| Interaction patterns in exploratory learning environments for mathematics: a sequential analysis of feedback and external representations in Chinese schools. | 0 | 0.34 | 2021 |
| e-Authentication for online assessment: A mixed-method study. | 2 | 0.46 | 2019 |
| Fractions Lab Goes East: Learning and Interaction with an Exploratory Learning Environment in China. | 0 | 0.34 | 2018 |
| Digital games-based learning for children with dyslexia: A social constructivist perspective on engagement and learning during group game-play. | 3 | 0.43 | 2017 |
| Using Graph-based Modelling to explore changes in students' affective states during exploratory learning tasks. | 0 | 0.34 | 2017 |
| Student Acceptance of Online Assessment with e-Authentication in the UK. | 0 | 0.34 | 2017 |
| Combining Exploratory Learning With Structured Practice to Foster Conceptual and Procedural Fractions Knowledge | 0 | 0.34 | 2016 |
| Affecting off-task behaviour: how affect-aware feedback can improve student learning. | 3 | 0.40 | 2016 |
| Affect Matters: Exploring The Impact Of Feedback During Mathematical Tasks In An Exploratory Environment | 3 | 0.42 | 2015 |
| Light-Bulb Moment?: Towards Adaptive Presentation of Feedback based on Students' Affective State | 6 | 0.71 | 2015 |
| Purpose And Level Of Feedback In An Exploratory Learning Environment For Fractions | 5 | 0.54 | 2015 |
| The impact of feedback on students' affective states. | 0 | 0.34 | 2015 |
| Robust Student Knowledge: Adapting to Individual Student Needs as they Explore the Concepts and Practice the Procedures of Fractions. | 3 | 0.42 | 2015 |
| Adapting Feedback Types According To Students' Affective States | 0 | 0.34 | 2015 |
