| Towards a Multi-Modal Methodology for User-Centred Evaluation of Adaptive Systems. | 0 | 0.34 | 2019 |
| Efficient Software Assets for Fostering Learning in Applied Games. | 0 | 0.34 | 2017 |
| The Creation Of A Training Model To Support Decision-Making Of Emergency Management Practitioners: A Design Research Study | 0 | 0.34 | 2016 |
| Advancing Physics Learning Through Traversing a Multi-Modal Experimentation Space. | 0 | 0.34 | 2015 |
| Uncovering Learning Processes Using Competence-based Knowledge Structuring and Hasse Diagrams. | 1 | 0.43 | 2015 |
| Evaluating a digital humanities research environment: the CULTURA approach | 11 | 0.92 | 2014 |
| Iterative augmentation of a medical training simulator: Effects of affective metacognitive scaffolding. | 3 | 0.46 | 2014 |
| Metadata-enhanced exploration of digital cultural collections | 1 | 0.38 | 2014 |
| Utilizing Social Networks for User Model Priming: User Attitudes. | 0 | 0.34 | 2013 |
| Affective Metacognitive Scaffolding and Enriched User Modelling for Experiential Training Simulators: A Follow-Up Study. | 0 | 0.34 | 2013 |
| An Investigation of Successful Self-Regulated-Learning in a Technology-Enhanced Learning Environment. | 0 | 0.34 | 2013 |
| Design and Development of an Empirical Smiley-based Affective Instrument. | 2 | 0.43 | 2013 |
| Semantic Social Sensing for Improving Simulation Environments for Learning. | 1 | 0.36 | 2013 |
| An evaluation system for digital libraries | 2 | 0.43 | 2012 |
| How to Augment Simulated Environments by Services Supporting Self-Regulated Learning? A Baseline Study | 0 | 0.34 | 2012 |
| An initial evaluation of metacognitive scaffolding for experiential training simulators | 2 | 0.39 | 2012 |
| Tweets reveal more than you know: a learning style analysis on twitter | 0 | 0.34 | 2012 |
| User needs for enhanced engagement with cultural heritage collections | 2 | 0.41 | 2012 |
| Adult self-regulated learning through linking experience in simulated and real world: a holistic approach | 9 | 0.73 | 2011 |
| Reflections on the Evaluation of Adaptive Learning Technologies | 0 | 0.34 | 2011 |
| A Psycho-Pedagogical Framework For Multi-Adaptive Educational Games | 12 | 0.88 | 2011 |
| Competence-based knowledge space theory as a framework for intelligent metacognitive scaffolding | 0 | 0.34 | 2011 |
| E-Learning Based on Metadata, Ontologies and Competence-Based Knowledge Space Theory | 3 | 0.57 | 2011 |
| A glissade on the learning curve: multi-adaptive immersive educational games | 0 | 0.34 | 2010 |
| Motivation in Game-Based Learning: It's More than 'Flow'. | 2 | 0.40 | 2009 |
| Non-invasive Assessment and Adaptive Interventions in Learning Games | 2 | 0.41 | 2009 |
| Little Big Difference: Gender Aspects and Gender-Based Adaptation in Educational Games | 8 | 0.66 | 2009 |
| Activity- And Taxonomy-Based Knowledge Representation Framework | 6 | 0.86 | 2008 |
| Personalising learning through prerequisite structures derived from concept maps | 6 | 0.63 | 2007 |
| Cognitive Structural Modelling of Skills for Technology-Enhanced Learning | 3 | 0.45 | 2007 |
| Empirical Validation of Concept Maps: Preliminary Methodological Considerations | 7 | 1.06 | 2005 |
