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Learning and Teaching Scotland, or LTS for short, have consistently pushed the serious games agenda forward by producing quantitative positive results supporting the benefit of computer games in education.
Numerical results supporting the theory are presented.
Results supporting these claims are provided.
Finally, numerical results supporting the analytical results are provided.
In Section 4, we present some numerical results supporting our analytical findings.
Early research following this process-based perspective has provided promising results supporting this argument.
The RELM results are consistent with the Japanese results, supporting our observed correlations.
In Section 4, we provide experimental results supporting our method with respect to FPPR original attack.
Using signal detection theory Farris et al. (2006) found results supporting both explanations.
The scheme is implemented and numerical results supporting our analysis are presented.
The proposed algorithm is implemented and numerical results supporting the analysis are provided.
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