Self-regulated interest . Student creates personal goals within the software to make the software as personally interesting as possible. Student adjusts software features to sustain deeply involved, interesting, or challenging interactions. Student creatively uses software for personally defined purposes. Structure-dependent engagement .
Student is sensitive to and competent with software operation and navigation .
Student pursues goals communicated by the software. Student may not yet display full mastery of software features, but responds to operational, navigational, or content organization. Above this point, students demonstrate patterns of interaction that make competent use of software structure. Frustrated engagement . Student possesses clear goals when working with the software but is unsuccessful in accomplishing them .