Search results for author:"Arthur C Graesser"
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Journal of Educational Media Vol. 29, No. 3 (October 2004) pp. 241–250
The role that affective states play in learning was investigated from the perspective of a constructivist learning framework. We observed six different affect states (frustration, boredom, flow, confusion, eureka and neutral) that potentially occur...
Vicarious Learning: Effects of Overhearing Dialog and Monologue-Like Discourse in a Virtual Tutoring Session
Journal of Educational Computing Research Vol. 29, No. 4 (2003) pp. 431–450
In two experiments, students overheard two computer-controlled virtual agents discussing four computer literacy topics in dialog discourse and four in monologue discourse. In Experiment 1, the virtual tutee asked a series of deep questions in the...
Arthur C. Graesser; Sidney K. D’Mello; Scotty D. Craig; Amy Witherspoon; Jeremiah Sullins; Bethany McDaniel; Barry Gholson
Journal of Interactive Learning Research Vol. 19, No. 2 (April 2008) pp. 293–312
Relations between emotions (affect states) and learning have recently been explored in the context of AutoTutor. AutoTutor is a tutoring system on the Internet that helps learners construct answers to difficult questions by interacting with them in...
Exploring the Deep-Level Reasoning Questions Effect during Vicarious Learning among Eighth to Eleventh Graders in the Domains of Computer Literacy and Newtonian Physics
Barry Gholson; Amy Witherspoon; Brent Morgan; Joshua K. Brittingham; Robert Coles; Arthur C. Graesser; Jeremiah Sullins; Scotty D. Craig
Instructional Science: An International Journal of the Learning Sciences Vol. 37, No. 5 (September 2009) pp. 487–493
This paper tested the deep-level reasoning questions effect in the domains of computer literacy between eighth and tenth graders and Newtonian physics for ninth and eleventh graders. This effect claims that learning is facilitated when the materials ...