Search results for author:"Caitlin Mills"
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The influence of consequence value and text difficulty on affect, attention, and learning while reading instructional texts
Learning and Instruction Vol. 40, No. 1 (December 2015) pp. 9–20
The present study investigated how consequence value influences affect, attention, and learning while reading instructional texts, and if text difficulty moderates these effects. Participants studied four instructional texts on research methods in a ...
Computers & Education Vol. 122, No. 1 (July 2018) pp. 205–220
Online education provides the opportunity to present lecture material to students in different formats or modalities, however there is debate about which lecture formats are best. Here, we conducted four experiments with 19–68 year old online...
Computers & Education Vol. 132, No. 1 (April 2019) pp. 76–89
In university classrooms, the use of laptops or smartphones for purposes unrelated to the lecture is on the rise. Consequently, it is important to understand how frequently this behavior occurs, to track whether it increases throughout a lecture,...
Blair Lehman; Sidney D'Mello; Amber Strain; Caitlin Mills; Melissa Gross; Allyson Dobbins; Patricia Wallace; Keith Millis; Art Graesser
International Journal of Artificial Intelligence in Education Vol. 22, No. 1 (2013) pp. 85–105
Cognitive disequilibrium and its affiliated affective state of confusion have been found to positively correlate with learning, presumably due to the effortful cognitive activities that accompany their experience. Although confusion naturally occurs ...