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Home » Islandora Repository » Research Repository » College of Education » Department of Educational Psychology and Learning Systems

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

Permalink: http://purl.flvc.org/fsu/fd/FSU_libsubv1_scholarship_submission_1533932575_76ff5486
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Shute, V. J., D'Mello, S., Baker, R., Cho, K., Bosch, N., Ocumpaugh, J., … Almeda, V. (2015). Modeling how incoming knowledge, persistence, affective states, and in-game progress influence student learning from an educational game. Computers & Education. Retrieved from http://purl.flvc.org/fsu/fd/FSU_libsubv1_scholarship_submission_1533932575_76ff5486
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Choose the citation style.
Shute, V. J., D'Mello, S., Baker, R., Cho, K., Bosch, N., Ocumpaugh, J., … Almeda, V. (2015). Modeling how incoming knowledge, persistence, affective states, and in-game progress influence student learning from an educational game. Computers & Education. Retrieved from http://purl.flvc.org/fsu/fd/FSU_libsubv1_scholarship_submission_1533932575_76ff5486

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