Developers can incorporate goal-setting and progress-monitoring tools into educational applications in various ways including a dashboard that includes personalized goals and visualizations of progress.
Educators can also use interactive writing activities and games in digital formats to help increase digital literacies and foster a sense of autonomy in learning.
Immordino-Yang, M.H. (2007). A tale of two cases: Lessons for education from the study of two boys living with half their brains. Mind, Brain, and Education, 1, 66-83.
Developers can incorporate goal-setting and progress-monitoring tools into educational applications in various ways including a dashboard that includes personalized goals and visualizations of progress.
Immordino-Yang, M.H. (2007). A tale of two cases: Lessons for education from the study of two boys living with half their brains. Mind, Brain, and Education, 1, 66-83.
Greco, V., Beresford, B., & Sutherland, H. (2009). Deaf Children and Young People's Experiences of Using Specialist Mental Health Services. Children & Society, 23(6), 455–469.
Jansen, P., Ellinger, J., & Lehmann, J. (2018). Increased physical education at school improves the visual-spatial cognition during adolescence. Educational Psychology, 38(7), 964-976.
Jansen, P., Ellinger, J., & Lehmann, J. (2018). Increased physical education at school improves the visual-spatial cognition during adolescence. Educational Psychology, 1-13.
Developers can enhance their products by integrating customizable rubric features that allow educators to align criteria with specific learning objectives and standards, promoting personalized learning experiences.
Dirkx, J. M. (2008). The meaning and role of emotions in adult learning. New Directions for Adult and Continuing Education, 2008(120), 7-18.
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