Effects of incorporating a two-tier assessment-based guiding mechanism into contextual games on students’ learning achievement and behaviors in horticultural education-Reference-Cited by-同舟云学术

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Effects of incorporating a two-tier assessment-based guiding mechanism into contextual games on students’ learning achievement and behaviors in horticultural education

Published:2023-12-21 Issue: Volume: Page:1-23
ISSN:1049-4820
Container-title:Interactive Learning Environments
language:en
Short-container-title:Interactive Learning Environments

Author:

Hwang Gwo-Jen¹²³^ORCID,Lin An-Chi²,Chang Shao-Chen⁴^ORCID

Affiliation:

1. Graduate Institute of Educational information and Measurement, National Taichung University of Education, Taichung, Taiwan

2. Graduate Institute of Digital Learning and Education, National Taiwan University of Science and Technology, Taipei, Taiwan

3. Yuan Ze University, Taoyuan, Taiwan

4. International bachelor program in informatics and the department of information communication, Yuan Ze University, Taoyuan, Taiwan

Funder

National Science and Technology Council

Publisher

Informa UK Limited

Subject

Computer Science Applications,Education

Link

https://www.tandfonline.com/doi/pdf/10.1080/10494820.2023.2294754

Reference73 articles.

1. Effects of two-tier multiple choice diagnostic assessment items on students’ learning outcome in basic science technology (BST);Adodo S. O.;Academic Journal of Interdisciplinary Studies,2013

2. Problem solving and learning.

3. Creative Engagement: Embodied Metaphor, the Affective Brain, and Meaningful Learning

4. Arteca, R. N. (2014). Introduction to horticultural science. Nelson Education.

5. Motivation is a game: Massively multiplayer online games as agents of motivation in higher education

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