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"Modeling how incoming knowledge, persistence, affective states, and ..."
Valerie J. Shute et al. (2015)
- 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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