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Journal of Educational Psychology

November 2013 Volume 105, Number 4

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Table of Contents

Number of articles: 13

  1. Using Adaptive Learning Technologies to Personalize Instruction to Student Interests: The Impact of Relevant Contexts on Performance and Learning Outcomes

    Candace A. Walkington

    Adaptive learning technologies are emerging in educational settings as a means to customize instruction to learners' background, experiences, and prior knowledge. Here, a technology-based... More

    pp. 932-945

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  2. Generalizing Automated Detection of the Robustness of Student Learning in an Intelligent Tutor for Genetics

    Ryan S. J. d. Baker, Albert T. Corbett & Sujith M. Gowda

    Recently, there has been growing emphasis on supporting robust learning within intelligent tutoring systems, assessed by measures such as transfer to related skills, preparation for future learning... More

    pp. 946-956

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  3. Gender Differences in the Use and Benefit of Advanced Learning Technologies for Mathematics

    Ivon Arroyo, Winslow Burleson, Minghui Tai, Kasia Muldner & Beverly Park Woolf

    We provide evidence of persistent gender effects for students using advanced adaptive technology while learning mathematics. This technology improves each gender's learning and affective... More

    pp. 957-969

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  4. Learning Intercultural Communication Skills with Virtual Humans: Feedback and Fidelity

    H Chad Lane, Matthew Jensen Hays, Mark G. Core & Daniel Auerbach

    In the context of practicing intercultural communication skills, we investigated the role of fidelity in a game-based, virtual learning environment as well as the role of feedback delivered by an... More

    pp. 1026-1035

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  5. Guiding Learners through Technology-Based Instruction: The Effects of Adaptive Guidance Design and Individual Differences on Learning over Time

    Adam M. Kanar & Bradford S. Bell

    Adaptive guidance is an instructional intervention that helps learners to make use of the control inherent in technology-based instruction. The present research investigated the interactive effects... More

    pp. 1067-1081

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  6. A Selective Meta-Analysis on the Relative Incidence of Discrete Affective States during Learning with Technology

    Sidney D'Mello

    The last decade has witnessed considerable interest in the investigation of the affective dimensions of learning and in the development of advanced learning technologies that automatically detect... More

    pp. 1082-1099

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  7. Next-Generation Environments for Assessing and Promoting Complex Science Learning

    Edys S. Quellmalz, Jodi L. Davenport, Michael J. Timms, George E. DeBoer, Kevin A. Jordan, Chun-Wei Huang & Barbara C. Buckley

    How can assessments measure complex science learning? Although traditional, multiple-choice items can effectively measure declarative knowledge such as scientific facts or definitions, they are... More

    pp. 1100-1114

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  8. My Science Tutor: A Conversational Multimedia Virtual Tutor

    Wayne Ward, Ron Cole, Daniel Bolaños, Cindy Buchenroth-Martin, Edward Svirsky & Tim Weston

    My Science Tutor (MyST) is an intelligent tutoring system designed to improve science learning by elementary school students through conversational dialogs with a virtual science tutor in an... More

    pp. 1115-1125

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  9. Cognitive Anatomy of Tutor Learning: Lessons Learned with SimStudent

    Noboru Matsuda, Evelyn Yarzebinski, Victoria Keiser, Rohan Raizada, William W. Cohen, Gabriel J. Stylianides & Kenneth R. Koedinger

    This article describes an advanced learning technology used to investigate hypotheses about learning by teaching. The proposed technology is an instance of a teachable agent, called SimStudent,... More

    pp. 1152-1163

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  10. Gendered Socialization with an Embodied Agent: Creating a Social and Affable Mathematics Learning Environment for Middle-Grade Females

    Yanghee Kim & Jae Hoon Lim

    This study examined whether or not embodied-agent-based learning would help middle-grade females have more positive mathematics learning experiences. The study used an explanatory mixed methods... More

    pp. 1164-1174

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  11. Live Webcam Coaching to Help Early Elementary Classroom Teachers Provide Effective Literacy Instruction for Struggling Readers: The Targeted Reading Intervention

    Lynne Vernon-Feagans, Kirsten Kainz, Amy Hedrick, Marnie Ginsberg & Steve Amendum

    This study evaluated whether the Targeted Reading Intervention (TRI), a classroom teacher professional development program delivered through webcam technology literacy coaching, could provide rural... More

    pp. 1175-1187

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  12. Using Electronic Portfolios to Foster Literacy and Self-Regulated Learning Skills in Elementary Students

    Philip C. Abrami, Vivek Venkatesh, Elizabeth J. Meyer & C Anne Wade

    The research presented here is a continuation of a line of inquiry that explores the impacts of an electronic portfolio software called ePEARL, which is a knowledge tool designed to support the key... More

    pp. 1188-1209

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  13. Universal Design for Learning and Elementary School Science: Exploring the Efficacy, Use, and Perceptions of a Web-Based Science Notebook

    Gabrielle Rappolt-Schlichtmann, Samantha G. Daley, Seoin Lim, Scott Lapinski, Kristin H. Robinson & Mindy Johnson

    Science notebooks can play a critical role in activity-based science learning, but the tasks of recording, organizing, analyzing, and interpreting data create barriers that impede science learning ... More

    pp. 1210-1225

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