In this chapter, we have classified the findings on guidance and work environment into four categories: (1) learner factors, (2) direct guidance, (3) indirect guidance and learning context, and (4) connectivity.
This last figure reflects how we conceptualized the various categories of learners' interactional feedback exchanges as two spaces: learning/task space where learners focus on the task and social space where learners need to build up a friendly atmosphere for peer review.
Categories of learners: focusing on the effects of gamification on different groups of learners.
For the purpose of analyzing learning in the MMM activity, we defined four categories of learners.
This figure is an illustration of the various categories of learners' interactional feedback exchanges identified in the 37 reviewed studies.
Studies on how distinct categories of learners are affected by gamification, what to measure as an outcome, and how to add a gamified layer to a core activity are also emerging.
To the extent that learning resources overlap, we are able to reconstruct, through data mining procedures, which learning resource (LR) is best tailored to particular KCs for particular categories of learners (L).
Learner 1 got 6 points and the LPS is.50, falling into the low range of LPS according to Kozulin and Garb's (2002) category, whereas Learner 2 earned 10 points, raising his LPS to.83, towards the upper end of the mid range of LPS (.79 ≤ LPS ≤ .88).88
Furthermore, the sample population-undergraduate medical students in Latin America-may well have different socio-cultural characteristics than participants in other studies (which makes appealing the option of designing VPS adapted to specific categories of learners).
The second category of learners' interactional exchanges in peer review is procedural because it shows how learners attempt to carry out the process of peer review, handle the task of peer revision, organize their interaction in peer review and distribute their tasks in peer review.
