Promoting Equitable Learning Outcomes for Underserved Students in Open-Ended Learning Environments
Author:
Affiliation:
1. Computer Science/ISIS, Vanderbilt University, United States
2. Institute for Software Integrated Systems, Vanderbilt University, United States
3. Department of Computer Science, Vanderbilt University, United States
Funder
NSF (National Science Foundation)
Publisher
ACM
Link
https://dl.acm.org/doi/pdf/10.1145/3628516.3655753
Reference67 articles.
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2. Using neurofeedback to teach self-regulation to children living in poverty
3. Lessons Learned and Future Directions of MetaTutor: Leveraging Multichannel Data to Scaffold Self-Regulated Learning With an Intelligent Tutoring System
4. The relation between Assessment for Learning and elementary students' cognitive and metacognitive strategy use
5. 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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