven , V. 2016 . Developing a Teacher Dashboard For Use with Intelligent Tutoring Systems . Proceedings of the 4th International Workshop on Teaching Analytics ( Lyon, France , 2016), 44–50. [1] Aleven, V. 2016. Developing a Teacher Dashboard For Use with Intelligent Tutoring Systems. Proceedings of the 4th International Workshop on Teaching Analytics (Lyon, France, 2016), 44–50.

2. [ 2 ] Attali Y. and van der Kleij F. 2017. Effects of feedback elaboration and feedback timing during computer-based practice in mathematics problem solving. Computers and Education. 110 (2017) 154–169. DOI:https://doi.org/10.1016/j.compedu.2017.03.012. [2] Attali Y. and van der Kleij F. 2017. Effects of feedback elaboration and feedback timing during computer-based practice in mathematics problem solving. Computers and Education. 110 (2017) 154–169. DOI:https://doi.org/10.1016/j.compedu.2017.03.012.

3. What Hinders Teachers in Using Computer and Video Games in the Classroom? Exploring Factors Inhibiting the Uptake of Computer and Video Games

4. The Instructional Effect of Feedback in Test-Like Events

5. Emerging Metacognitive Processes During Childhood: Implications for Intervention Development with Children

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