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Benefit of Gamification for Persistent Learners: Propensity to Replay Problems Moderates Algebra-Game Effectiveness.

, , , and . L@S, page 164-173. ACM, (2023)

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Impact of Non-Cognitive Interventions on Student Learning Behaviors and Outcomes: An analysis of seven large-scale experimental inventions., , , , , and . LAK, page 165-174. ACM, (2023)Benefit of Gamification for Persistent Learners: Propensity to Replay Problems Moderates Algebra-Game Effectiveness., , , and . L@S, page 164-173. ACM, (2023)Effective Evaluation of Online Learning Interventions with Surrogate Measures., , , and . EDM, International Educational Data Mining Society, (2023)Longitudinal Clusters of Online Educator Portal Access: Connecting Educator Behavior to Student Outcomes., , , and . LAK, page 540-545. ACM, (2021)Multiple Choice vs. Fill-In Problems: The Trade-off Between Scalability and Learning., , , , , , and . LAK, page 507-517. ACM, (2024)The Effect of Assistance on Gamers: Assessing The Impact of On-Demand Hints & Feedback Availability on Learning for Students Who Game the System., , , and . LAK, page 462-472. ACM, (2024)Differential Responses to Personalized Learning Recommendations Revealed by Event-Related Analysis., , and . EDM, International Educational Data Mining Society, (2020)Identification, Exploration, and Remediation: Can Teachers Predict Common Wrong Answers?, , , , , , , and . LAK, page 399-410. ACM, (2023)How Common are Common Wrong Answers? Crowdsourcing Remediation at Scale., , , , , , , , , and . L@S, page 70-80. ACM, (2023)