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Learning with Concept and Knowledge Maps: A Meta-Analysis

Review of educational research, 2006-09, Vol.76 (3), p.413-448

2006

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The Relation Between Need for Cognition and Academic Achievement: A Meta-Analysis

Review of educational research, 2024-04, Vol.94 (2), p.155-192

2024

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A Framework for Evaluating the Quality of Multimedia Learning Resources

Educational technology & society, 2007-01, Vol.10 (2), p.44-59

2007

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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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Inducing Self-Explanation: a Meta-Analysis

Educational psychology review, 2018-09, Vol.30 (3), p.703-725

2018

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Studying and Constructing Concept Maps: a Meta-Analysis

Educational psychology review, 2018-06, Vol.30 (2), p.431-455

2018

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What if learning analytics were based on learning science?

Australasian Journal of Educational Technology, 2016-01, Vol.32 (6), p.1-18

2016

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Argument mapping as a pre-writing activity: Does it promote writing skills of EFL learners?

Education and information technologies, 2024-05, Vol.29 (7), p.7895-7925

2024

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The Psychology of Academic Achievement

Annual review of psychology, 2010-01, Vol.61 (1), p.653-678

2010

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Verbal Redundancy in Multimedia Learning Environments: A Meta-Analysis

Journal of educational psychology, 2012-02, Vol.104 (1), p.250-263

2012

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Conceptual Change with Refutational Maps

International journal of science education, 2018-11, Vol.40 (16), p.1980-1998

2018

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Explanatory inferencing in simulation-based discovery learning: sequence analysis using the edit distance median string

Instructional science, 2023-04, Vol.51 (2), p.309-341

2023

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Scientific inquiry learning with a simulation: providing within-task guidance tailored to learners' understanding and inquiry skill

International journal of science education, 2022-04, Vol.44 (6), p.1021-1043

2022

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A microanalysis of learner questions and tutor guidance in simulation‐assisted inquiry learning

Journal of computer assisted learning, 2022-06, Vol.38 (3), p.638-650

2022

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Animated and static concept maps enhance learning from spoken narration

Learning and instruction, 2013-10, Vol.27, p.1-10

2013

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Cognitive ability and the instructional efficacy of collaborative concept mapping

Learning and individual differences, 2010-10, Vol.20 (5), p.536-543

2010

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What can completion time of quizzes tell us about students’ motivations and learning strategies?

Journal of computing in higher education, 2020-08, Vol.32 (2), p.389-405

2020

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Achievement Goal Orientations and Self-Reported Study Strategies as Predictors of Online Studying Activities

Journal of educational computing research, 2015-12, Vol.53 (3), p.436-458

2015

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nStudy: A System for Researching Information Problem Solving

Technology, knowledge and learning, 2017-10, Vol.22 (3), p.369-376

2017

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Examining trace data to explore self-regulated learning

Metacognition and learning, 2007-12, Vol.2 (2-3), p.107-124

2007

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Enhancing Scientific Discovery Learning by Just-in-Time Prompts in a Simulation-Assisted Inquiry Environment

European journal of educational research, 2021-04, Vol.10-2021 (volume-10-issue-2-april-2021), p.989-1007

2021

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nStudy: Software for Learning Analytics about Learning Processes and Self-Regulated Learning

Journal of Learning Analytics, 2019-01, Vol.6 (2), p.95

2019

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A Cross-Cultural Examination of the Psychometric Properties of Responses to the Achievement Goal Questionnaire

Educational and psychological measurement, 2009-04, Vol.69 (2), p.266-286

2009

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Learning from Animated Concept Maps with Concurrent Audio Narration

The Journal of experimental education, 2011-01, Vol.79 (2), p.209-230

2011

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Context Moderates Students' Self-Reports About How They Study

Journal of educational psychology, 2001-09, Vol.93 (3), p.477-487

2001

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Learning with Concept and Knowledge Maps: A Meta-Analysis

The Relation Between Need for Cognition and Academic Achievement: A Meta-Analysis

A Framework for Evaluating the Quality of Multimedia Learning Resources

Intelligent Tutoring Systems and Learning Outcomes: A Meta-Analysis

Inducing Self-Explanation: a Meta-Analysis

Studying and Constructing Concept Maps: a Meta-Analysis

What if learning analytics were based on learning science?

Argument mapping as a pre-writing activity: Does it promote writing skills of EFL learners?

The Psychology of Academic Achievement

Verbal Redundancy in Multimedia Learning Environments: A Meta-Analysis

Conceptual Change with Refutational Maps

Explanatory inferencing in simulation-based discovery learning: sequence analysis using the edit distance median string

Scientific inquiry learning with a simulation: providing within-task guidance tailored to learners' understanding and inquiry skill

A microanalysis of learner questions and tutor guidance in simulation‐assisted inquiry learning

Animated and static concept maps enhance learning from spoken narration

Cognitive ability and the instructional efficacy of collaborative concept mapping

What can completion time of quizzes tell us about students’ motivations and learning strategies?

Achievement Goal Orientations and Self-Reported Study Strategies as Predictors of Online Studying Activities

nStudy: A System for Researching Information Problem Solving

Examining trace data to explore self-regulated learning

Enhancing Scientific Discovery Learning by Just-in-Time Prompts in a Simulation-Assisted Inquiry Environment

nStudy: Software for Learning Analytics about Learning Processes and Self-Regulated Learning

A Cross-Cultural Examination of the Psychometric Properties of Responses to the Achievement Goal Questionnaire

Learning from Animated Concept Maps with Concurrent Audio Narration

Context Moderates Students' Self-Reports About How They Study

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