stress-response
发表于 2025-3-28 16:51:05
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accomplishment
发表于 2025-3-28 20:38:36
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秘密会议
发表于 2025-3-28 23:54:42
What Happens When Gamification Ends?e aspects when the test group is no longer gamified. Most studies focus on what happens when gamifying, but not when a group of students stops gamifying. The results obtained will serve to advance a part of the knowledge about gamification.
coddle
发表于 2025-3-29 06:13:04
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淡紫色花
发表于 2025-3-29 10:11:02
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加剧
发表于 2025-3-29 13:44:38
Begriffliche und theoretische Grundlagen,mproved their knowledge by 45% in term of learning gain, developed a better understanding of concepts such as nested if-else and for loop, and improved their confidence level by 13%. Furthermore, the result of the Pearson product-moment correlation coefficient shows a positive correlation (r = 0.68) between feedback from the ITS and learning gain.
pineal-gland
发表于 2025-3-29 15:39:02
Begriffliche und theoretische Grundlagen, on the use of VERA by college-level students indicates that providing access to large scale but contextualized knowledge helped students build more complex models and generate more hypotheses in problem-solving.
commune
发表于 2025-3-29 20:01:51
,Werkzeuge, Checklisten und Übungen,ng the Gated Recurrent Unit (GRU) and the Attention model, this approach designs a dynamic graph over different time steps. Through learning feature information and topology representation of nodes/learners, this model can predict with high accuracy of 80,63% learners with low knowledge acquisition and prepare them for further recommendation.
彻底检查
发表于 2025-3-30 01:35:55
,Die Unternehmerfamilie — ein Mythos?,ive struggle.” We argue that most existing efforts rely on operationalizations and prediction targets that are misaligned to the approaches of real-world instructional systems. We illustrate facets of misalignment using Carnegie Learning’s . as a case study, raising important questions being addressed by on-going efforts and for future work.
古代
发表于 2025-3-30 07:31:15
Interactive Pedagogical Agents for Learning Sequence Diagramslity metrics with rule-based techniques capturing consistency constraints allowed generation of immediate and holistic feedback. The scaffolding approach helped to lower the cognitive overload. The pre- and post-tests and survey results revealed substantially improved learning outcomes and student satisfaction.