"Modeling how incoming knowledge, persistence, affective states, and ..."

Valerie J. Shute et al. (2015)

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DOI: 10.1016/J.COMPEDU.2015.08.001

access: closed

type: Journal Article

metadata version: 2020-12-29

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Valerie J. Shute, Sidney K. D'Mello, Ryan Shaun Joazeiro de Baker, Kyunghwa Cho, Nigel Bosch, Jaclyn Ocumpaugh, Matthew Ventura, Ma. Victoria Almeda:
Modeling how incoming knowledge, persistence, affective states, and in-game progress influence student learning from an educational game. Comput. Educ. 86: 224-235 (2015)

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