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Discourse Processes Volume 59, 2022 - Issue 1-2: Emotions in Reading, Learning, and Communication
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Articles

Emotions and the Comprehension of Single versus Multiple Texts during Game-based Learning

Daryn A. Devera School of Modeling, Simulation, and Training, University of Central Florida, FloridaCorrespondence[email protected]
,
Megan D. Wiedbuscha School of Modeling, Simulation, and Training, University of Central Florida, Florida
,
Elizabeth B. Cloudeb Department of Learning Sciences and Educational Research, University of Central Florida, Florida
,
James Lesterc Department of Computer Science, North Carolina State University, North Carolina
&
Roger Azevedoa School of Modeling, Simulation, and Training, University of Central Florida, Florida
Pages 94-115 | Published online: 26 Aug 2021

Citations (11)

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Reinhard Pekrun. (2022) Emotions in Reading and Learning from Texts: Progress and Open Problems. Discourse Processes 59:1-2, pages 116-125.
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Articles from other publishers (10)

Gaoxia Zhu, Marlene Scardamalia, Raadiyah Nazeem, Zoe Donoahue, Leanne Ma & Zhixin Lai. (2023) Metadiscourse, knowledge advancement, and emotions in primary school students’ knowledge building. Instructional Science 52:1, pages 1-40.
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Michelle Taub, Allison M. Banzon, Sierra Outerbridge, LaVonda R. Walker, Lindsey Olivera, Marissa Salas & Joel Schneier. (2023) Towards scaffolding self-regulated writing: implications for developing writing interventions in first-year writing. Metacognition and Learning 18:3, pages 749-782.
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Daryn A. Dever, Megan D. Wiedbusch, Sarah M. Romero, Kevin Smith, Milouni Patel, Nathan Sonnenfeld, James Lester & Roger Azevedo. (2023) Identifying the effects of scaffolding on learners’ temporal deployment of self-regulated learning operations during game-based learning using multimodal data. Frontiers in Psychology 14.
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Megan Wiedbusch, James Lester & Roger Azevedo. (2023) A multi-level growth modeling approach to measuring learner attention with metacognitive pedagogical agents. Metacognition and Learning 18:2, pages 465-494.
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Glenda Elizabeth Ruiz Villacrés & Luis Antonio Paredes Rodríguez. (2023) Aprendizaje basado en juegos para el desarrollo de la comprensión lectora en adolescentes. Ciencia Digital 7:3, pages 79-98.
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Ying Xu & Meihua Liu. (2023) Relations among and Predictive Effects of Anxiety, Enjoyment and Self-Efficacy on Chinese Interpreting Majors’ Self-Rated Interpreting Competence. Education Sciences 13:5, pages 436.
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Shelby L. Smith, Richard T. Ward, Laura K. Allen, Jolie B. Wormwood & Caitlin Mills. (2022) Mind your words: Affective experience during reading mediates the effect of textual valence on comprehension. Applied Cognitive Psychology 36:5, pages 1131-1141.
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Daryn A. Dever, Mary Jean Amon, Hana Vrzáková, Megan D. Wiedbusch, Elizabeth B. Cloude & Roger Azevedo. (2022) Capturing Sequences of Learners' Self-Regulatory Interactions With Instructional Material During Game-Based Learning Using Auto-Recurrence Quantification Analysis. Frontiers in Psychology 13.
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Sina Lenski & Jörg Großschedl. (2022) Emotional Design in Concept Maps – No Support but Also No Burden. Frontiers in Education 7.
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Daryn A. Dever, Mary Jean Amon, Megan D. Wiedbusch, Elizabeth B. Cloude & Roger Azevedo. 2022. Learning and Collaboration Technologies. Designing the Learner and Teacher Experience. Learning and Collaboration Technologies. Designing the Learner and Teacher Experience 60 71 .

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