Ruth Wylie
Ruth Wylie
Mary Lou Fulton Teachers College, Arizona State University
Adresse e-mail validée de asu.edu
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The ICAP framework: Linking cognitive engagement to active learning outcomes
MTH Chi, R Wylie
Educational psychologist 49 (4), 219-243, 2014
13182014
The self concept: A critical survey of pertinent research literature
RC Wylie
University of Nebraska Press, 1961
7631961
Evolution and revolution in artificial intelligence in education
I Roll, R Wylie
International Journal of Artificial Intelligence in Education 26 (2), 582-599, 2016
2072016
17 The Self-Explanation Principle in Multimedia Learning
R Wylie, MTH Chi
The Cambridge handbook of multimedia learning, 413, 2014
1522014
The self concept. Lincoln: Univer
RC Wylie
Nebraska Press, 1961
1131961
Translating the ICAP theory of cognitive engagement into practice
MTH Chi, J Adams, EB Bogusch, C Bruchok, S Kang, M Lancaster, R Levy, ...
Cognitive science 42 (6), 1777-1832, 2018
1012018
Is self-explanation always better? The effects of adding self-explanation prompts to an English grammar tutor
R Wylie, KR Koedinger, T Mitamura
Proceedings of the 31st annual conference of the Cognitive Science Society …, 2009
322009
ICAP: A hypothesis of differentiated learning effectiveness for four modes of engagement activities
MTH Chi, R Wylie
Educational Psychologist 49 (4), 219-243, 2014
182014
I was playing when I learned: A narrative game for French aspectual distinctions
N Hallinen, E Walker, R Wylie, A Ogan, C Jones
Proceedings of the Workshop on Intelligent Educational Games at the 14th …, 2009
182009
Effects of adaptive prompted self-explanation on robust learning of second language grammar
R Wylie, M Sheng, T Mitamura, KR Koedinger
International Conference on Artificial Intelligence in Education, 588-590, 2011
162011
Why Frankenstein is a stigma among scientists
P Nagy, R Wylie, J Eschrich, E Finn
Science and engineering ethics 24 (4), 1143-1159, 2018
132018
The challenges in adapting traditional techniques for modeling student behavior in ill-defined domains
A Ogan, R Wylie, E Walker
Intelligent Tutoring Systems for Ill-Defined Domains 29, 2006
132006
The enduring influence of a dangerous narrative: How scientists can mitigate the Frankenstein myth
P Nagy, R Wylie, J Eschrich, E Finn
Journal of bioethical inquiry 15 (2), 279-292, 2018
122018
Analogies, explanations, and practice: examining how task types affect second language grammar learning
R Wylie, K Koedinger, T Mitamura
International Conference on Intelligent Tutoring Systems, 214-223, 2010
122010
Facing the Pariah of Science: The Frankenstein Myth as a Social and Ethical Reference for Scientists
P Nagy, R Wylie, J Eschrich, E Finn
Science and engineering ethics 26 (2), 737-759, 2020
92020
Comprehension seeding: Comprehension through self explanation, enhanced discussion, and inquiry generation
F Paiva, J Glenn, K Mazidi, R Talbot, R Wylie, MTH Chi, E Dutilly, ...
International Conference on Intelligent Tutoring Systems, 283-293, 2014
82014
Mothers’ attributions to their young children
RC Wylie
Self and identity, 53-60, 2003
82003
What matters in concept mapping? Maps learners create or how they create them
S Wang, E Walker, R Wylie
International Conference on Artificial Intelligence in Education, 406-417, 2017
62017
Extending the self-explanation effect to second language grammar learning
R Wylie, K Koedinger, T Mitamura
International Society of the Learning Sciences (ISLS), 2010
62010
Investigating help-giving behavior in a cross-platform learning environment
I Ahmed, A Mawasi, S Wang, R Wylie, Y Bergner, A Whitehurst, E Walker
International Conference on Artificial Intelligence in Education, 14-25, 2019
52019
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