useful guides. It is never a learner's fault that a particular approach to learning is not working for them -- it is no evidence of defect -- for all learners in all areas at all times, some approaches will work and some won't, so when you discover that an approach isn't work- 3/
Similarly, teams of experimental psychologists observe in painstaking detail the moment-by-moment responses of playtesters to various preliminary versions of games. These data likewise guide a systematic process of successive refinement, which optimizes for depth of engagement.
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As long as we insist upon economies of scale in mathematics education, which preclude fine-grained adaptations to individual learners, we're in the same position as game designers. We seek an optimal solution to the problem of student engagement -- not a perfect, guaranteed one.
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I don't think we're having the same conversation. I think we prob. disagree about policy too, but I'm not talking about policy, at all. I'm talking about how to understand learner difficulty.
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