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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]].
    91 bytes (12 words) - 16:19, 1 December 2008
  • 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]].
    91 bytes (12 words) - 16:20, 1 December 2008
  • 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
  • Lab study proof-of-concept for handwriting vs typing input for learning algebra equation-solving
    ...Contributors''' || <b>Research Programmers/Associates:</b> Thomas Bolster (Research Associate, CMU HCII) Preliminary results indicate that the handwriting students finished in about half the time that the keyboard students took (14.7 minutes vs 27.0 minutes
    8 KB (1,123 words) - 17:28, 2 November 2010
  • Learning About Emergence and Heat Transfer (Chi)
    ==Learning about Emergence and Heat Transfer == ...uld extend the learning framework of PSLC by incorporating new information about conceptual change.
    29 KB (4,338 words) - 20:54, 16 January 2008
  • Learning Chinese pronunciation from a “talking head”
    == Research question == ...racter, we believe it is a very effective learning method. Dr. Massaro’s research group is currently working on developing a animated 3D Chinese virtual spea
    6 KB (798 words) - 15:02, 12 March 2008
  • Learning ESL Vocabulary with Context and Definitions: Order Effects and Self-Generation
    Previous research in our lab has shown that there was a benefit for vocabulary learning when ...er of exposure to definition and context play a role? In addressing these research questions we will be extending previous work with native speakers of Englis
    17 KB (2,431 words) - 19:56, 2 July 2009
  • Learning French gender cues with prototypes
    ...izing the practice schedule | Pavlik]]. This is the same system and basic research design (the [[FaCT System]]) as in [[French gender cue learning through opt ==Research question==
    12 KB (1,804 words) - 22:30, 4 October 2008
  • Learning a tonal language: Chinese
    == Research question == ...tone in Chinese syllables, the number of homophones is reduced. There are about 1,300 tone syllables in spoken Chinese (Taylor & Taylor, 1995).
    6 KB (820 words) - 01:00, 14 May 2009
  • Learning the role of radicals in reading Chinese
    == Research Question == Previous research has shown that non-native learners of Chinese do not discern the presence o
    6 KB (890 words) - 20:26, 26 March 2008
  • Leverage Learning from Chemistry Visualizations (Ming & Schoenfield)
    commonalities between the concepts represented. The research proposed here will examine === Research questions ===
    3 KB (313 words) - 18:17, 14 May 2009
  • Locus of Control
    ...veloped Locus of Control Scales that are commonly used in Locus of Control research. ...ifferent motivational measures and may therefore be relevant to many other research topics, particularly those that attempt to construct a holistic approach to
    11 KB (1,580 words) - 13:48, 26 March 2009
  • Long-term retention
    PSLC member Tim Nokes is further pursing this line of research and particularly how instruction that supports integrated or coordinated pr
    4 KB (637 words) - 13:38, 31 May 2007
  • Macro-level framework
    The overarching research goal of the PSLC is to understand [[robust learning]], and in particular, t
    4 KB (597 words) - 02:27, 13 April 2007
  • Main Page
    ...e complexity of their combinations, and recommendations for LearnLab style research to address this complexity. ...and [https://learnlab.org/index.php/computational-modeling-and-data-mining-research-thrust/ Computational Modeling and Data Mining].
    8 KB (1,241 words) - 12:48, 5 September 2019
  • Mapping Visual and Verbal Information: Integrated Hints in Geometry (Aleven & Butcher)
    ...U HCII), Grace Lee Leonard (Research Associate, CMU HCII), Thomas Bolster (Research Associate, CMU HCII) ...ion as well as in conceptual rules/principles of geometry. The goal of the research described here is to determine if [[implicit instruction]]al events that us
    13 KB (1,687 words) - 20:19, 15 December 2010
  • Math Game Elements
    ...PSLC summer intern); Michael Ringenberg, Shawn Snyder, Martin van Velsen (Research Programmers, CMU HCII); BJ Nartker(Artist, independent contractor)
    7 KB (1,126 words) - 20:13, 7 January 2010
  • Mayer and McLaren - Social Intelligence And Computer Tutors
    * Seiji Isotani, Carnegie Mellon University, research and programming ===Research Questions===
    9 KB (1,397 words) - 22:28, 20 November 2009
  • McLaren et al - Conceptual Learning in Chemistry
    ===Research Questions=== These research questions led us to the following two hypotheses:
    33 KB (4,408 words) - 08:34, 21 October 2008
  • McLaren et al - Studying the Learning Effect of Personalization and Worked Examples in the Solving of Stoich Problems
    ...s at a university and three high schools. A fourth version of the study is about to conclude. ===Research Questions===
    24 KB (3,509 words) - 20:20, 15 December 2010
  • Mental rotations during vocabulary training
    ...s and pictures in unusual orientations (one presentation of each). In past research, learning vocabulary in association to pictures in unusual orientations was 3. Research question
    6 KB (950 words) - 12:29, 18 April 2007
  • Metacognition
    ...e that "metacognitive knowledge consists primarily of knowledge or beliefs about what factors or variables act and interact in what ways to affect the cours ...n includes both ''monitoring of understanding'' (what do I know? knowledge about cognition) and ''monitoring of the learning process'' (managing the problem
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  • Metacognition and Motivation
    ...gnition and motivation to increase the robustness of student learning. Our research will focus on a small number of metacognitive abilities (e.g., help seeking ...to place greater emphasis on issues of motivation within learning sciences research than has been done so far within the PSLC.
    8 KB (1,110 words) - 15:43, 21 July 2011
  • Musings on Learning Events
    At present, here is what we say about Learning Events: ...articular duration from T to T+d (d= duration of event). In instructional research, d can vary from seconds to semesters, depending on the grain size of the
    15 KB (2,418 words) - 00:03, 11 May 2007
  • Note-Taking: Coordination
    ==Research Question== There is a long history of research connecting note-taking with increased performance on learning outcomes. Whi
    8 KB (1,202 words) - 14:44, 21 April 2008
  • Note-Taking: Copy Paste
    == Research Question ==
    8 KB (1,140 words) - 23:31, 14 April 2007
  • Note-Taking: Focusing On Concepts
    ...unt of time students spend rehearsing the idea in working memory. Previous research indicates that when students use copy-paste functionality to take notes on == Research Question ==
    10 KB (1,457 words) - 13:58, 10 September 2010
  • Note-Taking: Focusing On Quantity
    Note-taking research often limits the amount of notes students can take, believing that too much The research described here will evaluate how the quantity of notes students can take af
    9 KB (1,313 words) - 18:06, 13 April 2007
  • Note-Taking: Restriction and Selection
    == Research Question ==
    11 KB (1,690 words) - 18:21, 13 April 2007
  • Note-Taking Technologies
    == Research Question == Note-taking research has shown that the process of taking notes can have a positive impact on lo
    9 KB (1,227 words) - 23:49, 14 April 2007
  • Optimized scheduling
    ...y Pavlik (2007) qualifies the conclusions because most (if not all) of the research referenced in the guide does not control for time on task. ...arning event scheduling]] (see [[Optimizing the practice schedule|Pavlik's research program]]), the [[knowledge tracing]] algorithm used in [[Cognitive Tutors]
    7 KB (933 words) - 15:43, 28 October 2009
  • Optimizing the practice schedule
    === Research question === ...e computed? The descendants section below links to LearnLab and laboratory research tracks that have employed and invetigated these methods of optimal sequenci
    11 KB (1,506 words) - 22:30, 8 December 2008
  • Orthography
    ==The Research Problem:==
    2 KB (234 words) - 16:26, 2 June 2009
  • Overconfidence in Self-Efficacy
    Research studies have discovered a number of overconfidence phenomenona: humans tend This article is about the effect of overconfidence on constructs such as [[performance]], [[goal
    10 KB (1,453 words) - 08:13, 26 March 2009
  • PSLC GradStudents
    ...sion is to fundamentally transform both how findings from laboratory-based research are applied in real world courses, and also to make use of field-based find - Find a full list of PSLC grads, here [https://learnlab.org/research/wiki/index.php/PSLC_People#Graduate_Students List of PSLC Grads]
    26 KB (4,112 words) - 21:35, 18 January 2024
  • PSLC Integrated Project Summary
    ...different levels of knowledge disaggregation reveal different conclusions about the existence or non-existence of far transfer. ...g during problem-solving practice. These studies bring together different research traditions 1) studies worked examples and cognitive load theory from Educat
    54 KB (7,944 words) - 15:25, 2 June 2009
  • PSLC People
    | Resnick, Lauren || University of Pittsburgh || Learning Research and Development Center More information about the PSLC post-docs at the [[PSLC_Postdocs]] wiki page
    10 KB (1,204 words) - 19:07, 9 September 2014
  • Personalization
    ...Situational Interest: A Review of the Literature and Directions for Future Research. Educational Psychology Review.
    10 KB (1,401 words) - 13:50, 1 July 2008
  • Physics
    ...on student activities throughout the physics course, and it hosts specific research studies that measure the improvement in students’ learning caused by chan ...tudy the log files and begun to promote such work in the Physics Education Research (PER) community.
    26 KB (3,780 words) - 21:07, 6 September 2011
  • Plateau study
    The goal of this research is to test the interaction plateau hypothesis by comparing human physics tu === Research question ===
    13 KB (1,965 words) - 18:08, 10 October 2008
  • Post-practice reflection
    ...f Reflective Dialogue in Andes. Poster presented at the Physics Education Research Conference (PERC 2007), Greensboro, NC.<br>
    4 KB (564 words) - 18:46, 13 January 2008
  • Post-practice reflection (Katz)
    ...ivo experiment]] within the PSLC Physics LearnLab to address two questions about reflection on recent problem-solving activity within [[Andes]]: (1) Does [[ === Research questions ===
    14 KB (1,846 words) - 20:16, 3 November 2008
  • Practice at Retrieval
    ...further tested in educational settings. The findings yielded from applied research, therefore, can shed light on the conditions that do and do not enhance the
    6 KB (945 words) - 19:34, 5 June 2009
  • Premium Guide Fastlane Road to Revenge Cheats Free Fastlane Road to Revenge Generator Working Cash Gems Generator No Human Verification (OWeAqi)
    ...his article, we'll be discussing a hot topic that many players are curious about - the Fastlane Road to Revenge Cash Gems Generator. We'll explore the possi ...ators, cheats, and hacks. It's crucial to exercise caution and do thorough research before trusting any of these sources. Look for reviews and feedback from ot
    3 KB (499 words) - 15:26, 22 September 2023
  • Prior Knowledge
    ...ngton, DC: National Research Council. This book evaluates the most current research on learning and teaching. Among other topics, it discusses the role of prio
    4 KB (608 words) - 19:14, 5 June 2009
  • Process of Remembering
    Replicating other metacognitive research findings, Benjamin et al. (1998) found that based upon ease of retrieval of
    4 KB (610 words) - 19:37, 5 June 2009
  • Project Page Template and Creation Instructions
    #Research questions ...doing so, you can help others (and others can help you) identify relevant research in the field.
    7 KB (981 words) - 13:31, 11 March 2011
  • Prompted self-explanation hypothesis
    ...ssion, which instructs students on how to produce explanations. Laboratory research has shown that both the training and prompting techniques can be effective ...udying examples from Hausmann and VanLehn (2007) differed from traditional research on example-studying. In their experiment, students attempted to solve a pro
    13 KB (1,979 words) - 14:50, 23 January 2009
  • Prompted self-explanation principle
    ...ssion, which instructs students on how to produce explanations. Laboratory research has shown that both the training and prompting techniques can be effective ...udying examples from Hausmann and VanLehn (2007) differed from traditional research on example-studying. In their experiment, students attempted to solve a pro
    14 KB (1,991 words) - 05:52, 7 May 2010
  • Providing optimal support for robust learning of syntactic constructions in ESL
    ...e Linguistic Data Consortium in the early 1990's for the purpose of speech research. The Bresnan team selected 2600 sentences from the Switchboard corpus that ...e Goldberg & Jackendoff, 2004 for a recent review), particularly in recent research on grammar acquisition (e.g., Goldberg & Casenhiser, 2004, 2005). Still mor
    34 KB (4,979 words) - 13:58, 4 December 2008
  • Publications
    ..., DiPietro, M., Lovett, M. C., Norman, M. K. (2010). How Learning Works: 7 Research-Based Principles for Smart Teaching. Jossey-Bass: John Wiley & Sons, Inc.: ...nition and Learning Technologies: An Overview of Current Interdisciplinary Research. International handbook of metacognition and learning technologies. Springe
    338 KB (45,437 words) - 20:03, 6 February 2017
  • REAP Comparison to Classroom Instruction (Fall 2006)
    ....cs.cmu.edu/]and in regular class vocabulary instruction was studied. This research therefore focused on a comparison of REAP with the vocabulary instruction t ...omparison of highlighted versus non lighted words,[http://www.learnlab.org/research/wiki/index.php/REAP_Study_on_Focusing_of_Attention_%28Spring_2007%29] ]
    20 KB (3,034 words) - 20:30, 13 May 2008
  • REAP Study on Focusing of Attention (Fall 2006)
    ...t vocabulary words in practice readings for vocabulary practice. Previous research has examined the highlighting of words to facilitate incidental acquisition ...s. Thus, these students may be ignoring valuable [[implicit instruction]] about those words available from context. Therefore, focusing of attention on vo
    6 KB (787 words) - 16:58, 29 March 2007
  • REAP Study on Focusing of Attention (Spring 2007)
    ...t vocabulary words in practice readings for vocabulary practice. Previous research has examined the highlighting of words to facilitate incidental acquisition ...s. Thus, these students may be ignoring valuable [[implicit instruction]] about those words available from context. Therefore, focusing of attention on vo
    6 KB (892 words) - 15:11, 16 April 2007
  • REAP Study on Hearing Words Pronounced (Summer 2007)
    === Research question ===
    1 KB (174 words) - 15:31, 14 April 2007
  • REAP Study on Highlighting Target Vocabulary to Focus Learner Attention
    === Research questions === Students in REAP must coordinate multiple sources of information about target vocabulary words, including dictionary definitions, feedback from pr
    5 KB (668 words) - 17:07, 25 September 2007
  • REAP Study on Personalization of Readings by Topic (Fall 2006)
    coordinate multiple sources of information about a word’s meaning—namely, the implicit examples from context around === Research question ===
    12 KB (1,755 words) - 17:54, 30 May 2008
  • REAP Study on Question Types (Summer 2006)
    ''Self-assessment:'' The act of a learner informing the tutor about the degree to which a particular knowledge component is known. In this stu === Research question ===
    3 KB (443 words) - 16:59, 18 April 2008
  • REAP Study on Vocabulary Stretch (Spring 2006)
    === Research question === ...hich is approximately the mean number of word types in REAP texts). Other research, however, suggests higher thresholds up to 98% (Nation, 2001).
    5 KB (841 words) - 16:58, 18 April 2008
  • REAP Study on Word Sense Disambiguation (Summer 2007)
    ...is task. Second, we believe that ESL students can transfer their knowledge about one sense of a word to another related sense of the word without much diffi === Research question ===
    3 KB (469 words) - 17:57, 24 April 2008
  • REAP Study on the Correlation Between Automatically and Manually Generated Reading Comprehension Questions (Summer 2007)
    ...nts were thirty undergraduate students (male = 11) participating in summer research programs at Carnegie Mellon University. The researcher predicted a positiv === Research question ===
    4 KB (529 words) - 22:36, 25 July 2007
  • REAP main
    === Research question === ELI students use REAP in their reading class about 40 minutes per week as part of a 4 hour reading course. The rest of the cla
    34 KB (4,901 words) - 19:19, 22 November 2010
  • Refinement and Fluency
    ...refinement]], and fluent control of critical [[knowledge components]]. The research of the cluster addresses a series of core propositions, including but not l == Research question ==
    13 KB (1,746 words) - 01:50, 2 February 2010
  • Reflective Dialogues (Katz)
    ...ree main types of knowledge that experts employ during planning: knowledge about what principle(s) to apply to a given problem, how to apply these principle ...scores on course exams that targeted far transfer. Consistent with prior research, the dialogues promoted conceptual understanding of physics. However, measu
    17 KB (2,321 words) - 20:18, 3 November 2008
  • Reliability
    ...ant to remember that reliability is not measured, it is estimated. (Social Research Methods[http://www.socialresearchmethods.net/tutorial/Colosi/lcolosi2.htm])
    647 bytes (98 words) - 15:37, 3 December 2007
  • Repetition
    ...G. H. Bower (Ed.), The psychology of learning and motivation: Advances in research and theory. (Vol. 10). New York: Academic Press.
    960 bytes (121 words) - 20:08, 12 December 2007
  • Ringenberg Examples-as-Help
    ===Research question=== ...n those in the ''hints'' condition. Participants in both conditions spent about the same amount of time per problem.
    8 KB (1,234 words) - 15:40, 8 October 2008
  • Ringenberg Ill-Defined Physics
    ...to solve the problem normally. This task is designed to get them to think about what principles they would used to solve the problem and how they are going === Research question ===
    14 KB (2,069 words) - 19:16, 15 May 2009
  • Roll IPL
    === Research questions === ...d Pfaffman (2005), who asked students to reason verbally or mathematically about the balance beam problem. All students noticed the deep features of the bal
    19 KB (2,798 words) - 11:45, 23 May 2009
  • Root node
    PSLC research is primarily concerned with finding out what instructional environments, me === Research question ===
    3 KB (410 words) - 15:05, 13 October 2009
  • Rummel Scripted Collaborative Problem Solving
    ...nts learn to solve system of equations problems while working in dyads. As research has shown, collaborative problem solving and learning has the potential to ...vealed that students that learned collaboratively were better at reasoning about mathematical concepts. Finally, students of the scripted condition were bet
    38 KB (5,243 words) - 00:12, 16 December 2010
  • Self-Determination
    ...mportant for all people. Three of these needs are focused on when talking about self determination in education. They are competence, relatedness, and aut == Research Examples ==
    10 KB (1,418 words) - 01:01, 26 March 2009
  • Self-explanation: Meta-cognitive vs. justification prompts
    ...atomical features of the circulatory system. When a student begins reading about the heart, she rarely (if ever) comes to the task as a blank slate. More li ...l repair. While both types of prompting techniques have been used in prior research on self-explaining, what remains to be explored, however, is a systematic e
    13 KB (1,897 words) - 17:36, 10 October 2008
  • Self Efficacy
    ...eories, as we have seen: self-efficacious students will be more optimistic about their chances of success and therefore will show greater persistence. The s '''Accuracy of self-efficacy beliefs.''' (Need to cite some research about how accurate people's self-efficacy beliefs tend to be.) It is generally b
    10 KB (1,359 words) - 16:51, 18 January 2009
  • Sense making
    ...gher-level thinking to create knowledge independent of instruction. PSLC research focuses on facilitating sense making through two broad categories of instru
    1 KB (201 words) - 21:57, 27 May 2007
  • Sequencing learning with multiple representations of rational numbers (Aleven, Rummel, & Rau)
    ...representations are often used and likely to support robust learning. This research will contribute to the literature on early mathematics learning, learning w ...of early mathematics learning: fractions. Both teachers’ experiences and research in educational psychology show that students have difficulties with fractio
    20 KB (2,603 words) - 16:29, 12 March 2011
  • Social and Communicative Factors in Learning
    We will proceed with two interacting research strategies: one, expanding capacities for recording, coding and analyzing i ...R.G. (March, 2008). Observing tutorial dialogues collaboratively: Insights about human tutoring effectiveness from vicarious learning. Cognitive Science: A
    26 KB (3,417 words) - 13:39, 4 April 2013
  • Spanish fluency
    == Research Questions == The fourth research question was about the extent to which students are aware of their own speech and whether they
    4 KB (616 words) - 17:48, 22 October 2009
  • Static vs. Animated Visual Representations for Science Learning (Kaye, Small, Butcher, & Chi)
    | '''Other Contributers''' || <b>Research Programmers/Associates:</b> Alyssa D. Kaye, Jenna E. Small <br> ...used in conjunction with texts to facilitate learning, but little is known about what type of graphics are most effective for learning different science con
    17 KB (2,384 words) - 16:35, 26 July 2007
  • Stoichiometry Study
    ===Research Questions=== These research questions led us to the following three hypotheses:
    18 KB (2,697 words) - 14:49, 17 January 2008
  • Student Uncertainty
    ...hen (2003) note, student confusion and frustration indicate an uncertainty about what to do next or how to act, or a need for clarification or more informat === Research question ===
    23 KB (3,228 words) - 18:13, 12 March 2008
  • Student uncertainty
    ..., Litman and Forbes-Riley (2004a/b); Bhatt et al. (2004)). Underlying such research is the intuition that human tutors can readily use such cues to detect when
    1 KB (222 words) - 19:47, 16 February 2007
  • The Help Tutor Roll Aleven McLaren
    ...e system]]" or do not [[self-explanation|self-explain]] enough. Similarly, research shows that students' [[help-seeking behavior]] leaves much room for improve Research shows that students do not use their help-seeking konwledge components appr
    30 KB (4,298 words) - 00:11, 16 December 2010
  • The Impact of Native Writing Systems on 2nd Language Reading
    Research question
    2 KB (355 words) - 19:15, 26 July 2007
  • The self-correction of speech errors (McCormick, O’Neill & Siskin)
    ...ctive feedback in second language acquisition and second language pedagogy research literature, few studies address the issue of the learner as the source of f In a discussion about providing pronunciation feedback, Goodwin (2001) mentions self-correction,
    17 KB (2,302 words) - 15:47, 11 January 2008
  • Think-aloud data
    ...st can see what it is on the computer screen that participants are talking about and doing. Speech quality is often better if students wear close-talk head There has been controversy and research about whether think-aloud data collection affects students' cognition. After man
    1 KB (177 words) - 13:59, 24 October 2008
  • Understanding encoding inhibition, retrieval inhibition and destructive interference effects of errors during practice
    === Research question ===
    2 KB (264 words) - 16:45, 3 December 2007
  • Understanding paired associate transfer effects based on shared stimulus components
    === Research question ===
    6 KB (782 words) - 16:28, 3 December 2007
  • Using Elaborated Explanations to Support Geometry 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 (2,366 words) - 18:03, 12 May 2008
  • Using learning curves to optimize problem assignment
    === Research question === Much intelligent tutoring system (ITS) research has been focused on designing new features to improve learning gains measur
    13 KB (1,965 words) - 21:20, 10 July 2009
  • Using syntactic priming to increase robust learning
    ...nor complete. Although there has been a considerable amount of discussion about the link between receptive and productive language skills in both the psych == Research questions ==
    10 KB (1,412 words) - 14:43, 27 May 2009
  • Variable Learning II
    ...etter learning as a demonstrated by a study involving students who learned about how a bill becomes a law from one of three different formats: text, unenhan ...NS), no such benefit of knowledge maps was demonstrated for information on research designs. The authors speculate that this may be due to the greater familia
    9 KB (1,311 words) - 19:36, 5 June 2009
  • Vicarious learning
    ...M. (in press). Learning from observing tutoring collaboratively: Insights about tutoring effectiveness from vicarious learning. ''Cognitive Science.'' * Craig, S., D., Gholson B., Ventura, M., Graesser, A. C., & the Tutoring Research Group. (2000). Overhearing dialogues and monologues in virtual tutoring ses
    3 KB (431 words) - 01:58, 12 December 2007
  • Visual-Verbal Learning (Aleven & Butcher Project)
    ...n as well as in conceptual rules/principles of geometry. The goals of this research are to investigate how coordination between and integration of visual and v === Research questions ===
    18 KB (2,364 words) - 20:28, 16 February 2007
  • Visual-verbal integration
    Prior research has shown that students benefit from activities that coordinate both visual ...erent times (Mayer & Anderson, 1992; Mayer, Moreno, Boire, & Vagge, 1999). Research also has identified the importance of spatial association, where learning i
    12 KB (1,559 words) - 01:54, 23 April 2009
  • Visual Feature Focus in Geometry: Instructional Support for Visual Coordination During Learning (Butcher & Aleven)
    ...CMU HCII), Thomas Bolster (Research Associate, CMU HCII), Michael Nugent, Research Programmer CMU HCII) ...CMU HCII), Thomas Bolster (Research Associate, CMU HCII), Michael Nugent, Research Programmer CMU HCII)
    12 KB (1,545 words) - 00:39, 9 May 2009
  • Visual Representations in Science Learning
    === Research Questions === ...tage extend to classroom-based instruction? Studies in chemistry education research have suggested that molecular level diagrams may promote deeper understandi
    29 KB (4,002 words) - 20:17, 15 December 2010
  • Walker A Peer Tutoring Addition
    ...each other, and the [[cognitive tutor]] provides collaborative support. As research has shown, collaborative problem solving and learning has the potential to ...ve Tutor has been used in an individual learning setting only. However, as research on collaborative learning has shown, collaboration can yield elaboration of
    26 KB (3,674 words) - 00:14, 16 December 2010
  • Worked example principle
    ...e examples and thus, the 8 problems would lead to more learning. But, much research has shown that students typically learn more deeply and more easily from th ...mselves (see the [[prompted self-explanation hypothesis]]) and, while more research is needed, providing explanations can sometimes distract students from doin
    19 KB (2,786 words) - 15:52, 12 July 2017
  • Worked examples
    ...le computer-supported learning'' (pp. 184-192). Tübingen: Knowledge Media Research Center.
    4 KB (518 words) - 20:08, 24 May 2008
  • Working memory
    ...netheless, Cowan (2001) has proposed that working memory has a capacity of about four chunks in young adults (and less in children and old adults).
    2 KB (335 words) - 18:02, 20 December 2007
  • XML Extractor
    As a research programmer at Carnegie Learning, I want to be able to extract a dataset fro
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