Discrepancy of evaluated learner skills and technology level.
Each type is characterized by different descriptive levels such as enabling technology, evaluated learner skills, interactivity or authoring challenge.
This classification takes into account the following features: common names, teaching applications, learner skills evaluated, interactivity, consistency of experience & evaluation, flexibility to recover from learner errors, suitability for game-based approach, author challenge, core, and enabling technology (see Table 1 in http://www.igi-global.com/article/content/74790).
From the remaining 263 articles, we were able to assign 80% (n = 210) to the seven types suggested by Talbot et al. However, we encountered difficulties classifying 20% (n = 53) articles for the following reasons: Discrepancy of evaluated learner skills and technology level.
Although motivation creates task engagement, motivated learners might not engage with tasks due to lack of balance between learners' skill and the task challenge (Wigfield & Guthrie, 2000).
Educators setting an optimal level of challenge must have a deep understanding of the learners' skill set while determining the educational goals ('know your audience').
"This new elite institution with a specific focus on rail construction and maintenance will give learners skills which respond not only to the needs of HS2, but also to the future of rail engineering so is vital for Britain's future".
There is considerable agreement that learners' skills, perceptions and the experienced cognitive load interactively affect LC as instructional strategy.
Beaven et al. (2014) also highlight that the way MOOCs are often designed make assumptions about learners' skills and the skills required for success in a MOOC.
In the most recent five years, the research was focused on improving learners' performance in science, especially social science, and in natural scenarios outside of the classroom, but less emphasis was put on developing learners' skills and higher order skills.
