Direct Instruction of Metacognition Benefits Adolescent Science Learning, Transfer, and Motivation: An In Vivo Study von Zepeda, Cristina D., Richey, J. Elizabeth, Ronevich, Paul, Nokes-Malach, Timothy J.

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Using latent variable models to make gaming-the-system detection robust to context variations von Huang, Yun, Dang, Steven, Elizabeth Richey, J., Chhabra, Pallavi, Thomas, Danielle R., Asher, Michael W., Lobczowski, Nikki G., McLaughlin, Elizabeth A., Harackiewicz, Judith M., Aleven, Vincent, Koedinger, Kenneth R.

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Comparing Four Instructional Techniques for Promoting Robust Knowledge von Richey, J. Elizabeth, Nokes-Malach, Timothy J.

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When Is It Better to Learn Together? Insights from Research on Collaborative Learning von Nokes-Malach, Timothy J., Richey, J. Elizabeth, Gadgil, Soniya

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Is the link from working memory to analogy causal? No analogy improvements following working memory training gains von Richey, J Elizabeth, Phillips, Jeffrey S, Schunn, Christian D, Schneider, Walter

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Mindfulness in a digital math learning game: Insights from two randomized controlled trials von Bereczki, Enikő Orsolya, Takacs, Zsofia K., Richey, J. Elizabeth, Nguyen, Huy A., Mogessie, Michael, McLaren, Bruce M.

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Collaboration facilitates abstract category learning von Richey, J. Elizabeth, Nokes-Malach, Timothy J., Cohen, Kara

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Comparing Class- and Task-Level Measures of Achievement Goals von Richey, J. Elizabeth, Bernacki, Matthew L., Belenky, Daniel M., Nokes-Malach, Timothy J.

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How instructional context can impact learning with educational technology: Lessons from a study with a digital learning game von McLaren, Bruce M., Richey, J. Elizabeth, Nguyen, Huy, Hou, Xinying

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Confrustion and Gaming While Learning with Erroneous Examples in a Decimals Game von Mogessie, Michael, Elizabeth Richey, J., McLaren, Bruce M., Andres-Bray, Juan Miguel L., Baker, Ryan S.

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More confusion and frustration, better learning: The impact of erroneous examples von Richey, J. Elizabeth, Andres-Bray, Juan Miguel L., Mogessie, Michael, Scruggs, Richard, Andres, Juliana M.A.L., Star, Jon R., Baker, Ryan S., McLaren, Bruce M.

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Assessing the Effects of Open Models of Learning and Enjoyment in a Digital Learning Game von Hou, Xinying, Nguyen, Huy Anh, Richey, J. Elizabeth, Harpstead, Erik, Hammer, Jessica, McLaren, Bruce M.

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Integrated Administrative Data for Early Childhood Iowa: A Governance Model to inform Policy and Program Collaboration von Rouse, Heather L, Dorius, Cassandra J, Anderson, Jeffery, Richey, Elizabeth JD

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How much is too much? Learning and motivation effects of adding instructional explanations to worked examples von Richey, J. Elizabeth, Nokes-Malach, Timothy J.

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Educational Equity Through Combined Human-AI Personalization: A Propensity Matching Evaluation von Chine, Danielle R., Brentley, Cassandra, Thomas-Browne, Carmen, Richey, J. Elizabeth, Gul, Abdulmenaf, Carvalho, Paulo F., Branstetter, Lee, Koedinger, Kenneth R.

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Understanding Gender Effects in Game-Based Learning: The Role of Self-Explanation von Richey, J. Elizabeth, Nguyen, Huy A., Mehrvarz, Mahboobeh, Else-Quest, Nicole, Arroyo, Ivon, Baker, Ryan S., Stec, Hayden, Hammer, Jessica, McLaren, Bruce M.

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Exploring How Gender and Enjoyment Impact Learning in a Digital Learning Game von Hou, Xinying, Nguyen, Huy A., Richey, J. Elizabeth, McLaren, Bruce M.

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Computer-Supported Human Mentoring for Personalized and Equitable Math Learning von Schaldenbrand, Peter, Lobczowski, Nikki G., Richey, J. Elizabeth, Gupta, Shivang, McLaughlin, Elizabeth A., Adeniran, Adetunji, Koedinger, Kenneth R.

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Gender Differences in Learning Game Preferences: Results Using a Multi-dimensional Gender Framework von Nguyen, Huy A., Else-Quest, Nicole, Richey, J. Elizabeth, Hammer, Jessica, Di, Sarah, McLaren, Bruce M.

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Investigating the Effects of Mindfulness Meditation on a Digital Learning Game for Mathematics von Nguyen, Huy A., Takacs, Zsofia K., Bereczki, Enikő O., Richey, J. Elizabeth, Mogessie, Michael, McLaren, Bruce M.

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