It’s Good to Explore: Investigating Silver Pathways and the Role of Frustration During Game-Based Learning
Communications in Computer and Information Science, ISSN: 1865-0937, Vol: 1831 CCIS, Page: 497-503
2023
- 2Citations
- 5Captures
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Example: if you select the 1-year option for an article published in 2019 and a metric category shows 90%, that means that the article or review is performing better than 90% of the other articles/reviews published in that journal in 2019. If you select the 3-year option for the same article published in 2019 and the metric category shows 90%, that means that the article or review is performing better than 90% of the other articles/reviews published in that journal in 2019, 2018 and 2017.
Citation Benchmarking is provided by Scopus and SciVal and is different from the metrics context provided by PlumX Metrics.
Conference Paper Description
Game-based learning offers rich learning opportunities, but open-ended games make it difficult to identify struggling students. Prior work compares student paths to a single expert’s “golden path.” This effort focuses on efficiency, but additional pathways may be required for learning. We examine data from middle schoolers who played Crystal Island, a learning game for microbiology. Results show higher learning gains for students with exploratory behaviors, with interactions between prior knowledge and frustration. Results have implications for designing adaptive scaffolding for learning and affective regulation.
Bibliographic Details
http://www.scopus.com/inward/record.url?partnerID=HzOxMe3b&scp=85164929038&origin=inward; http://dx.doi.org/10.1007/978-3-031-36336-8_77; https://link.springer.com/10.1007/978-3-031-36336-8_77; https://dx.doi.org/10.1007/978-3-031-36336-8_77; https://link.springer.com/chapter/10.1007/978-3-031-36336-8_77
Springer Science and Business Media LLC
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