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Extra resources for I Am a Jedi by Qui-Gon Jinn
On the other hand, according to Aldrich (2005), overemphasizing a score can make students rely too much on the scores and will make them less engaged in the learning materials. Consequently, adding a score can subvert motivation and learning instead of supporting it. Adaptivity The commercial version of the game features adaptivity on the level of the math rules: When players lose a mini-game against the monkey, a—presupposed but not empirically verified—easier math rule is offered. This type of adaptivity is a basic example of adaptive item sequencing: If a learner fails to complete a task, the subsequent task is easier and when a learner successfully completes a task, the subsequent task is more difficult, hence increasing the challenge.
Gallistel, C. , & Gelman, R. (1992). Preverbal and verbal counting and computation. Cognition, 44, 43–74. , & Driskell, J. E. (2002). Games, motivation and learning: A research and practice model. Simulation & Gaming, 33, 441–467. Griffin, S. (2004). Building number sense with Number Worlds: A mathematics program for young children. Early Childhood Research Quarterly, 19, 173–180. , Mazzocco, M. M. , & Feigenson, L. (2008). Individual differences in non-verbal number acuity correlate with maths achievement.
Varieties of numerical abilities. Cognition, 44, 1–42. Dehaene, S. (1997). The number sense: How the mind creates mathematics. London, England: The Penguin Press. Gallistel, C. , & Gelman, R. (1992). Preverbal and verbal counting and computation. Cognition, 44, 43–74. , & Driskell, J. E. (2002). Games, motivation and learning: A research and practice model. Simulation & Gaming, 33, 441–467. Griffin, S. (2004). Building number sense with Number Worlds: A mathematics program for young children. Early Childhood Research Quarterly, 19, 173–180.