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    المصدر: Scientific Notes of Ostroh Academy National University: Philology Series; No. 22(90) (2024): Scientific Proceedings of Ostroh Academy National University: Philology Series; 110-113 ; Наукові записки Національного університету «Острозька академія»: Серія «Філологія»; № 22(90) (2024): Наукові записки Національного університету «Острозька академія»: Серія «Філологія»; 110-113 ; 2519-2558

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    المصدر: Scientific Notes of Ostroh Academy National University: Philology Series; No. 21(89) (2024): Scientific Proceedings of Ostroh Academy National University: Philology Series; 106-110 ; Наукові записки Національного університету «Острозька академія»: Серія «Філологія»; № 21(89) (2024): Наукові записки Національного університету «Острозька академія»: Серія «Філологія»; 106-110 ; 2519-2558

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    المؤلفون: Xu, Lin, Wirzberger, Maria, Lieder, Falk

    المصدر: Proceedings of the Annual Meeting of the Cognitive Science Society. 41

    مصطلحات موضوعية: gamification, artificial intelligence in education, persistence, educational games, incentive structuresIntroductionAs the technological development accelerates, self-directedlife-long learning is becoming critically important. MassiveOpen Online Courses (MOOCs) and other digital resourcesprovide unprecedented opportunities for life-long learning.However, only about 15% of the students who enroll in aMOOC actually finish it (Jordan, 2019). One of the rea-sons might be that learning something new often requiresconfronting one’s own incompetence and persisting throughseveral failed attempts to understand a new concept or dosomethin, 2001, Baker et al., 2008)even though they are often necessary to master new skills(Ericsson, Krampe, & Tesch-R ̈omer, 1993). People who havebecome experts in using an outdated tool by doing the samework in the same way for many years may be especially resis-tant to learning how to use a new tool because in the short-, Corbett, & Koedinger, 2004, Mostow et al., 2002).To help student’s overcome such motivational obstacles, educational software increasingly relies on game elements, such as points, levels, and badges, to encourage continued en-gagement with the learning materials (Kapp, 2012, Dicheva, Dichev, Agre, & Angelova, 2015, Huang & Soman, 2013).The trend of gamification has outpaced the development ofan adequate theoretical foundation, and it has been noted thatgamification is often ineffective and sometimes even harm-ful (Toda, Valle, & Isotani, 2018). This raises the questionhow the incentive structures of digital learning environmentssuch as educational games and online courses should be de-signed to optimally incentivize good study choices, by mak-

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