Most linked-to pages
Showing below up to 303 results in range #1 to #303.
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- Transfer (63 links)
- Normal post-test (60 links)
- Robust learning (54 links)
- Knowledge components (53 links)
- Knowledge component (50 links)
- Collected User Requests (49 links)
- Long-term retention (47 links)
- DataShop Feature Wish List (37 links)
- Coordinative Learning (33 links)
- Self-explanation (28 links)
- DataShop 4.x Features (27 links)
- DataShop 3.x Features (26 links)
- Worked examples (23 links)
- Feature validity (22 links)
- Refinement (22 links)
- Interactive Communication (22 links)
- Instructional method (21 links)
- DataShop Completed Features (21 links)
- DataShop On-going Features (21 links)
- Accelerated future learning (21 links)
- Category:DataShop Glossary (20 links)
- User:Koedinger (20 links)
- Learning events (20 links)
- Features (19 links)
- Refinement and Fluency (18 links)
- The Help Tutor Roll Aleven McLaren (18 links)
- Assistance (17 links)
- Sense making (17 links)
- Coordination (16 links)
- Rummel Scripted Collaborative Problem Solving (16 links)
- Explicit instruction (15 links)
- Hausmann Study (15 links)
- Example (14 links)
- Booth (14 links)
- Does learning from worked-out examples improve tutored problem solving? (14 links)
- Hausmann Study2 (14 links)
- Andes (14 links)
- Implicit instruction (13 links)
- In vivo experiment (13 links)
- Learning event space (13 links)
- Collaboration (12 links)
- Strength (12 links)
- Procedural (12 links)
- Gaming the system (11 links)
- Integration (11 links)
- Optimizing the practice schedule (11 links)
- Craig questions (11 links)
- Metacognition and Motivation (10 links)
- Feature focusing (10 links)
- Availability (10 links)
- Fluency (10 links)
- Bridging Principles and Examples through Analogy and Explanation (10 links)
- Collaboration scripts (10 links)
- Reflective Dialogues (Katz) (10 links)
- Optimized scheduling (10 links)
- Co-training (10 links)
- Craig observing (10 links)
- Walker A Peer Tutoring Addition (10 links)
- Cue validity (10 links)
- Metacognition (10 links)
- Cognitive tutor (9 links)
- Reflection questions (9 links)
- Visual-verbal integration (9 links)
- FrenchCulture (9 links)
- Conceptual knowledge (9 links)
- Using Elaborated Explanations to Support Geometry Learning (Aleven & Butcher) (9 links)
- Focusing (9 links)
- Help Lite (Aleven, Roll) (9 links)
- Fostering fluency in second language learning (9 links)
- Retention (9 links)
- Cognitive load (9 links)
- Ringenberg Examples-as-Help (8 links)
- Optimal spacing interval (8 links)
- Cue availability (8 links)
- Cue reliability (8 links)
- Post-practice reflection (Katz) (8 links)
- Competition (8 links)
- Worked example principle (8 links)
- Contiguous Representations for Robust Learning (Aleven & Butcher) (8 links)
- Note-Taking Technologies (8 links)
- Visual Representations in Science Learning (8 links)
- Mapping Visual and Verbal Information: Integrated Hints in Geometry (Aleven & Butcher) (8 links)
- Declarative (7 links)
- Educational Research Methods 09 (7 links)
- Project Page Template and Creation Instructions (7 links)
- Lab study proof-of-concept for handwriting vs typing input for learning algebra equation-solving (7 links)
- User:Alida (7 links)
- Assistance dilemma (7 links)
- Computational Modeling and Data Mining (7 links)
- Step (7 links)
- Help abuse (7 links)
- Hint sequence (7 links)
- Ecological control group (7 links)
- Personalization (7 links)
- McLaren et al - Studying the Learning Effect of Personalization and Worked Examples in the Solving of Stoich Problems (7 links)
- Multimedia sources (6 links)
- Analogical comparison (6 links)
- The self-correction of speech errors (McCormick, O’Neill & Siskin) (6 links)
- Visual Feature Focus in Geometry: Instructional Support for Visual Coordination During Learning (Butcher & Aleven) (6 links)
- Help-seeking behavior (6 links)
- Mastery (6 links)
- REAP Study on Personalization of Readings by Topic (Fall 2006) (6 links)
- Competition Model (6 links)
- Collaboration skill (6 links)
- Sources (6 links)
- In vivo comparison of Cognitive Tutor Algebra using handwriting vs typing input (6 links)
- Mayer and McLaren - Social Intelligence And Computer Tutors (6 links)
- Strategies (6 links)
- French gender cues (6 links)
- Effect of adding simple worked examples to problem-solving in algebra learning (6 links)
- REAP main (6 links)
- French gender prototypes (6 links)
- Error correction support (5 links)
- Elaborative interaction (5 links)
- Conceptual tasks (5 links)
- Prompted self-explanation hypothesis (5 links)
- Note-Taking: Coordination (5 links)
- Roll IPL (5 links)
- Extending Reflective Dialogue Support (Katz & Connelly) (5 links)
- Cognitive Factors (5 links)
- Baker Choices in LE Space (5 links)
- Contiguity (5 links)
- Scaffolding (5 links)
- Root node (5 links)
- Self-supervised learning (5 links)
- Handwriting Algebra Tutor (5 links)
- Hausmann Diss (5 links)
- Prompted Self-explanation (5 links)
- Corrective self-explanation (5 links)
- Knowledge Construction Dialogues (5 links)
- Post-practice reflection (5 links)
- Bottom out hint (5 links)
- Prompting (5 links)
- Instructional explanation (5 links)
- Cognitive headroom (5 links)
- Game the system (5 links)
- Stoichiometry Study (5 links)
- Category:Visual-Verbal Learning (Aleven & Butcher Project) (4 links)
- Complementary (4 links)
- Category:Learning Processes (4 links)
- Student Uncertainty (4 links)
- Invention task (4 links)
- Working memory (4 links)
- Fading (4 links)
- Note-Taking: Restriction and Selection (4 links)
- Prompted self-explanation principle (4 links)
- Tutoring feedback (4 links)
- Assistance Dilemma English Articles (4 links)
- Practice at Retrieval (4 links)
- Math Game Elements (4 links)
- Note-Taking: Focusing On Concepts (4 links)
- FaCT System (4 links)
- Deep-level question (4 links)
- Peer tutoring (4 links)
- Geometry Greatest Hits (4 links)
- Note-Taking: Focusing On Quantity (4 links)
- Chinese pinyin dictation (4 links)
- Example-rule coordination principle (4 links)
- Instructional schedule (4 links)
- Instructional Principles and Hypotheses (4 links)
- Elaborated Explanations (4 links)
- Composition Effect Kao Roll (4 links)
- French gender attention (4 links)
- E-Learning Principles (4 links)
- Procedural tasks (4 links)
- Learning French gender cues with prototypes (4 links)
- Direct instruction (4 links)
- Note: (4 links)
- InstructionalPrinciples (4 links)
- Agent (4 links)
- Visual-Verbal Learning (Aleven & Butcher Project) (3 links)
- Visual-verbal coordination (3 links)
- Applying optimal scheduling of practice in the Chinese Learnlab (3 links)
- Learning the role of radicals in reading Chinese (3 links)
- FAQ for teachers (3 links)
- Application of SimStudent for Error Analysis (3 links)
- Path effects (3 links)
- ESL (3 links)
- Unlabeled examples (3 links)
- Assistance Hypothesis (3 links)
- Social and Communicative Factors in Learning (3 links)
- Category:Scripted Collaborative Problem Solving (3 links)
- Opportunity (3 links)
- Understanding paired associate transfer effects based on shared stimulus components (3 links)
- Off-Task Behavior (3 links)
- Between classroom design (3 links)
- Sequencing learning with multiple representations of rational numbers (Aleven, Rummel, & Rau) (3 links)
- Using learning curves to optimize problem assignment (3 links)
- Web Services - Add Custom Fields (3 links)
- Politeness Principle (3 links)
- Reliability (3 links)
- Category:Peer Tutoring (3 links)
- Leverage Learning from Chemistry Visualizations (Ming & Schoenfield) (3 links)
- Vicarious learning (3 links)
- Collaborative learning environment (3 links)
- Collaboratively observe (3 links)
- Category:Independent Variables (3 links)
- DataShop 5.x Features (3 links)
- Baker - Building Generalizable Fine-grained Detectors (3 links)
- Mapping (3 links)
- French gender cue learning through optimized adaptive practice (3 links)
- Jointly constructed explanation (3 links)
- Adaptive Assistance for Peer Tutoring (Walker, Rummer, Koedinger) (3 links)
- Testing effect (3 links)
- Practice (3 links)
- Baker - Closing the Loop (3 links)
- Clicking through hints (3 links)
- Micro level (3 links)
- Web Services (3 links)
- Knowledge component hypothesis (3 links)
- Learning a tonal language: Chinese (3 links)
- Providing optimal support for robust learning of syntactic constructions in ESL (3 links)
- Critical interaction (2 links)
- Path choice (2 links)
- Category:PSLC General (2 links)
- Completely justified example (2 links)
- Automaticity (2 links)
- Training Geometry Concepts with Visual and Verbal Sources (Burchfield, Aleven, & Butcher) (2 links)
- Write a User Story (2 links)
- Cognitive Tutors (2 links)
- Encoding inhibition (2 links)
- Roll - Productive Failure in a Chemistry Virtual Lab (2 links)
- Rules vs. Analogy in Spanish Irregular Verbs (2 links)
- Drill (2 links)
- DataShop (2 links)
- Optimal Spacing Interval (2 links)
- Chunking (2 links)
- Foundational skill building (2 links)
- Worked Examples (2 links)
- External representations (2 links)
- Physics (2 links)
- Plateau study (2 links)
- Arithmetical fluency project (2 links)
- Avoid Passive Learning (2 links)
- Analogical Scaffolding in Collaborative Learning (2 links)
- Mental rotations during vocabulary training (2 links)
- Understanding encoding inhibition, retrieval inhibition and destructive interference effects of errors during practice (2 links)
- Enhancing Learning through Computer Animation (2 links)
- LFA-AFM on Sample (2 links)
- Assistance score (2 links)
- Cognitive task analysis (2 links)
- Treatment (2 links)
- Create a Feature Page (2 links)
- Learning event scheduling (2 links)
- Integration of reading, writing and typing in learning Chinese words (2 links)
- Accurate knowledge estimates principle (2 links)
- Self Efficacy (2 links)
- Harnessing what you know (2 links)
- Modality Principle (2 links)
- Learning Chinese pronunciation from a “talking head†(2 links)
- Within classroom design (2 links)
- Basic skills training (2 links)
- Intelligent Writing Tutor (2 links)
- Analogical comparison principle (2 links)
- Achievement Goals (2 links)
- Using syntactic priming to increase robust learning (2 links)
- Individual differences (2 links)
- Learning by problem solving (2 links)
- Fluency Summer Intern Project 2008 (2 links)
- REAP Study on Question Types (Summer 2006) (2 links)
- Contiguous Representation (2 links)
- Repetition (2 links)
- Knowledge decomposability hypothesis (2 links)
- Japanese fluency (2 links)
- Chi - Induction of Adaptive Pedagogical Tutorial Tactics (2 links)
- Glossary Instructions (2 links)
- Cotraining (2 links)
- Comparing sets (2 links)
- Cue strength (2 links)
- Cognitive Tutor Authoring Tools (2 links)
- Musings on Learning Events (2 links)
- REAP Study on Vocabulary Stretch (Spring 2006) (2 links)
- Static vs. Animated Visual Representations for Science Learning (Kaye, Small, Butcher, & Chi) (2 links)
- Ringenberg Ill-Defined Physics (2 links)
- McLaren - The Assistance Dilemma And Discovery Learning (2 links)
- Learning ESL Vocabulary with Context and Definitions: Order Effects and Self-Generation (2 links)
- User:Mostow (2 links)
- Category:Refinement and Fluency (2 links)
- Help facilities (2 links)
- Error rate (2 links)
- Macro level (2 links)
- Active Processing (2 links)
- Learning curve (2 links)
- Instructional dimensions root (2 links)
- Nokes - Game environments for Chemistry (2 links)
- Nokes - Questionnaires (2 links)
- Web Services - Get Transactions and Student-Step Records (2 links)
- PSLC Postdocs (2 links)
- Lexical effects (2 links)
- Macro-level framework (2 links)
- Category:Glossary (2 links)
- Example-rule coordination (2 links)
- Co-training of Chinese characters (2 links)
- Category:Hausmann Study2 (2 links)
- Accessibility (2 links)
- REAP Multimodal Learning Fall 09 (2 links)
- Multimedia principle (2 links)
- Deep/Reflection questions (2 links)
- Self-explanation: Meta-cognitive vs. justification prompts (2 links)
- A word-experience model of Chinese character learning (2 links)
- Penn - Discovering a Domain Model for Organic Chemistry (2 links)
- Presson & MacWhinney - Second Language Grammar (2 links)
- Condition in Student-Step Rollup (2 links)
