Emergent behaviors in computer-based learning environments: Computational signals of catching up
Students interactions within the game-based ITS, iSTART-ME, varied as a function of individual differences in reading ability. Dynamical analyses and system log data revealed computational signals of variations in controlled and self-regulated behaviors. Over time, low reading ability students caught up to high reading ability students in performance and regulatory ability.
individual differences dynamic analyses log data intelligent tutoring systems self-regulated learning agency