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• Rummel Scripted Collaborative Problem Solving
  ...blem solving and learning has the potential to increase elaboration on the learning content. However, students are not always able to effectively meet the chal ...ed condition were better prepared for [[accelerated future learning|future learning]] situations than students that collaborated without script support.
  38 KB (5,243 words) - 00:12, 16 December 2010
• Self-Determination
  [[Category:Learning Process]] ...e education (or learning) that is taking place, and also their interest in learning the topic at hand. Self determination theory looks at what engages a stude
  10 KB (1,418 words) - 01:01, 26 March 2009
• Self-explanation
  '''As a learning process, "self-explanation" is defined as:''' ...lanation principle. In R.E. Mayer (Ed.) ''Cambridge Handbook of Multimedia Learning:''
  1 KB (195 words) - 20:13, 24 May 2008
• Self Efficacy
  ...n theory [REF]. It also features prominently in theories of self-regulated learning (Zimmerman, 2008; REFs). Self-efficacy has been studied extensively within ...ies (e.g., solving linear equations, or solving a task similar to the next learning task) and students' beliefs related to broader competencies (e.g., their ab
  10 KB (1,359 words) - 16:51, 18 January 2009
• Sequencing learning with multiple representations of rational numbers (Aleven, Rummel, & Rau)
  == Learning with Multiple Representations in a Complex, Real-world Domain: Intelligent ...It will also add to the portfolio of studies in the PSLC’s coordinative learning cluster.
  20 KB (2,603 words) - 16:29, 12 March 2011
• Social and Communicative Factors in Learning
  ...late for instructional purposes, how communication works to produce robust learning. ..., 2008). We note that, although the classroom discourse and collaborative learning communities have proceeded mainly independently from one another, the conve
  26 KB (3,417 words) - 13:39, 4 April 2013
• Static vs. Animated Visual Representations for Science Learning (Kaye, Small, Butcher, & Chi)
  ...s between the animated and static graphic conditions for either scientific process. *[[Direct process]]
  17 KB (2,384 words) - 16:35, 26 July 2007
• Stoichiometry Study
  ==Studying the Learning Effect of Personalization and Worked Examples in the Solving of Stoichiomet ...intelligent tutoring system. The study involves online (i.e., web-based) learning of stoichiometry, the basic math required to solve elementary chemistry pro
  18 KB (2,697 words) - 14:49, 17 January 2008
• Strength
  ...thus yield more [[automaticity]], leaving more [[cognitive headroom]] for learning other, often more complex, knowledge components. [[Category:Learning Process]]
  963 bytes (125 words) - 20:16, 12 December 2007
• Student Uncertainty
  == Does Treating Student Uncertainty as a Learning Impasse Improve Learning in Spoken Dialogue Tutoring? == ...have investigated whether system responses to student uncertainty improve learning. Thus, this controlled experiment tests whether this hypothesis holds true,
  23 KB (3,228 words) - 18:13, 12 March 2008
• Student uncertainty
  ...this uncertainty, in a way that can have a positive impact on the learning process. Or as Fox (1993) observes, “[human] tutors use the timing of a student's
  1 KB (222 words) - 19:47, 16 February 2007
• The Help Tutor Roll Aleven McLaren
  ...However, often, they demonstrate inadequate [[metacognition|metacognitive process]] in doing so. For example, students often ask for help too frequently or n ...r accurately detected help-seeking errors that were associated with poorer learning and with poorer [[declarative]] and [[procedural]] [[knowledge component]]s
  30 KB (4,298 words) - 00:11, 16 December 2010
• The self-correction of speech errors (McCormick, O’Neill & Siskin)
  ...iting to be exported to the Data Shop. Additional data from 2081 is in the process of being edited for anonymity. ...ring recorded speaking activities; and 2) determine if the self-correction process has an immediate impact on spoken production. Despite the myriad studies o
  17 KB (2,302 words) - 15:47, 11 January 2008
• Understanding paired associate transfer effects based on shared stimulus components
  ...rticular sequence of the 6 types of trials. For instance, to look for unit learning we compared a condition where subjects practiced a Hanzi-Pinyin pair with a ...ribed below, which we call unit [[knowledge component]] learning, resonant learning, and stimulus mapping.
  6 KB (782 words) - 16:28, 3 December 2007
• Using syntactic priming to increase robust learning
  | Training oral production in learning second language grammar * '''Research question 2''': Does oral syntactic priming lead to learning, i.e. a long-term increase in the availability of grammar knowledge for pro
  10 KB (1,412 words) - 14:43, 27 May 2009
• Variable Learning II
  Learning is generally enhanced when learners are required to take information that i ...underlying relations among different entities. To enhance the translation process, four different processes may be executed: restating what is given, restati
  9 KB (1,311 words) - 19:36, 5 June 2009
• Visual-Verbal Learning (Aleven & Butcher Project)
  == Learning with Diagrams in Geometry: Strategic Support for Robust Learning == ...bal [[knowledge components]], and how these processes may support [[robust learning]].
  18 KB (2,364 words) - 20:28, 16 February 2007
• Visual-verbal integration
  ...tion that includes both visual and verbal information leads to more robust learning than instruction that includes verbal information alone, but ''only when'' ...ous Representations]]; [[Using Elaborated Explanations to Support Geometry Learning (Aleven & Butcher)|Elaborated Explanations]]; [[Mapping Visual and Verbal I
  12 KB (1,559 words) - 01:54, 23 April 2009
• Visual Representations in Science Learning
  == Visual Representations in Science Learning == ...ts or how the [[coordination]] of multiple representations helps with this process.
  29 KB (4,002 words) - 20:17, 15 December 2010
• Walker A Peer Tutoring Addition
  ...blem solving and learning has the potential to increase elaboration on the learning content. However, students are not always able to effectively meet the chal To assess the effectiveness of the script on [[robust learning]], we are conducting a series of [[in vivo experiment]]s in the Algebra Lea
  26 KB (3,674 words) - 00:14, 16 December 2010
• Worked example principle
  ...all problems have also shown improved learning outcomes, including robust learning outcomes. ...ents might ignore the examples and thus, the 8 problems would lead to more learning. But, much research has shown that students typically learn more deeply and
  19 KB (2,786 words) - 15:52, 12 July 2017

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