Abstract
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.
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Acknowledgements
This research was funded by the Social Sciences and Humanities Research Council of Canada (SSHRC; 895-2011-1006). Authors would like to thank members of the SMART Lab and intelliMEDIA at NCSU for their assistance and contributions.
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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: Isotani, S., Millán, E., Ogan, A., Hastings, P., McLaren, B., Luckin, R. (eds) Artificial Intelligence in Education. AIED 2019. Lecture Notes in Computer Science(), vol 11626. Springer, Cham. https://doi.org/10.1007/978-3-030-23207-8_7
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