Journal of educational psychology

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  Año 2025, Vol. 117, Número 1

  • Introduction

    • Seleccionado

      Leveraging learning theory and analytics to produce grounded, innovative, data-driven, equitable improvements to teaching and learning

      Matthew L. Bernacki

      • Resumen
      • Texto completo

      págs. 1-11

      

  • Articles

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      Using theory-informed learning analytics to understand how homework behavior predicts achievement

      Hannah Deininger, Ines Pieronczyk, Cora Parrisius, Robert D. Plumley, Detmar Meurers, Gjergji Kasneci, Benjamin Nagengast, Ulrich Trautwein, Jeffrey A. Greene, Matthew L. Bernacki

      • Resumen

      págs. 12-37

      
    • Seleccionado

      Temporal dynamics of meta-awareness of mind wandering during lecture viewing: Implications for learning and automated assessment using machine learning

      Babette Bühler, Efe Bozkir, Patricia D. Goldberg, Hannah Deininger, Sidney D'Mello, Peter H. Gerjets, Ulrich Trautwein, Enkelejda Kasneci

      • Resumen

      págs. 38-62

      
    • Seleccionado

      Impact of an adaptive dialog that uses natural language processing to detect students’ ideas and guide knowledge integration

      Libby F Gerard, Marlen Holtman, Brian Riordan, Marcia C Linn

      • Resumen

      págs. 63-87

      
    • Seleccionado

      Leveraging student planning in game-based learning environments for self-regulated learning analytics

      Alex Goslen, Michele Engers Taube, Dan Carpenter, Roger Azevedo, Jonathan Rowe, James Lester

      • Resumen

      págs. 88-105

      
    • Seleccionado

      Dissecting the temporal dynamics of embodied collaborative learning using multimodal learning analytics

      Lixiang Yan, Roberto Martinez-Maldonado, Zachari Swiecki, Linxuan Zhao, Xinyu Li, Dragan Gašević

      • Resumen

      págs. 106-133

      
    • Seleccionado

      Communicative influence: A novel measure of team dynamics that integrates team cognition theory with collaborative problem solving assessment.

      Jason G. Reitman, Julie L. Harrison, Jamie L. Gorman, Rachel Lieber, Sidney D'Mello

      • Resumen

      págs. 134-151