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Immersive Virtual Reality Increases Liking but Not Learning With a Science Simulation and Generative Learning Strategies Promote Learning in Immersive Virtual Reality

Journal of educational psychology, 2021-05, Vol.113 (4), p.719-735

2021

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Learning Science in Immersive Virtual Reality

Journal of educational psychology, 2018-08, Vol.110 (6), p.785-797

2018

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Learning by Doing Versus Learning by Viewing: Three Experimental Comparisons of Learner-Generated Versus Author-Provided Graphic Organizers

Journal of educational psychology, 2007-11, Vol.99 (4), p.808-820

2007

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Animated Pedagogical Agents as Aids in Multimedia Learning: Effects on Eye-Fixations During Learning and Learning Outcomes

Journal of educational psychology, 2018-02, Vol.110 (2), p.250-268

2018

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Worked Examples Moderate the Effect of Math Learning Anxiety on Children's Math Learning and Engagement During the COVID-19 Pandemic

Journal of educational psychology, 2024-02, Vol.116 (2), p.173-194

2024

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Retrieval Practice & Bloom's Taxonomy: Do Students Need Fact Knowledge Before Higher Order Learning?

Journal of educational psychology, 2019-02, Vol.111 (2), p.189-209

2019

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School Climate and Social-Emotional Learning: Predicting Teacher Stress, Job Satisfaction, and Teaching Efficacy

Journal of educational psychology, 2012-11, Vol.104 (4), p.1189-1204

2012

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Learning by Reviewing

Journal of educational psychology, 2011-02, Vol.103 (1), p.73-84

2011

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Does Discovery-Based Instruction Enhance Learning?

Journal of educational psychology, 2011-02, Vol.103 (1), p.1-18

2011

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Perceptual Learning Style and Learning Proficiency: A Test of the Hypothesis

Journal of educational psychology, 2006-02, Vol.98 (1), p.238-246

2006

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Emotional Design in Multimedia Learning

Journal of educational psychology, 2012-05, Vol.104 (2), p.485-498

2012

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Deliberate Errors Promote Meaningful Learning

Journal of educational psychology, 2022-11, Vol.114 (8), p.1817-1831

2022

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A Learning Method for All: The Testing Effect Is Independent of Cognitive Ability

Journal of educational psychology, 2021-07, Vol.113 (5), p.972-985

2021

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Interleaved Practice Improves Mathematics Learning

Journal of educational psychology, 2015-08, Vol.107 (3), p.900-908

2015

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Can Collaborative Learning Improve the Effectiveness of Worked Examples in Learning Mathematics?

Journal of educational psychology, 2017-07, Vol.109 (5), p.666-679

2017

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Intelligent Tutoring Systems and Learning Outcomes: A Meta-Analysis

Journal of educational psychology, 2014-11, Vol.106 (4), p.901-918

2014

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A Meta-Analysis of the Effectiveness of Intelligent Tutoring Systems on College Students' Academic Learning

Journal of educational psychology, 2014-05, Vol.106 (2), p.331-347

2014

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Engaging Students in Learning Activities: It Is Not Autonomy Support or Structure but Autonomy Support and Structure

Journal of educational psychology, 2010-08, Vol.102 (3), p.588-600

2010

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Creating Drawings Enhances Learning by Teaching

Journal of educational psychology, 2020-05, Vol.112 (4), p.811-822

2020

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Cognitive Dimensions of Learning in Children With Problems in Attention, Learning, and Memory

Journal of educational psychology, 2021-10, Vol.113 (7), p.1454-1480

2021

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Learning Strategies Assessed by Journal Writing: Prediction of Learning Outcomes by Quantity, Quality, and Combinations of Learning Strategies

Journal of educational psychology, 2012-05, Vol.104 (2), p.452-468

2012

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Varied Practice Testing Is Associated With Better Learning Outcomes in Self-Regulated Online Learning

Journal of educational psychology, 2022-11, Vol.114 (8), p.1723-1742

2022

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Learning With Retrieval-Based Concept Mapping

Journal of educational psychology, 2014-08, Vol.106 (3), p.849-858

2014

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Timing Matters! Explaining Between Study Phases Enhances Students' Learning

Journal of educational psychology, 2020-05, Vol.112 (4), p.841-853

2020

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Generative Learning Versus Retrieval Practice in Learning From Text: The Cohesion and Elaboration of the Text Matters

Journal of educational psychology, 2019-11, Vol.111 (8), p.1341-1361

2019

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Immersive Virtual Reality Increases Liking but Not Learning With a Science Simulation and Generative Learning Strategies Promote Learning in Immersive Virtual Reality

Learning Science in Immersive Virtual Reality

Learning by Doing Versus Learning by Viewing: Three Experimental Comparisons of Learner-Generated Versus Author-Provided Graphic Organizers

Animated Pedagogical Agents as Aids in Multimedia Learning: Effects on Eye-Fixations During Learning and Learning Outcomes

Worked Examples Moderate the Effect of Math Learning Anxiety on Children's Math Learning and Engagement During the COVID-19 Pandemic

Retrieval Practice & Bloom's Taxonomy: Do Students Need Fact Knowledge Before Higher Order Learning?

School Climate and Social-Emotional Learning: Predicting Teacher Stress, Job Satisfaction, and Teaching Efficacy

Learning by Reviewing

Does Discovery-Based Instruction Enhance Learning?

Perceptual Learning Style and Learning Proficiency: A Test of the Hypothesis

Emotional Design in Multimedia Learning

Deliberate Errors Promote Meaningful Learning

A Learning Method for All: The Testing Effect Is Independent of Cognitive Ability

Interleaved Practice Improves Mathematics Learning

Can Collaborative Learning Improve the Effectiveness of Worked Examples in Learning Mathematics?

Intelligent Tutoring Systems and Learning Outcomes: A Meta-Analysis

A Meta-Analysis of the Effectiveness of Intelligent Tutoring Systems on College Students' Academic Learning

Engaging Students in Learning Activities: It Is Not Autonomy Support or Structure but Autonomy Support and Structure

Creating Drawings Enhances Learning by Teaching

Cognitive Dimensions of Learning in Children With Problems in Attention, Learning, and Memory

Learning Strategies Assessed by Journal Writing: Prediction of Learning Outcomes by Quantity, Quality, and Combinations of Learning Strategies

Varied Practice Testing Is Associated With Better Learning Outcomes in Self-Regulated Online Learning

Learning With Retrieval-Based Concept Mapping

Timing Matters! Explaining Between Study Phases Enhances Students' Learning

Generative Learning Versus Retrieval Practice in Learning From Text: The Cohesion and Elaboration of the Text Matters

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