Students' ability to regulate and control their behaviors during learning has been shown to be a critical skill for academic success. However, researchers often struggle with ways to capture the nuances of this ability, often solely relying on self-report measures. This thesis proposal employs a novel approach to investigating variations in students' ability to self-regulate by using process data from the game-based Intelligent Tutoring System (ITS) iSTART-ME.
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- Cognitive Psychology
- Data Mining
- Game-based learning
- Intelligent Tutoring Systems
- Seductive Details
- Self-management (Psychology)
- Computer-assisted instruction--Education (Secondary)--Evaluation.
- Computer-assisted instruction
- Educational games--Evaluation.
- Educational games
- Partial requirement for: M.A., Arizona State University, 2014Note typethesis
- Includes bibliographical references (p. 79-87)Note typebibliography
- Field of study: Psychology