Eliciting Middle School Students' Ideas About Graphs Supports Their Learning from a Computer Model. | 0 | 0.34 | 2017 |
Teaching Students to Recognize and Implement Good Coding Style. | 6 | 0.57 | 2017 |
Designing Grounded Feedback: Criteria for Using Linked Representations to Support Learning of Abstract Symbols. | 1 | 0.37 | 2017 |
Why Sense-Making through Magnitude May Be Harder for Fractions than for Whole Numbers. | 0 | 0.34 | 2016 |
Benefits for Grounded Feedback over Correctness in a Fraction Addition Tutor. | 0 | 0.34 | 2016 |
Adding Physical Objects to an Interactive Game Improves Learning and Enjoyment: Evidence from EarthShake. | 8 | 0.49 | 2016 |
Authoring Tutors with Complex Solutions: A Comparative Analysis of Example Tracing and SimStudent. | 1 | 0.35 | 2015 |
Transitivity is Not Obvious: Probing Prerequisites for Learning. | 0 | 0.34 | 2015 |
Investigating Scaffolds for Sense Making in Fraction Addition and Comparison. | 1 | 0.63 | 2014 |