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The Role of Affective and Motivational Factors in Designing Personalized Learning Environments
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Kim, ChanMin – Educational Technology Research and Development, 2012
In this paper, guidelines for designing virtual change agents (VCAs) are proposed to support students' affective and motivational needs in order to promote personalized learning in online remedial mathematics courses. Automated, dynamic, and personalized support is emphasized in the guidelines through maximizing "interactions" between VCAs and…
Descriptors: Electronic Learning, Instructional Design, Online Courses, Web Based Instruction