Abstract
In this paper, we present the results of an exploratory study into the relationship between student self-efficacy and guidance use in a Multi-User Virtual Environment (MUVE) science curriculum project. We examine findings from a group of middle school science students on the combined effects on learning of student self-efficacy in science and use of individualized guidance messages. In addition, we report on findings that demonstrate the interplay between levels of self efficacy in science and use of an embedded guidance system in an educational MUVE.
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