• Publications
  • Influence
The Effects of Idealized and Grounded Materials on Learning, Transfer, and Interest: An Organizing Framework for Categorizing External Knowledge Representations
Research in both cognitive and educational psychology has explored the effect of different types of external knowledge representations (e.g., manipulatives, graphical/pictorial representations,Expand
  • 51
  • 7
Motivation and Transfer: The Role of Mastery-Approach Goals in Preparation for Future Learning
The study of knowledge transfer rarely draws upon motivational constructs in empirical work. We investigated how students' achievement goals interact with different forms of instruction to promoteExpand
  • 95
  • 7
  • PDF
Coordinating principles and examples through analogy and self-explanation
Research on expertise suggests that a critical aspect of expert understanding is knowledge of the relations between domain principles and problem features. We investigated two instructional pathwaysExpand
  • 38
  • 3
  • PDF
Examining the Role of Manipulatives and Metacognition on Engagement, Learning, and Transfer
How does the type of learning material impact what is learned? The current research in- vestigates the nature of students' learning of math concepts when using manipulatives (Uttal, Scudder, &Expand
  • 30
  • 3
  • PDF
Mastery-approach goals and knowledge transfer: An investigation into the effects of task structure and framing instructions
Abstract Although prior work has shown that mastery-approach achievement goals are related to positive learning behaviors (e.g., more interest, perseverance, and self-regulation), less is known aboutExpand
  • 30
  • 3
  • PDF
Using an Intelligent Tutoring System to Support Collaborative as well as Individual Learning
Collaborative learning has been shown to be beneficial for older students, but there has not been much research to show if these results transfer to elementary school students. In addition,Expand
  • 39
  • PDF
Authoring Tools for Collaborative Intelligent Tutoring System Environments
Authoring tools have been shown to decrease the amount of time and resources needed for the development of Intelligent Tutoring Systems (ITSs). Although collaborative learning has been shown to beExpand
  • 21
  • PDF
Authoring Collaborative Intelligent Tutoring Systems
Authoring tools for Intelligent Tutoring System (ITS) have been shown to decrease the amount of time that it takes to develop an ITS. However, most of these tools currently do not extend toExpand
  • 10
  • PDF
Intelligent Tutoring Systems for Collaborative Learning: Enhancements to Authoring Tools
Collaborative and individual instruction may support different types of knowledge. Optimal instruction for a subject domain may therefore need to combine these two modes of instruction. There has notExpand
  • 11
  • PDF
Using Dual Eye-Tracking to Evaluate Students' Collaboration with an Intelligent Tutoring System for Elementary-Level Fractions
Using Dual Eye-Tracking to Evaluate Students’ Collaboration with an Intelligent Tutoring System for Elementary-Level Fractions Daniel Belenky (dbelenky@andrew.cmu.edu) Michael RingenbergExpand
  • 9
  • PDF