Search results for author:"Keith Millis"
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World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2009 (Oct 26, 2009) pp. 2951–2956
This paper describes a question facility within a learning environment that combines intelligent tutoring and gaming technologies. The question facility teaches students how to critically evaluate research by asking scientists questions about their...
Metacognition and Learning Vol. 6, No. 2 (August 2011) pp. 131–154
Comprehension emerges as the results of inference and strategic processes that support the construction of a coherent mental model for a text. However, the vast majority of comprehension skills tests adopt a format that does not afford an assessment ...
Changes in Reading Strategies as a Function of Reading Training: A Comparison of Live and Computerized Training
Joseph P. Magliano; Stacey Todaro; Keith Millis; Katja Wiemer-Hastings; H Joyce Kim; Danielle S. McNamara
Journal of Educational Computing Research Vol. 32, No. 2 (2005) pp. 185–208
The purpose of this study was to compare the relative effectiveness of live (SERT) and computer-based (iSTART) reading strategy training. Prior to and after training, participants read scientific texts and self-explained after each sentence. They...
Thinking Skills and Creativity Vol. 7, No. 2 (August 2012) pp. 93–100
Operation ARA (Acquiring Research Acumen) is a computerized learning game that teaches critical thinking and scientific reasoning. It is a valuable learning tool that utilizes principles from the science of learning and serious computer games....
Learning and Instruction Vol. 22, No. 5 (October 2012) pp. 320–330
The current studies investigated the efficient use of dialogue in intelligent tutoring systems that use natural language interaction. Such dialogues can be relatively time-consuming. This work addresses the question of how much dialogue is needed to ...
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 ...