Modeling how incoming knowledge, persistence, affective states, and in-game progress influence student learning from an educational game

This study investigated the relationships among incoming knowledge, persistence, affective states, in-game progress, and consequently learning outcomes for students using the game Physics Playground. We used structural equation modeling to examine these relations. We tested three models, obtaining a...

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Veröffentlicht in:	Computers and education 2015-08, Vol.86, p.224-235
Hauptverfasser:	Shute, Valerie J., D'Mello, Sidney, Baker, Ryan, Cho, Kyunghwa, Bosch, Nigel, Ocumpaugh, Jaclyn, Ventura, Matthew, Almeda, Victoria
Format:	Artikel
Sprache:	eng
Schlagworte:	Affective states Education Engagement Frustration Games Learning Mathematical analysis Mathematical models Persistence Physics Playgrounds Students
Online-Zugang:	Volltext
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