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• 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

Page text matches

• (new code) War Planet Generator Hack Cheats Free Unlimited Medals Generator No Human Verification
  ...ance of resources at your fingertips, you can build and upgrade your base, research new technologies, and strengthen your forces like never before. If you're worried about the authenticity and safety of using the War Planet Medals Generator, let u
  3 KB (495 words) - 18:17, 22 September 2023
• 1-13-09 ERM
  This where links and content information go. Return to [[Educational Research Methods 09]].
  91 bytes (12 words) - 16:18, 1 December 2008
• 1-15-09 ERM
  This where links and content information go. Return to [[Educational Research Methods 09]].
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• 1-20-09 ERM
  This where links and content information go. Return to [[Educational Research Methods 09]].
  91 bytes (12 words) - 16:19, 1 December 2008
• 1-22-09 ERM
  This where links and content information go. Return to [[Educational Research Methods 09]].
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• 1-27-09 ERM
  This where links and content information go. Return to [[Educational Research Methods 09]].
  91 bytes (12 words) - 16:20, 1 December 2008
• 1-29-09 ERM
  This where links and content information go. Return to [[Educational Research Methods 09]].
  91 bytes (12 words) - 16:20, 1 December 2008
• 2-3-09 ERM
  This where links and content information go. Return to [[Educational Research Methods 09]].
  91 bytes (12 words) - 16:22, 1 December 2008
• A Novel Writing System
  Research question
  3 KB (361 words) - 17:26, 26 July 2007
• Accelerated future learning
  ...ning to learn” -- such would be in the domain of one of the sense-making research clusters. ...of Research in Education (Vol. 24). Washington, DC: American Educational Research Association.
  2 KB (312 words) - 17:37, 31 October 2008
• Achievement Goals
  Early theory and research on achievement goals led to the proposal of two broad classes of goals, mas ...Elliot, 1999; Elliot & McGregor, 2001). This idea was inspired by earlier research on motivational drives, which included such a distinction. Approach in this
  14 KB (2,116 words) - 14:58, 29 October 2010
• Adaptive Assistance for Peer Tutoring (Walker, Rummer, Koedinger)
  ...or collaboration and what effects they might have. We explore this area of research by augmenting an existing intelligent tutoring system with a peer tutoring ...tutoring components can be added and removed in order to create different research conditions. We next demonstrated how individual intelligent tutoring models
  19 KB (2,778 words) - 07:48, 19 August 2011
• AlevenButcher Study
  ...em situation that is not (yet) expressed in the diagram. The goals of this research are to investigate how coordination between and integration of visual and v === Research questions ===
  2 KB (331 words) - 15:11, 27 December 2006
• Algebra
  ...with collaborative, real-world problem-solving activities. Students spend about 40% of their class time using the software, and the balance of their time e These studies are also organized within research clusters that address common issues across a variety of academic content do
  3 KB (370 words) - 16:15, 18 August 2011
• Analogical Scaffolding in Collaborative Learning
  Past research has shown that collaboration can enhance learning in certain conditions. Ho ...er learning gains at the group level than when working alone. Much of this research has focused on identifying conditions that underlie successful collaboratio
  19 KB (2,592 words) - 23:23, 2 July 2010
• Analogical comparison principle
  ...les, students can focus on the causal structure and improve their learning about the concept. Research studies of mathematics classrooms show use of this principle correlates wit
  5 KB (732 words) - 21:55, 4 December 2009
• Application of SimStudent for Error Analysis
  ===Research Question===
  10 KB (1,552 words) - 13:30, 29 August 2011
• Applying optimal scheduling of practice in the Chinese Learnlab
  === Research question === ...gley low. Conditional analysis showed that the model was overly optimistic about the learning following a failed drill and prematurely widened schedules. It
  11 KB (1,583 words) - 17:00, 3 December 2007
• Arithmetical fluency project
  3. Research question ...learning.” The aim of this project is to lay the groundwork for such a research program in the domain of mathematics.
  9 KB (1,289 words) - 14:57, 28 December 2006
• Assistance Dilemma English Articles
  ...h|strengthening]] and [[fluency]] development. It is also consistent with research on the [[worked example principle]] and particularly the "expertise reversa ...domain and identify how self-explanations may or may not address it. More research is needed to further specify those boundary conditions and relate them to b
  10 KB (1,339 words) - 19:08, 17 November 2009
• Baker Choices in LE Space
  ...(Baker, 2007b) within intelligent tutoring systems. However, other recent research has found that differences between lessons are on the whole better predicto ===Research Questions===
  27 KB (3,907 words) - 21:26, 5 December 2009
• Basic skills training
  ==Research question== This research is designed to discover the best method of producing robust learning of Fre
  7 KB (1,010 words) - 13:32, 29 August 2011
• Booth
  ===Research Question=== ...al.’s current PSLC project confirm this hypothesis; a lack of knowledge about certain [[features]] in the problems (e.g., negatives, equals sign, like te
  13 KB (1,763 words) - 20:16, 15 December 2010
• Bridging Principles and Examples through Analogy and Explanation
  ===Research Question=== Much research in cognitive science has shown that when students first learn a new domain
  13 KB (1,790 words) - 13:33, 29 August 2011
• Chinese
  ...n be found in the [[Coordinative Learning]] and [[Refinement and Fluency]] research clusters.
  232 bytes (32 words) - 13:34, 29 August 2011
• Chinese pinyin dictation
  ==Research question== This research is designed to discover the best method of teaching students to transcribe
  4 KB (628 words) - 13:36, 29 August 2011
• Co-presence Of Text
  This research is focused on presentation of learning materials of a mostly textual nature
  3 KB (333 words) - 09:03, 22 April 2008
• Co-training and pairing
  == Research question == In machine learning research, it has been found that multiple-strategies and multiple modalities facilit
  4 KB (514 words) - 01:01, 12 March 2008
• Co-training of Chinese charact
  1. An abstract that briefly describes the research encompassed by the node; 3. The research question stated as concisely as possible, usually in a single sentence;
  6 KB (858 words) - 17:12, 22 January 2007
• Co-training of Chinese characters
  == Research question == In machine learning research, it has been found that multiple-strategies and multiple modalities facilit
  6 KB (794 words) - 03:13, 3 November 2008
• Cognitive Factors
  ...gh we frame this section in terms of the new Cognitive Factors thrust, the research carried out during the 5th year has been initiated in the current Refinemen ...itive Factors Thrust concern how instructional procedures (e.g., decisions about the learner’s task, materials, practice, feedback) affect learning events
  12 KB (1,841 words) - 13:37, 29 August 2011
• Cognitive headroom
  ...nvolving "extraneous cognitive load", which is often done post-hoc in past research, but to develop predictive models to guide designers a priori in avoiding t
  2 KB (288 words) - 20:41, 27 May 2007
• Cognitive task analysis
  ...he differences between novices and experts in the development of knowledge about tasks (Redding, 1989)." ...arner": "While experts often possess an abundance of declarative knowledge about their specialty, the vast majority of their knowledge lies in their automat
  9 KB (1,236 words) - 15:22, 31 August 2011
• Competition Model
  ...been the subject of 45 empirical articles. It plays an important role in research on first and second language learning, and the study of language disorders.
  337 bytes (52 words) - 22:03, 5 April 2008
• Composition Effect Kao Roll
  === Research question === manipulated like single numbers or variables. Our research
  21 KB (2,889 words) - 14:51, 10 December 2009
• Composition Effect Kao Roll - old, please keep
  === Research question === - Mid-test: given after students learned about single-step problems and before composite problems
  5 KB (701 words) - 18:40, 9 April 2008
• Computational Modeling and Data Mining
  ...to realize the full potential of that resource – to make new discoveries about the nature of student learning – researchers need new and powerful knowle ...[User:Koedinger|Koedinger]] & Nathan, 2004; Nathan & Koedinger, 2000). Key research questions are: a) Can the discovery of a domain’s knowledge structure be
  16 KB (2,217 words) - 15:25, 31 August 2011
• Conceptual Learning in Chemistry
  ===Research Questions=== These research questions led us to the following two hypotheses:
  32 KB (4,436 words) - 15:06, 17 January 2008
• Contiguous Representations for Robust Learning (Aleven & Butcher)
  ...U HCII), Grace Lee Leonard (Research Associate, CMU HCII), Thomas Bolster (Research Associate, CMU HCII) ...U HCII), Grace Lee Leonard (Research Associate, CMU HCII), Thomas Bolster (Research Associate, CMU HCII)
  18 KB (2,358 words) - 15:27, 31 August 2011
• Coordinative Learning
  == Research questions == *[[Learning About Emergence and Heat Transfer (Chi)]]
  14 KB (1,830 words) - 15:35, 31 August 2011
• 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
• 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
• Fluency Summer Intern Project 2008
  ...tudent sound more fluent, and provides the student with more time to think about what else they want to say (resource allocation). == Research questions ==
  10 KB (1,494 words) - 20:03, 8 December 2008
• Fluency Summer Intern Project 2009
  == Research question == * b. Native speaker comments about factors influencing ratings
  6 KB (880 words) - 13:54, 1 August 2009
• Fluency pressure
  ...weight loss with [http://www.buzzle.com/articles/the-facts-and-half-truths-about-the-acai-berry-diet.html Acai Berry].
  2 KB (219 words) - 04:44, 15 October 2010
• Forge Of Empires Hack Tool Gold Diamonds Supplies Generator Cheats Ios Android (uWmLm7)
  ...Of Empires Gold Diamonds Supplies Generator, you can unlock new buildings, research technologies, and expand your empire without any limitations. The possibili
  3 KB (476 words) - 15:37, 22 September 2023
• Fostering fluency in second language learning
  ...er about study 1 is published; paper about study 4 is under review; papers about studies 2 and 6 are in preparation. Many results have been presented at con This project is transformative in the sense that it moves research on fluency away from single- or multiple-case studies, using technology to
  45 KB (6,505 words) - 08:52, 14 September 2012
• French
  ...the French LearnLab course can be found in the [[Refinement and Fluency]] research cluster.
  198 bytes (29 words) - 20:32, 2 September 2011
• FrenchCulture
  Previous research shows that video viewing (a frequent activity in language courses) is more We have similar confused stereotypes about middle Eastern/South Asian owners of convenience stores. We don't neccessar
  11 KB (1,549 words) - 17:39, 7 October 2008
• French gender attention
  This study extends the research question in a previous study by [[French gender prototypes| Presson & MacWh ==Research question==
  11 KB (1,553 words) - 21:29, 18 August 2010
• French gender cue learning through optimized adaptive practice
  ==Research question== This research is designed to discover the best method of producing robust learning of Fre
  11 KB (1,561 words) - 16:14, 5 December 2007
• French gender cues
  ==Research question== This research is designed to discover the best method of producing robust learning of Fre
  7 KB (955 words) - 13:40, 18 August 2010
• French gender prototypes
  ==Research question== This research is designed to discover the best method of producing robust learning of Fre
  7 KB (1,026 words) - 22:16, 4 October 2008
• Gaming the system
  ...vior in Interactive Learning Environments. Journal of Interactive Learning Research, 19 (2), 185-224. [http://www.joazeirodebaker.net/ryan/BWHRKC-JILR-draft.pd
  8 KB (1,191 words) - 20:32, 2 September 2011
• Geometry
  * [[Composition_Effect__Kao_Roll|What is difficult about composite problems? (Kao, Roll)]] These studies are also organized within research clusters that address common issues across a variety of academic content do
  2 KB (217 words) - 20:32, 2 September 2011
• Geometry Greatest Hits
  ...buters''' || Octav Popescu (Research Programmer, CMU HCII), Jessica Kalka (Research Associate, CMU HCII) Can principle-oriented research make them even more effective?
  7 KB (946 words) - 14:31, 7 September 2011
• Goal setting and its constructs
  ...y modification in terms of the feedback or error made.According to earlier research, the two major attributes of goal setting are Content and Intensity(Rand, 1 ...e difficult the goal that people would regard as. There was some arguments about the notion of task difficulty and goal difficulty. According to Locke & Lat
  9 KB (1,311 words) - 18:39, 13 May 2009
• Hausmann Diss
  Recent research on peer dialog suggests that some dialog patterns are more strongly correla ...e than the control condition. The elaborations led to shorter negotiations about what design modification to try next, so more designs were tried. These stu
  14 KB (1,976 words) - 17:02, 10 October 2008
• Hausmann Study
  ...y were told the rule, then only 45% were able to answer a similar question about the new stories. This result is consistent with the Generation hypothesis, === Research question ===
  17 KB (2,318 words) - 20:15, 15 December 2010
• Hausmann Study2
  ...owever, that this assumption may not be completely accurate. For instance, research on human tutoring suggests that human tutoring (i.e., interactive) is just ...udent learning (Dillenbourg, 1999). One of the hot topics in collaborative research is on the "co-construction" of new knowledge. Co-construction has been defi
  14 KB (1,983 words) - 14:38, 10 October 2008
• Help Lite (Aleven, Roll)
  ...een the hint sequences was that the number of hint levels was reduced from about 7 in a typical hit sequence to 2 or 3. This was achieved by removing hints === Research question ===
  6 KB (897 words) - 00:11, 16 December 2010
• Help facilities
  ...nd Help Design in Interactive Learning Environments. Review of Educational Research, 73(2), 277-320.
  2 KB (239 words) - 09:36, 11 August 2010
• In vivo comparison of Cognitive Tutor Algebra using handwriting vs typing input
  ...study indicate that students achieve similar learning gains but finish in about half the time when they use handwriting vs using typing. === Research question ===
  9 KB (1,231 words) - 14:34, 7 September 2011
• In vivo experiment
  ...ologies in the learning and educational sciences including 1) design-based research, which does not have control conditions, 2) randomized field trials, which ...nal science. Symposium at the second annual conference of the Society for Research on Educational Effectiveness. See [http://www.sree.org/conferences/2009/pa
  10 KB (1,403 words) - 12:43, 8 September 2011
• Indirect process
  ...transformation, and categorical shift. In S. Vosniadou (Ed.), Handbook of research on conceptual change. Hillsdale, NJ: Erlbaum.
  870 bytes (138 words) - 19:20, 25 July 2007
• Instructional Principles and Hypotheses
  ...les, students can focus on the causal structure and improve their learning about the concept. ...doing so, you can help others (and others can help you) identify relevant research in the field.
  12 KB (1,655 words) - 12:47, 8 September 2011
• Integrated Learning of Chinese
  == Research question == ...neral virtue, but inherits effectiveness according to specific assumptions about the relation of component knowledge to specific tasks of reading, perceptio
  7 KB (985 words) - 00:07, 29 September 2008
• Integration of reading, writing and typing in learning Chinese words
  == Research question ==
  5 KB (680 words) - 12:48, 8 September 2011
• Intelligent Writing Tutor
  === Research Questions === ...f article use. This work will widen the scope of previous learning science research by introducing the language learning domain to the debates of when to prese
  22 KB (3,221 words) - 02:32, 8 October 2008
• Interaction plateau
  ...G. M. (in press). Observing tutorial dialogues collaboratively: Insights about human tutoring effectiveness from vicarious learning. ''Cognitive Science'' ...outcomes of tutoring: A meta-analysis of findings. ''American Educational Research Journal'', 19(2), 237-248.
  16 KB (2,351 words) - 03:42, 12 December 2007
• Interactive Communication
  ...mmunication cluster is undertaking the next step in this important line of research by investigating when different types of interactive communication are effe == Research question ==
  9 KB (1,298 words) - 12:48, 8 September 2011
• Japanese fluency
  ...to promote fluency are discussed from the perspective of psycholinguistic research. ...hat, with practice, a skill moves from controlled to automatic processing. Research has also indicated that higher working-memory capacity brings advantages in
  20 KB (2,950 words) - 21:46, 5 April 2008

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