Examining the Use of Self-Regulatory Processes During Game-Based Learning Among Students with Cognitive or Learning Disabilities

The goal of this project is to understand how students with cognitive or learning disabilities engage in self-regulated learning processes during game-based learning and how level of agency impacts emotions, performance, and overall learning after playing Crystal Island, a game to foster self-regulated learning, scientific reasoning, literacy, and microbiology content learning.

Funding: Internal Seed