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- W56480429 abstract "We report on two studies that suggest that showing reports of student progress at key moments of deactivating negative emotions (boredom or lack of excitement) can help improve students’ affective state and learning behavior while using an adaptive math tutoring system. The studies involved 160 middle-school students in public schools in Arizona and California who reported higher levels of interest and excitement and also demonstrated more positive engagement behavior when using the intervention progress pages." @default.
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- W56480429 date "2013-01-01" @default.
- W56480429 modified "2023-09-26" @default.
- W56480429 title "Repairing Deactivating Negative Emotions with Student Progress Pages" @default.
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- W56480429 doi "https://doi.org/10.1007/978-3-642-39112-5_115" @default.
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