To examine relations between achievement goal orientation—a construct of motivation, metacognition and learning, multiple data channels were collected from 58 students while problem solving in a game-based learning environment. Results suggest students with different goal orientations use metacognitive processes differently but found no differences in learning. Findings have implications for measuring motivation using multiple data channels to design adaptive game-based learning environments.
CITATION STYLE
Cloude, E. B., Taub, M., Lester, J., & Azevedo, R. (2019). The role of achievement goal orientation on metacognitive process use in game-based learning. In Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics) (Vol. 11626 LNAI, pp. 36–40). Springer Verlag. https://doi.org/10.1007/978-3-030-23207-8_7
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