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• Macro-level framework
  The overarching research goal of the PSLC is to understand [[robust learning]], and in particular, t
  4 KB (597 words) - 02:27, 13 April 2007
• Main Page
  ...e complexity of their combinations, and recommendations for LearnLab style research to address this complexity. ...and [https://learnlab.org/index.php/computational-modeling-and-data-mining-research-thrust/ Computational Modeling and Data Mining].
  8 KB (1,241 words) - 12:48, 5 September 2019
• Mapping Visual and Verbal Information: Integrated Hints in Geometry (Aleven & Butcher)
  ...U HCII), Grace Lee Leonard (Research Associate, CMU HCII), Thomas Bolster (Research Associate, CMU HCII) ...ion as well as in conceptual rules/principles of geometry. The goal of the research described here is to determine if [[implicit instruction]]al events that us
  13 KB (1,687 words) - 20:19, 15 December 2010
• Math Game Elements
  ...PSLC summer intern); Michael Ringenberg, Shawn Snyder, Martin van Velsen (Research Programmers, CMU HCII); BJ Nartker(Artist, independent contractor)
  7 KB (1,126 words) - 20:13, 7 January 2010
• Mayer and McLaren - Social Intelligence And Computer Tutors
  * Seiji Isotani, Carnegie Mellon University, research and programming ===Research Questions===
  9 KB (1,397 words) - 22:28, 20 November 2009
• McLaren et al - Conceptual Learning in Chemistry
  ===Research Questions=== These research questions led us to the following two hypotheses:
  33 KB (4,408 words) - 08:34, 21 October 2008
• McLaren et al - Studying the Learning Effect of Personalization and Worked Examples in the Solving of Stoich Problems
  ...s at a university and three high schools. A fourth version of the study is about to conclude. ===Research Questions===
  24 KB (3,509 words) - 20:20, 15 December 2010
• Mental rotations during vocabulary training
  ...s and pictures in unusual orientations (one presentation of each). In past research, learning vocabulary in association to pictures in unusual orientations was 3. Research question
  6 KB (950 words) - 12:29, 18 April 2007
• Metacognition
  ...e that "metacognitive knowledge consists primarily of knowledge or beliefs about what factors or variables act and interact in what ways to affect the cours ...n includes both ''monitoring of understanding'' (what do I know? knowledge about cognition) and ''monitoring of the learning process'' (managing the problem
  4 KB (527 words) - 03:31, 9 December 2008
• Metacognition and Motivation
  ...gnition and motivation to increase the robustness of student learning. Our research will focus on a small number of metacognitive abilities (e.g., help seeking ...to place greater emphasis on issues of motivation within learning sciences research than has been done so far within the PSLC.
  8 KB (1,110 words) - 15:43, 21 July 2011
• Musings on Learning Events
  At present, here is what we say about Learning Events: ...articular duration from T to T+d (d= duration of event). In instructional research, d can vary from seconds to semesters, depending on the grain size of the
  15 KB (2,418 words) - 00:03, 11 May 2007
• Note-Taking: Coordination
  ==Research Question== There is a long history of research connecting note-taking with increased performance on learning outcomes. Whi
  8 KB (1,202 words) - 14:44, 21 April 2008
• Note-Taking: Copy Paste
  == Research Question ==
  8 KB (1,140 words) - 23:31, 14 April 2007
• Note-Taking: Focusing On Concepts
  ...unt of time students spend rehearsing the idea in working memory. Previous research indicates that when students use copy-paste functionality to take notes on == Research Question ==
  10 KB (1,457 words) - 13:58, 10 September 2010
• Note-Taking: Focusing On Quantity
  Note-taking research often limits the amount of notes students can take, believing that too much The research described here will evaluate how the quantity of notes students can take af
  9 KB (1,313 words) - 18:06, 13 April 2007
• Note-Taking: Restriction and Selection
  == Research Question ==
  11 KB (1,690 words) - 18:21, 13 April 2007
• Note-Taking Technologies
  == Research Question == Note-taking research has shown that the process of taking notes can have a positive impact on lo
  9 KB (1,227 words) - 23:49, 14 April 2007
• Optimized scheduling
  ...y Pavlik (2007) qualifies the conclusions because most (if not all) of the research referenced in the guide does not control for time on task. ...arning event scheduling]] (see [[Optimizing the practice schedule|Pavlik's research program]]), the [[knowledge tracing]] algorithm used in [[Cognitive Tutors]
  7 KB (933 words) - 15:43, 28 October 2009
• Optimizing the practice schedule
  === Research question === ...e computed? The descendants section below links to LearnLab and laboratory research tracks that have employed and invetigated these methods of optimal sequenci
  11 KB (1,506 words) - 22:30, 8 December 2008
• Orthography
  ==The Research Problem:==
  2 KB (234 words) - 16:26, 2 June 2009

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