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process of learning: Beneficial effects of contextualization,
personalization, and choice. Journal ofEducational Psychology, 88,
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9. Facer K., (2003), Computer games and learning,
http://www.nestafuturelab.org/research/discuss/02discuss01.htm
10. Garris R., Ahlers R., and Driskell .J.E., (2002), Games, motivation and
learning, Simulation & gaming, An Interdisciplinary Journal of Theory,
Practice and Research. Vol33, No.4 Dec. 2002.
11. Jonassen, D.H., (1994). Thinking technology: Toward a constructivist
design model. Educational Technology, 34 (4), 34-37.
12. Kernan, M. C., & Lord, R. G., (1990), Effects of valence, expectancies,
and goal-performance discrepancies in single and multiple goal
environments. Journal of Applied Psychology, 75, 194-203.
13. Kirriemuir J., & McFarlane A., (2004), Literature review in games and
learning: A report for NESTA Futurelab,
http://www.nestafuturelab.org/research/reviews/08_01.htm
14. Kirriemuir J., (2002), Video gaming, education and digital learning
technologies. D-Lib Magazine, 8(2).
15. Klawe M., (1999), Computer games, education and interfaces: The E-
GEMS project. In Proceedings of the Graphics Interface 1999
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16. Malone T. W., (1981), Toward a theory of intrinsically motivating
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