| Investigating Student Reflection during Game-Based Learning in Middle Grades Science. | 0 | 0.34 | 2021 |
| Multimodal Multi-Task Stealth Assessment for Reflection-Enriched Game-Based Learning. | 0 | 0.34 | 2021 |
| Combining Scripts, Group Awareness Tools and Self-Regulated Learning - Theoretical Implications and Practical Implementations. | 0 | 0.34 | 2020 |
| Does Prior Knowledge influence Learners' Cognitive and Metacognitive Strategies over Time during Game-based Learning? | 0 | 0.34 | 2020 |
| Can a Composite Metacognitive Judgment Accuracy Score Successfully Capture Performance Variance during Multimedia Learning? | 0 | 0.34 | 2020 |
| Can Scaffolds from Pedagogical Agents Influence Effective Completion of Sub-Goals during Learning with a Multi-Agent Hypermedia-Learning Environment? | 0 | 0.34 | 2014 |
| Impact of Different Pedagogical Agents' Adaptive Self-regulated Prompting Strategies on Learning with MetaTutor. | 6 | 0.51 | 2013 |
| Adaptive Multi-Agent Architecture to Track Students' Self-Regulated Learning. | 0 | 0.34 | 2013 |
| Aligning and Comparing Data on Emotions Experienced during Learning with MetaTutor. | 8 | 0.94 | 2013 |
| Exploring relationships between learners' affective states, metacognitive processes, and learning outcomes | 3 | 0.42 | 2012 |
| The effect of multimedia discrepancies on metacognitive judgments | 4 | 0.75 | 2012 |
| The effectiveness of a pedagogical agent's immediate feedback on learners' metacognitive judgments during learning with metatutor | 0 | 0.34 | 2012 |
| Automatic detection of student mental models based on natural language student input during metacognitive skill training | 6 | 0.69 | 2012 |
| Identifying Students' Characteristic Learning Behaviors in an Intelligent Tutoring System Fostering Self-Regulated Learning. | 12 | 1.40 | 2012 |
| Measuring learners' co-occurring emotional responses during their interaction with a pedagogical agent in metatutor | 8 | 0.67 | 2012 |
| Can we design artificial pedagogical agents to be intelligent enough to detect, model, and foster regulatory learning processes? | 0 | 0.34 | 2011 |
| Examining learners' emotional responses to virtual pedagogical agents' tutoring strategies | 1 | 0.35 | 2011 |
| Reports of the AAAI 2010 Fall Symposia | 0 | 0.34 | 2011 |
| Preface: Meta-Cognitive Educational Systems: One Step Forward. | 0 | 0.34 | 2010 |
| The Role of Prompting and Feedback in Facilitating Students' Learning about Science with MetaTutor. | 2 | 0.50 | 2010 |
| Deciphering the complex nature of log-file data collected during self-regulated learning with MetaTutor | 0 | 0.34 | 2010 |
| Computational Aspects of the Intelligent Tutoring System MetaTutor | 0 | 0.34 | 2010 |
| Dysregulated Learning With Advanced Learning Technologies | 8 | 1.23 | 2010 |
| Metatutor: An adaptive system for fostering self-regulated learning | 0 | 0.34 | 2009 |
| Automatic Detection of Student Mental Models During Prior Knowledge Activation in MetaTutor | 14 | 1.43 | 2009 |
| Issues in the Measurement of Cognitive and Metacognitive Regulatory Processes Used During Hypermedia Learning. | 1 | 0.37 | 2009 |
| MetaTutor: A MetaCognitive Tool for Enhancing Self-Regulated Learning. | 21 | 1.85 | 2009 |
| Learners' exploratory behavior within MetaTutor | 2 | 0.39 | 2009 |
| MetaTutor: Analyzing Self-Regulated Learning in a Tutoring System for Biology | 9 | 0.67 | 2009 |
| Detecting, Tracking, and Modeling Self-Regulatory Processes during Complex Learning with Hypermedia. | 2 | 0.47 | 2008 |
| Automatic Analyses of Cohesion and Coherence in Human Tutorial Dialogues During Hypermedia: A Comparison among Mental Model Jumpers | 0 | 0.34 | 2008 |
| The Dynamics of Self-regulatory Processes within Self-and Externally Regulated Learning Episodes During Complex Science Learning with Hypermedia | 7 | 0.84 | 2008 |
| Analyzing the Coherence and Cohesion in Human Tutorial Dialogues when Learning with Hypermedia | 0 | 0.34 | 2007 |
| Workshop on Metacognition and Self-Regulated Learning in ITSs | 0 | 0.34 | 2007 |
| Do Various Self-Regulatory Processes Predict Different Hypermedia Learning Outcomes? | 0 | 0.34 | 2007 |
| The Influence of External-Regulation on Student Generated Questions during Hypermedia Learning | 1 | 0.54 | 2007 |
| The Dynamic Nature of Self-Regulatory Behavior in Self-Regulated Learning and Externally-Regulated Learning Episodes | 5 | 1.23 | 2007 |
| Help-seeking behavior and learning with hypermedia | 0 | 0.34 | 2006 |
| Complex systems in education: conceptual principles, methodologies, and implications for research in the learning sciences | 0 | 0.34 | 2006 |
| Is externally-regulated learning by a human tutor effective in facilitating learning with hypermedia? | 1 | 0.65 | 2006 |
| Self-Regulation of Learning with Multiple Representations in Hypermedia | 3 | 0.73 | 2005 |
| Adolescents' Use of SRL Behaviors and Their Relation to Qualitative Mental Model Shifts While Using Hypermedia | 2 | 0.47 | 2005 |
| Can Students Collaboratively Use Hypermedia to Learn about Science? The Dynamics of Self-and Other-regulatory Processes in the Classroom. | 0 | 0.34 | 2004 |
| How does adaptive scaffolding facilitate high school students' ability to regulate their learning with hypermedia? | 1 | 0.45 | 2004 |
