How personalization affects motivation in gamified review assessments (2024)
- Authors:
- USP affiliated authors: ISOTANI, SEIJI - ICMC ; RODRIGUES, LUIZ ANTONIO LIMA - ICMC ; TODA, ARMANDO MACIEL - ICMC
- Unidade: ICMC
- DOI: 10.1007/s40593-022-00326-x
- Subjects: JOGOS DE COMPUTADOR; EDUCAÇÃO; APRENDIZAGEM; MOTIVAÇÃO DO ALUNO
- Keywords: Gamification; Gameful; Tailoring; Self-determination theory
- Agências de fomento:
- Language: Inglês
- Imprenta:
- Source:
- Título: International Journal of Artificial Intelligence in Education
- ISSN: 1560-4292
- Volume/Número/Paginação/Ano: v. 34, p. 147-184, 2024
- Status:
- Artigo possui acesso gratuito no site do editor (Bronze Open Access)
- Versão do Documento:
- Versão publicada (Published version)
- Acessar versão aberta:
-
ABNT
RODRIGUES, Luiz Antonio Lima et al. How personalization affects motivation in gamified review assessments. International Journal of Artificial Intelligence in Education, v. 34, p. 147-184, 2024Tradução . . Disponível em: https://doi.org/10.1007/s40593-022-00326-x. Acesso em: 01 abr. 2026. -
APA
Rodrigues, L. A. L., Palomino, P. T., Toda, A. M., Klock, A. C. T., Pessoa, M. S. P., Pereira, F. D., et al. (2024). How personalization affects motivation in gamified review assessments. International Journal of Artificial Intelligence in Education, 34, 147-184. doi:10.1007/s40593-022-00326-x -
NLM
Rodrigues LAL, Palomino PT, Toda AM, Klock ACT, Pessoa MSP, Pereira FD, Oliveira EHT de, Oliveira DF, Cristea AI, Gasparini I, Isotani S. How personalization affects motivation in gamified review assessments [Internet]. International Journal of Artificial Intelligence in Education. 2024 ; 34 147-184.[citado 2026 abr. 01 ] Available from: https://doi.org/10.1007/s40593-022-00326-x -
Vancouver
Rodrigues LAL, Palomino PT, Toda AM, Klock ACT, Pessoa MSP, Pereira FD, Oliveira EHT de, Oliveira DF, Cristea AI, Gasparini I, Isotani S. How personalization affects motivation in gamified review assessments [Internet]. International Journal of Artificial Intelligence in Education. 2024 ; 34 147-184.[citado 2026 abr. 01 ] Available from: https://doi.org/10.1007/s40593-022-00326-x - Predicting user types with symbolic images: an empirical validation based on two card-sorting studies
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