Journal of educational psychology

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  Año 2013, Vol. 105, Número 4

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    Introduction to the special issue on advanced learning technologies

    Vincent Aleven, Carole R. Beal, Arthur C. Graesser

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    págs. 929-931

    
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    "Introduction to the Special Issue on Advanced Learning Technologies": Correction to Aleven, Beal, and Graesser (2013)

    Vincent Aleven, Carole R. Beal, Arthur C. Graesser

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    pág. 931

    
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    Using adaptive learning technologies to personalize instruction to student interests: The impact of relevant contexts on performance and learning outcomes

    Candance Walkington

    • Resumen

    págs. 932-945

    
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    Generalizing automated detection of the robustness of student learning in an intelligent tutor for genetics

    Ryan Baker, Albert T. Corbett, Sujith M. Gowda

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    págs. 946-956

    
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    Gender differences in the use and benefit of advanced learning technologies for mathematics

    Ivon Arroyo, Winslow Burleson, Minghui Tai, Kasia Muldner, Beverly Park Woolf

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    págs. 957-969

    
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    A meta-analysis of the effectiveness of intelligent tutoring systems on K–12 students’ mathematical learning.

    Saiying Steenbergen-Hu, Harris Cooper

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    págs. 970-987

    
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    Using student interactions to foster rule–diagram mapping during problem solving in an intelligent tutoring system

    Kirsten R. Butcher, Vincent Aleven

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    págs. 988-1009

    
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    Writing pal: Feasibility of an intelligent writing strategy tutor in the high school classroom

    Rod D. Roscoe, Danielle S. McNamara

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    págs. 1010-1025

    
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    "Sustaining optimal motivation: A longitudinal analysis of interventions to broaden participation of underrepresented students in STEM": Correction to Hernandez et al. (2013)

    Paul R. Hernandez, P. Wesley Schultz, Mica Estrada, Anna Woodcock, Randie C. Chance

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    pág. 1025

    
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    Learning intercultural communication skills with virtual humans: Feedback and fidelity

    H. Chad Lane, Matthew J. Hayes, Mark G. Core, Daniel Auerbach

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    págs. 1026-1035

    
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    Motivation and performance in a game-based intelligent tutoring system

    G. Tanner Jackson, Danielle S. McNamara

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    págs. 1036-1049

    
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    The impact of individual, competitive, and collaborative mathematics game play on learning, performance, and motivation

    Jan L. Plass, Paul A. O'Keefe, Bruce D. Homer, Jennifer Case, Elizabeth O. Hayward, Murphy Stein, Ken Perlin

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    págs. 1050-1066

    
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    Guiding learners through technology-based instruction: The effects of adaptive guidance design and individual differences on learning over time

    Adam M. Kanar, Bradford S. Bell

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    págs. 1067-1081

    
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    A selective meta-analysis on the relative incidence of discrete affective states during learning with technology

    Sidney D'Mello

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    págs. 1082-1099

    
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    Next-generation environments for assessing and promoting complex science learning

    Edys S. Quellmalz, Jodi L. Davenport, Michael J. Timms, George E. DeBoer, Kevin A. Jordan, Chen Wei, Barbara C. Buckley

    • Resumen

    págs. 1110-1114

    
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    My science tutor: A conversational multimedia virtual tutor

    WayneH. Ward, Ron Cole, Daniel Bolaños Alonso, Cindy Buchenroth Martin, Edward Svirsky, Tim Weston

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    págs. 1115-1125

    
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    A tutoring system that simulates the highly interactive nature of human tutoring

    Sandra Katz, Patricia L. Albacete

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    págs. 1126-1141

    
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    Human and automated assessment of oral reading fluency

    Daniel Bolaños Alonso, Ron A. Cole, Wayne H. Ward, Gerald Tindal, Jan Hasbrouck, Paula J. Schwanenflugel

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    págs. 1142-1151

    
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    Cognitive anatomy of tutor learning: Lessons learned with SimStudent

    Noboru Matsuda, Evelyn Yarzebinski, Victoria Keiser, Rohan Raizada, William W. Cohen, Andreas J. Stylianides, Kenneth R. Koedinger

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    págs. 1152-1163

    
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    Gendered socialization with an embodied agent: Creating a social and affable mathematics learning environment for middle-grade females

    Yanghee Kim, Jae Hoon Lim

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    págs. 1164-1174

    
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    Live webcam coaching to help early elementary classroom teachers provide effective literacy instruction for struggling readers: The Targeted Reading Intervention

    Lynne Vernon-Feagans, Kirsten Kainz, Amy Herrick, Marnie Ginsberg, Steve Amendum

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    págs. 1175-1187

    
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    Using electronic portfolios to foster literacy and self-regulated learning skills in elementary students

    Philip C. Abrami, Vivek Venkatesh, Elizabeth Meyer, Anne Wade

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    págs. 1188-1209

    
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    Universal Design for Learning and elementary school science: Exploring the efficacy, use, and perceptions of a web-based science notebook

    Gabrielle Rappolt Schlichtmann, Samantha G. Daley, Seoin Lim, Scott Lapinski, Kristin H. Robinson, Mindy Johnson

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    págs. 1210-1225