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  • 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
  • Effect of adding simple worked examples to problem-solving in algebra learning
    === Research question ===
    4 KB (605 words) - 15:40, 31 August 2011
  • Emergece Project (Chi)
    ==Learning about Emergence and Heat Transfer == ...uld extend the learning framework of PSLC by incorporating new information about conceptual change.
    25 KB (3,832 words) - 21:01, 11 January 2008
  • English
    ...Learning]], [[Interactive Communication]], and [[Refinement and Fluency]] research clusters.
    264 bytes (34 words) - 15:41, 31 August 2011
  • Enhancing Learning through Computer Animation
    ...sociates:</b> Ben MacLaren (Research Programmer, CMU HCII), Angela Wagner (Research Associate, CMU HCII) === Research questions ===
    3 KB (338 words) - 20:55, 19 May 2009
  • Expanding spacing interval
    ...tiplication facts and spelling lists. Human Learning: Journal of Practical Research & Applications, 4(1), 11-18.
    2 KB (326 words) - 20:01, 12 December 2007
  • Explicit and implicit knowledge of infinitival and gerundival verb complements in L2 speech
    == Research question == ...nts repeated the same topic during a session, while 8 other students spoke about three different topics. In total, 27 minutes of speech were elicited from e
    7 KB (1,128 words) - 15:42, 31 August 2011
  • Extending Reflective Dialogue Support (Katz & Connelly)
    ...unable to use this knowledge to solve quantitative problems. The present research seeks to ''integrate'' quantitative and qualitative knowledge via [[post-pr === Research question ===
    19 KB (2,538 words) - 21:07, 4 May 2009
  • Feature validity
    ...& MacWhinney, B. (1989). Maximum likelihood models for sentence processing research. In B. MacWhinney & E. Bates (Eds.), The crosslinguistic study of sentence
    2 KB (232 words) - 15:43, 31 August 2011
  • Flow
    ...ams, Symposium conducted at the annual meeting of the American Educational Research Association, New York, NY.
    8 KB (1,268 words) - 20:29, 2 September 2011
  • Fluency Summer Intern Project
    == Research Questions == ...higher for students who repeated their speech than for students who talked about three different topics (.15-.31 for no repetition vs. .35-.59 for repetitio
    7 KB (1,169 words) - 04:32, 4 August 2007

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