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ORCIDJ. Elizabeth Richey
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2020 – today
- 2024
[j6]Eniko Orsolya Bereczki
, Zsofia K. Takacs, J. Elizabeth Richey, Huy Anh Nguyen, Michael Mogessie Ashenafi, Bruce M. McLaren:
Mindfulness in a digital math learning game: Insights from two randomized controlled trials. J. Comput. Assist. Learn. 40(4): 1567-1590 (2024)- [c19]J. Elizabeth Richey, Huy Anh Nguyen, Mahboobeh Mehrvarz, Nicole Else-Quest, Ivon Arroyo, Ryan S. Baker, Hayden Stec, Jessica Hammer, Bruce M. McLaren:
Understanding Gender Effects in Game-Based Learning: The Role of Self-Explanation. AIED (1) 2024: 206-219 - 2023
- [j5]Yun Huang, Steven Dang, J. Elizabeth Richey, Pallavi Chhabra, Danielle R. Thomas, Michael W. Asher, Nikki G. Lobczowski, Elizabeth A. McLaughlin, Judith M. Harackiewicz, Vincent Aleven, Kenneth R. Koedinger:
Using latent variable models to make gaming-the-system detection robust to context variations. User Model. User Adapt. Interact. 33(5): 1211-1257 (2023) - [c18]Huy Anh Nguyen, Nicole Else-Quest, J. Elizabeth Richey, Jessica Hammer, Sarah Di, Bruce M. McLaren:
Gender Differences in Learning Game Preferences: Results Using a Multi-dimensional Gender Framework. AIED 2023: 553-564 - 2022
- [j4]Xinying Hou, Huy Anh Nguyen, J. Elizabeth Richey, Erik Harpstead, Jessica Hammer, Bruce M. McLaren:
Assessing the Effects of Open Models of Learning and Enjoyment in a Digital Learning Game. Int. J. Artif. Intell. Educ. 32(1): 120-150 (2022) - [j3]Bruce M. McLaren, J. Elizabeth Richey, Huy Anh Nguyen, Xinying Hou:
How instructional context can impact learning with educational technology: Lessons from a study with a digital learning game. Comput. Educ. 178: 104366 (2022) - [j2]Huy Anh Nguyen, Xinying Hou, J. Elizabeth Richey, Bruce M. McLaren:
The Impact of Gender in Learning With Games: A Consistent Effect in a Math Learning Game. Int. J. Game Based Learn. 12(1): 1-29 (2022) - [c17]Danielle R. Chine, Cassandra Brentley, Carmen Thomas-Browne, J. Elizabeth Richey, Abdulmenaf Gul, Paulo F. Carvalho, Lee G. Branstetter, Kenneth R. Koedinger:
Educational Equity Through Combined Human-AI Personalization: A Propensity Matching Evaluation. AIED (1) 2022: 366-377 - [c16]Huy Anh Nguyen, Zsofia K. Takacs, Eniko Orsolya Bereczki, J. Elizabeth Richey, Michael Mogessie Ashenafi, Bruce M. McLaren:
Investigating the Effects of Mindfulness Meditation on a Digital Learning Game for Mathematics. AIED (1) 2022: 762-767 - [c15]Yun Huang, Steven Dang, J. Elizabeth Richey, Michael W. Asher, Nikki G. Lobczowski, Danielle R. Chine, Elizabeth A. McLaughlin, Judith M. Harackiewicz, Vincent Aleven, Kenneth R. Koedinger:
Item Response Theory-Based Gaming Detection. EDM 2022 - 2021
- [c14]Ryan S. Baker, Bruce M. McLaren, Stephen Hutt, J. Elizabeth Richey, Elizabeth Rowe, Ma. Victoria Almeda, Michael Mogessie Ashenafi, Juliana Ma. Alexandra L. Andres:
Towards Sharing Student Models Across Learning Systems. AIED (2) 2021: 60-65 - [c13]Peter Schaldenbrand, Nikki G. Lobczowski, J. Elizabeth Richey, Shivang Gupta, Elizabeth A. McLaughlin, Adetunji Adeniran, Kenneth R. Koedinger:
Computer-Supported Human Mentoring for Personalized and Equitable Math Learning. AIED (2) 2021: 308-313 - [c12]J. Elizabeth Richey, Jiayi Zhang, Rohini Das, Juan Miguel L. Andres-Bray, Richard Scruggs, Michael Mogessie Ashenafi, Ryan S. Baker, Bruce M. McLaren:
Gaming and Confrustion Explain Learning Advantages for a Math Digital Learning Game. AIED (1) 2021: 342-355 - [c11]Yun Huang, Nikki G. Lobczowski, J. Elizabeth Richey, Elizabeth A. McLaughlin, Michael W. Asher, Judith M. Harackiewicz, Vincent Aleven, Kenneth R. Koedinger:
A General Multi-method Approach to Data-Driven Redesign of Tutoring Systems. LAK 2021: 161-172 - 2020
- [c10]Michael Mogessie Ashenafi, J. Elizabeth Richey, Bruce M. McLaren, Juan Miguel L. Andres-Bray, Ryan S. Baker:
Confrustion and Gaming While Learning with Erroneous Examples in a Decimals Game. AIED (2) 2020: 208-213 - [c9]Xinying Hou, Huy Anh Nguyen, J. Elizabeth Richey, Bruce M. McLaren:
Exploring How Gender and Enjoyment Impact Learning in a Digital Learning Game. AIED (1) 2020: 255-268 - [c8]J. Elizabeth Richey, Nikki G. Lobczowski, Paulo F. Carvalho, Kenneth R. Koedinger:
Comprehensive Views of Math Learners: A Case for Modeling and Supporting Non-math Factors in Adaptive Math Software. AIED (1) 2020: 460-471
2010 – 2019
- 2019
- [j1]J. Elizabeth Richey, Juan Miguel L. Andres-Bray, Michael Mogessie Ashenafi, Richard Scruggs, Juliana Ma. Alexandra L. Andres, Jon R. Star, Ryan S. Baker, Bruce M. McLaren:
More confusion and frustration, better learning: The impact of erroneous examples. Comput. Educ. 139: 173-190 (2019) - [c7]J. Elizabeth Richey, Bruce M. McLaren, Miguel Andres-Bray, Michael Mogessie Ashenafi, Richard Scruggs, Ryan S. Baker, Jon R. Star:
Confrustion in Learning from Erroneous Examples: Does Type of Prompted Self-explanation Make a Difference? AIED (1) 2019: 445-457 - [c6]Erik Harpstead, J. Elizabeth Richey, Huy Anh Nguyen, Bruce M. McLaren:
Exploring the Subtleties of Agency and Indirect Control in Digital Learning Games. LAK 2019: 121-129 - 2018
- [c5]Darrel Davis, J. Elizabeth Richey, Cristina D. Zepeda:
Domain-General Metacognitive Instruction Reduces Productive Learning Behaviors and Performance? ICLS 2018 - 2015
- [c4]J. Elizabeth Richey, Cristina D. Zepeda, Timothy J. Nokes-Malach:
Transfer effects of prompted and self-reported analogical comparison and self-explanation. CogSci 2015 - 2014
- [c3]J. Elizabeth Richey, Matthew L. Bernacki, Daniel M. Belenky, Timothy J. Nokes-Malach:
Relating a Task-Based, Behavioral Measure of Achievement Goals to Self-Reported Goals and Performance in the Classroom. CogSci 2014 - [c2]J. Elizabeth Richey, Timothy J. Nokes-Malach, Aleza Wallace:
Achievement goals, observed behaviors, and performance: Testing a mediation model in a college classroom. CogSci 2014 - [c1]Aleza Wallace, J. Elizabeth Richey, Timothy J. Nokes-Malach:
Change in Achievement Goals and Their Relation to Exam Grades. CogSci 2014
Coauthor Index
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last updated on 2024-10-07 21:25 CEST by the dblp team
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