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• 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

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