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Typed versus Spoken Conversations in a Multi-party Epistemic Game.

, , , и . AIED, том 6738 из Lecture Notes in Computer Science, стр. 513-515. Springer, (2011)

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Justin Burkett

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The Role of Prompting and Feedback in Facilitating Students' Learning about Science with MetaTutor., , , , , , и . AAAI Fall Symposium: Cognitive and Metacognitive Educational Systems, том FS-10-01 из AAAI Technical Report, AAAI, (2010)Detecting Players Personality Behavior with Any Effort of Concealment., , , и . CICLing (2), том 7182 из Lecture Notes in Computer Science, стр. 502-514. Springer, (2012)Metacognitive Judgments, Study-Time Allocation and Inferences: The Effect of Multimedia Discrepancies., и . CogSci, cognitivesciencesociety.org, (2011)MetaTutor: A MetaCognitive Tool for Enhancing Self-Regulated Learning., , , , и . AAAI Fall Symposium: Cognitive and Metacognitive Educational Systems, том FS-09-02 из AAAI Technical Report, AAAI, (2009)The Role of Stated Relationships in Detecting Contradictions Between Multiple Representations in Science., , и . ICLS, International Society of the Learning Sciences, (2014)Does Training of Cognitive and Metacognitive Regulatory Processes Enhance Learning and Deployment of Processes with Hypermedia?, , и . CogSci, cognitivesciencesociety.org, (2015)Typed versus Spoken Conversations in a Multi-party Epistemic Game., , , и . AIED, том 6738 из Lecture Notes in Computer Science, стр. 513-515. Springer, (2011)Constructing a Personality-Annotated Corpus for Educational Game based on Leary's Rose Framework., , , и . FLAIRS, AAAI Press, (2012)