Cite
HARVARD Citation
Shute, V. et al. (2015). Modeling how incoming knowledge, persistence, affective states, and in-game progress influence student learning from an educational game. Computers & education. pp. 224-235. [Online].
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Shute, V. et al. (2015). Modeling how incoming knowledge, persistence, affective states, and in-game progress influence student learning from an educational game. Computers & education. pp. 224-235. [Online].