Learner-Controlled Practice Difficulty and Task Exploration in an Active-Learning Gaming Environment
暂无分享,去创建一个
[1] M. Frese,et al. Action errors, error management, and learning in organizations. , 2015, Annual review of psychology.
[2] Richard N. Landers,et al. Gamification of Employee Training and Development , 2018 .
[3] Gary C. Brown,et al. Comparative effectiveness , 2009, Current opinion in ophthalmology.
[4] R. Azevedo,et al. Scaffolding Self-regulated Learning and Metacognition – Implications for the Design of Computer-based Scaffolds , 2005 .
[5] Andreas Schneider,et al. “What’s Coming Next?” Epistemic Curiosity and Lurking Behavior in Online Communities , 2012 .
[6] Kristopher J Preacher,et al. Asymptotic and resampling strategies for assessing and comparing indirect effects in multiple mediator models , 2008, Behavior research methods.
[7] Catherine E. Overson,et al. Applying science of learning in education: Infusing psychological science into the curriculum , 2014 .
[8] Dong-Mo Koo,et al. Knowledge search and people with high epistemic curiosity , 2010, Comput. Hum. Behav..
[9] Eleanor M. Smith,et al. Relationships of goal orientation, metacognitive activity, and practice strategies with learning outcomes and transfer , 1998 .
[10] Jordan Litman. Interest and deprivation factors of epistemic curiosity , 2008 .
[11] P. Ackerman,et al. Motivation and cognitive abilities: an integrative/aptitude-treatment interaction approach to skill acquisition , 1989 .
[12] Juho Hamari,et al. Does Gamification Work? -- A Literature Review of Empirical Studies on Gamification , 2014, 2014 47th Hawaii International Conference on System Sciences.
[13] R. Bjork,et al. Learning Versus Performance , 2013, Perspectives on psychological science : a journal of the Association for Psychological Science.
[14] Dietrich Doerner,et al. On the Difficulties People Have in Dealing With Complexity , 1980 .
[15] Nancy J. Cooke,et al. Individual and Team Skill Decay : The Science and Implications for Practice , 2013 .
[16] Toby Hopp,et al. Examination of the Relationship Between Gender, Performance, and Enjoyment of a First-Person Shooter Game , 2017 .
[17] R. Wood. Task complexity: Definition of the construct , 1986 .
[18] Robert A. Bjork,et al. When and why introducing difficulties and errors can enhance instruction. , 2014 .
[19] Craig M. Reddock,et al. A Meta-Analytic Investigation of Objective Learner Control in Web-based Instruction , 2016, Journal of Business and Psychology.
[20] Eduardo Salas,et al. Toward a Taxonomy Linking Game Attributes to Learning , 2012 .
[21] D. Berlyne. Conflict, arousal, and curiosity , 2014 .
[22] R. Schmidt,et al. New Conceptualizations of Practice: Common Principles in Three Paradigms Suggest New Concepts for Training , 1992 .
[23] R. Bjork. Memory and metamemory considerations in the training of human beings. , 1994 .
[24] Kara L. Orvis,et al. Relationships Between Game Attributes and Learning Outcomes , 2009 .
[25] Jay H. Hardy,et al. Exploratory behavior in active learning: : A between- and within-person examination , 2014 .
[26] Christoph Klimmt,et al. Gender and Computer Games: Exploring Females' Dislikes , 2006, J. Comput. Mediat. Commun..
[27] Jay H. Hardy,et al. Exploration-exploitation tradeoffs and information-knowledge gaps in self-regulated learning: Implications for learner-controlled training and development , 2019, Human Resource Management Review.
[28] E. Bjork,et al. Making things hard on yourself, but in a good way: Creating desirable difficulties to enhance learning. , 2011 .
[29] Traci Sitzmann. A META-ANALYTIC EXAMINATION OF THE INSTRUCTIONAL EFFECTIVENESS OF COMPUTER-BASED SIMULATION GAMES , 2011 .
[30] G. Loewenstein. The psychology of curiosity: A review and reinterpretation. , 1994 .
[31] M. Csíkszentmihályi. The domain of creativity. , 1990 .
[32] Jure Leskovec,et al. Steering user behavior with badges , 2013, WWW.
[33] Clint A. Bowers,et al. Development of Game-Based Training Systems: Lessons Learned in an Inter-Disciplinary Field in the Making , 2010 .
[34] Robert A. Wisher,et al. THE COMPARATIVE EFFECTIVENESS OF WEB-BASED AND CLASSROOM INSTRUCTION: , 2006 .
[35] Michael Frese,et al. Error training: Replication and the function of exploratory behavior , 1994, Int. J. Hum. Comput. Interact..
[36] Richard E. Mayer,et al. Research-Based Solutions to Three Problems in Web-Based Training , 2009 .
[37] Lauren N. Harkrider,et al. Learner-controlled practice difficulty in the training of a complex task: cognitive and motivational mechanisms. , 2013, The Journal of applied psychology.
[38] D. Berlyne. Curiosity and exploration. , 1966, Science.
[39] P. Silvia,et al. The Curiosity and Exploration Inventory-II: Development, Factor Structure, and Psychometrics. , 2009, Journal of research in personality.
[40] S. Kozlowski,et al. Active learning: effects of core training design elements on self-regulatory processes, learning, and adaptability. , 2008, The Journal of applied psychology.
[41] Georg von Krogh,et al. "What's coming next?" Epistemic curiosity and lurking behavior in online communities , 2013, Comput. Hum. Behav..
[42] B Hesketh,et al. Learning from errors in a driving simulation: effects on driving skill and self-confidence , 2000, Ergonomics.
[43] Traci Sitzmann,et al. A meta-analysis of self-regulated learning in work-related training and educational attainment: what we know and where we need to go. , 2011, Psychological bulletin.
[44] Christian C. P. Wolff,et al. Encouraging Active Learning , 2014 .
[45] Amela Sadagic. Deconstructing Game-based Systems: What are They? What Really Matters? , 2010 .
[46] J. Bruner,et al. The role of tutoring in problem solving. , 1976, Journal of child psychology and psychiatry, and allied disciplines.
[47] David P. MacKinnon,et al. Current Directions in Mediation Analysis , 2009, Current directions in psychological science.