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Direct linkAugustin, T.; Hockemeyer, C.; Kickmeier-Rust, M.; Albert, D. – IEEE Transactions on Learning Technologies, 2011
The assessment of knowledge and learning progress in the context of game-based learning requires novel, noninvasive, and embedded approaches. In the present paper, we introduce a mathematical framework which relates the (problem solution) behavior of a learner in the game context to the learner's available and lacking competencies. We argue that a…
Descriptors: Feedback (Response), Mathematics Instruction, Definitions, Educational Games
