Author Info
Name
Affiliation
Papers
JASON HARLEY
McGill University, Department of Educational and Counselling Psychology, Laboratory for the Study of Metacognition and Advanced Learning Technologies, Montréal, Québec, Canada
18
Collaborators
Citations 
PageRank 
35
114
10.48
Referers 
Referees 
References 
274
212
143
Search Limit
100274
Title
Citations
PageRank
Year
Examining Physiological And Self-Report Indicators Of Empathy During Learners' Interaction With A Queer History App00.342020
Facial expressions when learning with a Queer History App: Application of the Control Value Theory of Achievement Emotions00.342020
Achievement emotions with location-based mobile augmented reality: An examination of discourse processes in simulated guided walking tours: Achievement Emotions with Augmented Reality00.342019
Evaluating Adaptive Pedagogical Agents' Prompting Strategies Effect On Students' Emotions10.352018
"Let's Set Up Some Subgoals": Understanding Human-Pedagogical Agent Collaborations and Their Implications for Learning and Prompt and Feedback Compliance.40.482018
Developing Emotion-Aware, Advanced Learning Technologies: A Taxonomy of Approaches and Features.50.462017
Designing Story-Centric Games for Player Emotion: A Theoretical Perspective00.342015
A multi-componential analysis of emotions during complex learning with an intelligent multi-agent system251.202015
Examining The Relationship Between Performance Feedback And Emotions In Diagnostic Reasoning: Toward A Predictive Framework For Emotional Support10.352015
An Integrated Emotion-Aware Framework For Intelligent Tutoring Systems70.572015
Examining The Predictive Relationship Between Personality And Emotion Traits And Learners' Agent-Direct Emotions10.352015
Toward a Feature-Driven Understanding of Students' Emotions during Interactions with Agent-Based Learning Environments: A Selective Review30.422014
Impact of Different Pedagogical Agents' Adaptive Self-regulated Prompting Strategies on Learning with MetaTutor.60.512013
Inferring Learning from Gaze Data during Interaction with an Environment to Support Self-Regulated Learning.220.932013
Aligning and Comparing Data on Emotions Experienced during Learning with MetaTutor.80.942013
The effectiveness of pedagogical agents' prompting and feedback in facilitating co-adapted learning with metatutor221.532012
Measuring learners' co-occurring emotional responses during their interaction with a pedagogical agent in metatutor80.672012
Examining learners' emotional responses to virtual pedagogical agents' tutoring strategies10.352011