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• In vivo experiment
  ...esearchers also measured time on task (tutoring was higher percentage) and affect rates. ...1-on-1 tutoring. Measured immediate learning post-test, time on task, and affect measures. For gains (table 3, pg. 72), effect sizes for tutoring were 1.93
  10 KB (1,403 words) - 12:43, 8 September 2011
• Integrated Learning of Chinese
  ...h complementary visual, auditory and motor modalities. Integration factors affect the learning curve are examined in three studies.
  7 KB (985 words) - 00:07, 29 September 2008
• Intelligent Writing Tutor
  ...lowing question - How does scaffolding and feedback timing during learning affect transfer to authentic production?
  22 KB (3,221 words) - 02:32, 8 October 2008
• Interaction plateau
  ...at was available to the tutored student. This potential confound does not affect the level part of the plateau; only the steep part.
  16 KB (2,351 words) - 03:42, 12 December 2007
• Knowledge component
  ** Strength, level of engagement, implicit value of a goal, affect
  5 KB (731 words) - 19:34, 31 May 2016
• Learning Epistemologies
  ...or studying motivational constructs and to illustrate how these constructs affect learning. For example, learning may be impaired when students adopt perfor ...hological factors, including motivation and theories of intelligence, that affect learning. Several chapters contain a Q & A section between researchers and
  7 KB (1,023 words) - 19:35, 5 June 2009
• Learning the role of radicals in reading Chinese
  ...ps. The aim of this study was to determine how [[reliability]] of cues can affect learning. As in every language, Chinese has rules and exceptions to those r
  6 KB (890 words) - 20:26, 26 March 2008
• Locus of Control
  ...wer mastery and performance approach goal orientations, and lower positive affect (an Apathetic pattern) 2. Lack of self-regulation strategies, high external control, high affect and anxiety, work avoidance goals: Learned Helplessness
  11 KB (1,580 words) - 13:48, 26 March 2009
• Macro-level framework
  ...w two independent variables (prior knowledge and instructional assistance) affect two dependent variables (immediate and robust learning). Such an experimen
  4 KB (597 words) - 02:27, 13 April 2007
• Main Page
  ...or path choices), how the treatment affects these, and how they, in turn, affect the dependent variables;
  8 KB (1,241 words) - 12:48, 5 September 2019
• Math Game Elements
  == Improving student affect through adding game elements to mathematics LearnLabs == ...intelligent tutors, in a way that improves motivation, generates positive affect, and improves the robustness of student learning? Specifically, what happen
  7 KB (1,126 words) - 20:13, 7 January 2010
• Metacognition
  ...r beliefs about what factors or variables act and interact in what ways to affect the course and outcome of cognitive enterprises." Metacognitive learning s
  4 KB (527 words) - 03:31, 9 December 2008
• Metacognition and Motivation
  ''Create and validate automated detectors for affect, motivation, and meta-cognition''. We will start by enhancing the LearnLab ...ncing motivation, as a way of uncovering relationships between motivation, affect, and metacognition in interactive learning environments. We will focus on t
  8 KB (1,110 words) - 15:43, 21 July 2011
• Micro level
  ...ruction into small pieces, understand how a small piece of instruction can affect a small piece of knowledge, then relate this micro-level account to the mac
  5 KB (671 words) - 19:27, 3 January 2008
• Note-Taking: Focusing On Quantity
  ...ated. Our own work has shown that the tools students use to take notes can affect the amount of notes students record. Specifically, students using a selecti
  9 KB (1,313 words) - 18:06, 13 April 2007
• PSLC Integrated Project Summary
  ...particularly interested in studying how the differences in prior knowledge affect the nature and rate of learning. We hypothesize that when students rely on This project explores how differences in prior knowledge affect the nature of student learning, particularly how students knowing little, t
  54 KB (7,944 words) - 15:25, 2 June 2009
• PSLC Year 5 Projects
  * '''**New**''' Aleven- Improving student affect through adding game elements to mathematics LearnLabs [[Math_Game_Elements]
  5 KB (740 words) - 17:39, 25 May 2009
• Personalization
  Personalization can affect motivation in various ways but in particular with respect to personal inter ...success of personalization may be determined by the extent to which it can affect important task features rather than less relevant ones. For example, chang
  10 KB (1,401 words) - 13:50, 1 July 2008
• Physics
  ...van de Sande. Experimental methods for studying student Metacognition and Affect. Workshop presented at the [http://www.compadre.org/per/conferences/2010/
  26 KB (3,780 words) - 21:07, 6 September 2011
• Providing optimal support for robust learning of syntactic constructions in ESL
  ...findings, particularly with respect to the degree to which training items affect student behavior, and the proportional effects of student performance vs. e ...we plan to test how learning correct usage of the dative alternation will affect usage of other grammatical constructions, including closely related constru
  34 KB (4,979 words) - 13:58, 4 December 2008
• Publications
  ...l Software Packages. Calvo, R.A., & D'Mello, S. (Eds.) New Perspectives on Affect and Learning Technologies, pp. 183-202. New York, NY: Springer. ...Software Packages. In R.A. Calvo & S. D'Mello (Eds.). New Perspectives on Affect and Learning Technologies. New York, NY: Springer.
  338 KB (45,437 words) - 20:03, 6 February 2017
• REAP Study on Focusing of Attention (Fall 2006)
  ...I. (2002). Visible or Invisible Links: Does the Highlighting of Hyperlinks Affect Incidental Vocabulary Learning, Text Comprehension, and the Reading Process
  6 KB (787 words) - 16:58, 29 March 2007
• REAP Study on Focusing of Attention (Spring 2007)
  ...I. (2002). Visible or Invisible Links: Does the Highlighting of Hyperlinks Affect Incidental Vocabulary Learning, Text Comprehension, and the Reading Process
  6 KB (892 words) - 15:11, 16 April 2007
• REAP Study on Highlighting Target Vocabulary to Focus Learner Attention
  ...I. (2002). Visible or Invisible Links: Does the Highlighting of Hyperlinks Affect Incidental Vocabulary Learning, Text Comprehension, and the Reading Process
  5 KB (668 words) - 17:07, 25 September 2007
• REAP main
  ...iterature review will discuss how the idea of individual differences might affect the design of CALL vocabulary tutors. In a study of a CALL vocabulary tuto
  34 KB (4,901 words) - 19:19, 22 November 2010
• Ringenberg Ill-Defined Physics
  ...p is very difficult, particularly when a single "bad apple" can negatively affect the entire group's performance [Felps et al., 2006].
  14 KB (2,069 words) - 19:16, 15 May 2009
• Roll IPL
  Motivation and affect:
  19 KB (2,798 words) - 11:45, 23 May 2009
• Roll help seeking principle
  ...support meta-cognition within the scope of the system and do not thrive to affect behavior in a persistent matter, outside the tutoring environment.
  5 KB (770 words) - 16:20, 25 March 2008
• Root node
  ...rol of the experimenter or instructor, such as motivation and recall, that affect whether students actually follow the target paths designed into the instruc
  3 KB (410 words) - 15:05, 13 October 2009
• Self Efficacy
  ...ded is a way to "manipulate" students' self-efficacy beliefs that does not affect other aspects of their learning. [VA: any studies that do this? attributio
  10 KB (1,359 words) - 16:51, 18 January 2009
• Spanish fluency
  3. How does student comprehension affect their ability to repeat the sentence back? That is, are students able to re
  4 KB (616 words) - 17:48, 22 October 2009
• Student Uncertainty
  ...t, K., M. Evens, and S. Argamon. 2004. Hedged responses and expressions of affect in human/human and human/computer tutorial interactions. In Proceedings of ...y Gholson. 2004. Affect and learning: an exploratory look into the role of affect in learning with AutoTutor. Journal of Educational Media, 29(3):241-250. (T
  23 KB (3,228 words) - 18:13, 12 March 2008
• Using Elaborated Explanations to Support Geometry Learning (Aleven & Butcher)
  ...ems (F (1, 76) = 2.70, p = .10). The type of explanation completed did not affect solvability decisions (F < 1).
  18 KB (2,366 words) - 18:03, 12 May 2008
• Variable Learning II
  ...ions (i.e., decorative, representational, organizational, and explanative) affect cognitive processes—selecting, organizing, or integrating information—t
  9 KB (1,311 words) - 19:36, 5 June 2009
• Visual Representations in Science Learning
  ...icant improvements from pre to posttest, the format of instruction did not affect performance on either normal or transfer measures (F < 1 for all tests). Th
  29 KB (4,002 words) - 20:17, 15 December 2010
• Working memory
  ...own to the person or not) (Hulme et al., 1995). Several other factors also affect a person's measured span, and therefore it is difficult to pin down the cap
  2 KB (335 words) - 18:02, 20 December 2007

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