Shute, Valerie J.
D'Mello, Sidney
Baker, Ryan
Cho, Kyunghwa
Bosch, Nigel
Ocumpaugh, Jaclyn
Ventura, Matthew
Almeda, Victoria
Funding for this research was provided by:
Bill & Melinda Gates Foundation (SOL1071343, APP181499)
This article is maintained by: Elsevier
Article Title: Modeling how incoming knowledge, persistence, affective states, and in-game progress influence student learning from an educational game
Journal Title: Computers & Education
CrossRef DOI link to publisher maintained version: https://doi.org/10.1016/j.compedu.2015.08.001
Content Type: article
Copyright: Copyright © 2015 Elsevier Ltd. All rights reserved.