Abstract
The authors examine patterns of interactions within the game-based intelligent tutoring system, iSTART-ME. Forty high school students from a mid-south urban environment interacted with iSTART-ME across eight training sessions. Transitional probabilities were calculated based on students' system interaction patterns, focusing on four types of game-based features: generative practice, identification mini-games, personalizable features, and achievement screens. The results revealed how students transitioned from one type of interaction to another and how those interaction patterns varied as a function of the most recent action performed.
Original language | English (US) |
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Pages (from-to) | 1481-1482 |
Number of pages | 2 |
Journal | Proceedings of International Conference of the Learning Sciences, ICLS |
Volume | 3 |
Issue number | January |
State | Published - 2014 |
Event | 11th International Conference of the Learning Sciences: Learning and Becoming in Practice, ICLS 2014 - Boulder, United States Duration: Jun 23 2014 → Jun 27 2014 |
ASJC Scopus subject areas
- Computer Science (miscellaneous)
- Education