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.
Edens, K. M., & Potter, E. F. (2013). An exploratory look at the relationships among math skills, motivational factors and activity choice. Early Childhood Education Journal, 41, 235-243.
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.
Andersson, U. (2008). Working memory as a predictor of written arithmetical skills in children: The importance of central executive functions. The British Journal of Educational Psychology, 78(2), 181-203.
Cain, K., Oakhill, J., & Bryant, P. (2004). Children's reading comprehension ability: Concurrent prediction by working memory, verbal ability, and component skills. Journal of Educational Psychology, 96(1), 31-42.
Acim, R. (2018). The Socratic method of instruction: An experience with a reading comprehension course. Journal of Educational Research and Practice, 8(1), 4.
Acim, R. (2018). The Socratic method of instruction: An experience with a reading comprehension course. Journal of Educational Research and Practice, 8(1), 4.
Dirkx, J. M. (2008). The meaning and role of emotions in adult learning. New Directions for Adult and Continuing Education, 2008(120), 7-18.
Dolan, J. E. (2016). Splicing the divide: A review of research on the evolving digital divide among K-12 students. Journal of Research on Technology in Education, 48(1), 16-37.
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