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  • Corrective self-explanation
    ...07), corrective self-explanation may uniquely improve conceptual knowledge about features in the equations. ...ong and 2) ''why'' the [[knowledge component]] is wrong (what [[features]] about the situation make the knowledge inappropriate.
    4 KB (526 words) - 15:28, 31 August 2011
  • Craig observing
    This research project investigated why students learn from [[collaboratively observing]] === Research question ===
    13 KB (1,737 words) - 16:35, 7 October 2008
  • Craig questions
    === Research question === ...nder revision). Learning from observing tutoring collaboratively: Insights about tutoring effectiveness from vicarious learning. ''Cognitive Science.''
    11 KB (1,476 words) - 17:19, 15 November 2010
  • DataShop
    * a central repository to secure and store research data ...-to-date on the latest DataShop news on our [http://pslcdatashop.org/about about] page.
    2 KB (230 words) - 13:45, 22 August 2013
  • DataShop Feature Wish List
    ...ge [[Collected User Requests]]. Click on a feature to get more information about it, such as a description, rationale for building it, and its status. # [[Research Goals]]
    3 KB (402 words) - 13:48, 22 August 2013
  • Deep-level question
    ...erson, N. K. (1994). Question asking during tutoring. American Educational Research Journal, 31, 104-137.
    3 KB (333 words) - 02:00, 12 December 2007
  • Development of a Novel Writing System
    Research question The basic research question are: 1) can participants learn to read words and text presented u
    5 KB (670 words) - 15:06, 13 July 2011
  • DiBiano Personally Relevant Algebra Problems
    ...Texas high school. Freshman algebra students were surveyed and interviewed about their out-of-school interests, and were also asked to describe how they use The second stage of this research was an “in vivo” study that took place in Fall of 2009 at a Pennsylvani
    20 KB (2,839 words) - 15:37, 31 August 2011
  • Direct process
    ...transformation, and categorical shift. In S. Vosniadou (Ed.), Handbook of research on conceptual change. Hillsdale, NJ: Erlbaum.
    670 bytes (102 words) - 19:19, 25 July 2007
  • Does learning from examples improved tutored problem solving?
    ...t by an authorative figure (the textbook, teacher, or researcher). In this research context, the instructional explanation was generated by the experimenters a === Research question ===
    8 KB (1,141 words) - 20:03, 21 March 2008
  • Does learning from worked-out examples improve tutored problem solving?
    ...student more grasp on the novice elements. By presenting more information about the novice elements the student will not have to bridge the gap between his The background of this research is twofold. (1) The very successful approach of Cognitive Tutors (Anderson,
    27 KB (3,900 words) - 15:38, 31 August 2011
  • E-Learning Design Principles and Methods 2016
    ...-Learning_Design_Principles_and_Methods_2016&redirect=no/ www.learnlab.org/research/wiki/index.php?title=E-Learning_Design_Principles_and_Methods_2016&redirect ...versus system control and supporting student metacognition. You will read about the experiments that support these design principles, see examples of how t
    19 KB (2,631 words) - 18:32, 26 July 2017
  • E-Learning Design Principles and Methods 2017
    ....php/E-Learning_Design_Principles_and_Methods_2017 http://www.learnlab.org/research/wiki/index.php/E-Learning_Design_Principles_and_Methods_2017 ] ...versus system control and supporting student metacognition. You will read about the experiments that support these design principles, see examples of how t
    19 KB (2,647 words) - 14:30, 24 August 2017
  • ELI Study on Activity Theory and student use of REAP (Spring 2007)
    ...her activity theory (Leontiev, 1978; Kuuthi, 1995), vocabulary acquisition research, individual differences and the use computers (CALL) in classroom vocabular One of the original goals of the research (see other studies in this section) was to compare the number of mouse clic
    3 KB (402 words) - 19:58, 21 April 2008
  • Ecological control group
    [[Category:Research Standards]]
    2 KB (243 words) - 21:32, 10 April 2007
  • Educational Game Design and its attributes that affect learning
    ...d a lot in the realm of games and learning in general, but little is known about what components of these games (i.e., game attributes) influence learning o The early stage research on computer games as a platform for studying on intrinsic motivation was ca
    10 KB (1,566 words) - 11:03, 19 May 2009
  • Educational Game Design and its attributes that helps learning
    ...d a lot in the realm of games and learning in general, but little is known about what components of these games (i.e., game attributes) influence learning o #Gee, J. P. (2004). What video games have to teach us about learning and literacy. New York: Palgrave MacMillan. Chap. 3 & 5. Focus on
    5 KB (615 words) - 16:12, 4 May 2009
  • Educational Research Methods 10
    (For Spring 2012 go to [[Educational Research Methods 2012]]) ==Research Methods for the Learning Sciences 85-748==
    19 KB (2,736 words) - 11:14, 3 December 2011
  • Educational Research Methods 2014
    A new version of this course is [[Educational Research Methods 2017]]. ===Research Methods for the Learning Sciences 05-748===
    35 KB (5,226 words) - 14:21, 24 October 2016
  • Educational Research Methods 2017
    ===Research Methods for the Learning Sciences 05-748=== Syllabus and useful links: [http://learnlab.org/research/wiki/index.php/Educational_Research_Methods_2014
    27 KB (4,033 words) - 15:47, 23 April 2017

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