Integrating interactive response systems and deliberate practice in a level design for games course: effects on intrinsic motivation, design anxiety, self-efficacy, and learning achievement
This study aimed to improve student learning outcomes by integrating an interactive response system (IRS) and deliberate practice (DP) into a Level Design for Games course. Previously, this theory-and-practice course was lecture-oriented, emphasized game level design and its application, and offered...
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| Format: | Article |
| Language: | English |
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Taylor & Francis Group
2025-12-01
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| Series: | Cogent Education |
| Subjects: | |
| Online Access: | https://www.tandfonline.com/doi/10.1080/2331186X.2025.2523119 |
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