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Self-explanation and digital games: Adaptively increasing abstraction
16 references·0 citing·39 second hop
Self-explanation and digital games: Adaptively increasing abstraction (2016)Self-explanation and digital games: Adapt…Digital Games, Design, and Learning (2015)Digital Games, Design, and Le…A meta-analysis of the cognitive and motivational effects of serious games. (2013)A meta-analysis of the cognit…Our Princess Is in Another Castle (2012)Our Princess Is in Another Ca…ltm: An R package for latent variable modeling and item response theory analyses (2011)ltm: An R package for latent …Teens, video games and civics (2008)Teens, video games and civicsWhat Video Games Have to Teach Us About Learning and Literacy (2007)What Video Games Have to Teac…The Cambridge handbook of multimedia learning (2006)The Cambridge handbook of mul…ltm : An R Package for Latent Variable Modeling and Item Response Theory Analyses (2006)ltm : An R Package for Latent…What Video Games Have to Teach Us about Learning and Literacy (2004)What Video Games Have to Teac…Transitioning From Studying Examples to Solving Problems: Effects of Self-Explanation Prompts and Fading Worked-Out Steps. (2003)Transitioning From Studying E…Does adaptive scaffolding facilitate students’ ability to regulate their learning with hypermedia? (2003)Does adaptive scaffolding fac…An effective metacognitive strategy: learning by doing and explaining with a computer-based Cognitive Tutor (2002)An effective metacognitive st…Eliciting self-explanations improves understanding, (1994)Eliciting self-explanations i…Self‐Explanations: How Students Study and Use Examples in Learning to Solve Problems (1989)Self‐Explanations: How Studen…Self-explanations: How students study and use examples in learning to solve problems (1989)Self-explanations: How studen…Educational Outcomes of Tutoring: A Meta-analysis of Findings (1982)Educational Outcomes of Tutor…Handbook of Modern Item Response Theory (1997)A general framework and an R package for the detection of dichotomous differential item functioning (2010)An Introduction to Item Response Theory for Patient-Reported Outcome Measurement (2014)Psychometric analysis of the Ten-Item Perceived Stress Scale. (2014)Situated Cognition and the Culture of Learning (1989)Situated Learning: Legitimate Peripheral Participation. (1994)A pedagogy of Multiliteracies Designing Social Futures (1996)The Motivational Pull of Video Games: A Self-Determination Theory Approach (2006)Gamifying learning experiences: Practical implications and outcomes (2013)Assessing the effects of gamification in the classroom: A longitudinal study on intrinsic motivation, social comparison, satisfaction, effort, and academic performance (2014)Bias in meta-analysis detected by a simple, graphical test (1997)Self-Efficacy: The Exercise of Control (1999)Meta-analysis of action video game impact on perceptual, attentional, and cognitive skills. (2017)The effect of games and simulations on higher education: a systematic literature review (2017)The Gamification of Learning: a Meta-analysis (2019)Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry. (1979)Categorization and Representation of Physics Problems by Experts and Novices* (1981)Reciprocal Teaching of Comprehension-Fostering and Comprehension-Monitoring Activities (1984)The Knowledge‐Learning‐Instruction Framework: Bridging the Science‐Practice Chasm to Enhance Robust Student Learning (2012)Eight Ways to Promote Generative Learning (2015)Primary, Secondary, and Meta-Analysis of Research (1976)Why Peer Discussion Improves Student Performance on In-Class Concept Questions (2009)The evolutionary basis of risky adolescent behavior: Implications for science, policy, and practice. (2011)The role of theories in conceptual coherence. (1985)Problem-Based Learning: What and How Do Students Learn? (2004)The Nature of Expertise (2014)Advances in Instructional Psychology (2019)Implications for educational practice of the science of learning and development (2019)Social Learning Theory. (1978)Statistical Methods for Meta-Analysis (1988)Handbook of Self-Regulation of Learning and Performance (2017)Introduction to Meta‐Analysis (2021)ON QUALITATIVE DIFFERENCES IN LEARNING: I—OUTCOME AND PROCESS* (1976)Quantifying Qualitative Analyses of Verbal Data: A Practical Guide (1997)Where's the evidence that active learning works? (2006)Metacognition, Motivation, and Understanding (2026)Interactive Multimodal Learning Environments (2007)Cognitive Theory of Multimedia Learning (2014)Cognitive Architecture and Instructional Design: 20 Years Later (2019)
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References

  • 2004What Video Games Have to Teach Us about Learning and Literacy6,673 cited
  • 2006The Cambridge handbook of multimedia learning2,313 cited
  • 1989Self-explanations: How students study and use examples in learning to solve problems2,286 cited
  • 1994Eliciting self-explanations improves understanding,2,114 cited
  • 2013A meta-analysis of the cognitive and motivational effects of serious games.1,857 cited
  • 1989Self‐Explanations: How Students Study and Use Examples in Learning to Solve Problems1,712 cited
  • 2015Digital Games, Design, and Learning1,268 cited
  • 2006ltm : An R Package for Latent Variable Modeling and Item Response Theory Analyses1,245 cited
  • 1982Educational Outcomes of Tutoring: A Meta-analysis of Findings1,123 cited
  • 2002An effective metacognitive strategy: learning by doing and explaining with a computer-based Cognitive Tutor894 cited
  • 2012Our Princess Is in Another Castle737 cited
  • 2007What Video Games Have to Teach Us About Learning and Literacy735 cited
  • 2011ltm: An R package for latent variable modeling and item response theory analyses521 cited
  • 2003Transitioning From Studying Examples to Solving Problems: Effects of Self-Explanation Prompts and Fading Worked-Out Steps.491 cited
  • 2003

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Does adaptive scaffolding facilitate students’ ability to regulate their learning with hypermedia?
473 cited
  • 2008Teens, video games and civics442 cited
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