| When is it better to learn together? Insights from research on collaborative learning TJ Nokes-Malach, JE Richey, S Gadgil Educational Psychology Review 27, 645-656, 2015 | 403 | 2015 |
| Direct Instruction of Metacognition Benefits Adolescent Science Learning, Transfer, and Motivation: An In Vivo Study. CD Zepeda, JE Richey, P Ronevich, TJ Nokes-Malach Journal of Educational Psychology, 2015 | 289 | 2015 |
| More confusion and frustration, better learning: The impact of erroneous examples JE Richey, JML Andres-Bray, M Mogessie, R Scruggs, JMAL Andres, ... Computers & Education 139, 173-190, 2019 | 84 | 2019 |
| Comparing four instructional techniques for promoting robust knowledge JE Richey, TJ Nokes-Malach Educational Psychology Review 27, 181-218, 2015 | 76 | 2015 |
| How much is too much? Learning and motivation effects of adding instructional explanations to worked examples JE Richey, TJ Nokes-Malach Learning and Instruction 25, 104-124, 2013 | 76 | 2013 |
| Science diaries: A brief writing intervention to improve motivation to learn science M Bernacki, T Nokes-Malach, JE Richey, DM Belenky Educational Psychology 36 (1), 26-46, 2016 | 52 | 2016 |
| How instructional context can impact learning with educational technology: Lessons from a study with a digital learning game BM McLaren, JE Richey, H Nguyen, X Hou Computers & Education 178, 104366, 2022 | 46 | 2022 |
| The impact of CSCL beyond the online environment SN Clarke, G Chen, C Stainton, S Katz, JG Greeno, LB Resnick, G Dyke, ... International Society of the Learning Sciences, 2013 | 42 | 2013 |
| Gaming and confrustion explain learning advantages for a math digital learning game JE Richey, J Zhang, R Das, JM Andres-Bray, R Scruggs, M Mogessie, ... International conference on artificial intelligence in education, 342-355, 2021 | 37 | 2021 |
| Educational equity through combined human-AI personalization: A propensity matching evaluation DR Chine, C Brentley, C Thomas-Browne, JE Richey, A Gul, PF Carvalho, ... International Conference on Artificial Intelligence in Education, 366-377, 2022 | 31 | 2022 |
| Assessing the effects of open models of learning and enjoyment in a digital learning game X Hou, HA Nguyen, JE Richey, E Harpstead, J Hammer, BM McLaren International Journal of Artificial Intelligence in Education, 1-31, 2022 | 26 | 2022 |
| Exploring the subtleties of agency and indirect control in digital learning games E Harpstead, JE Richey, H Nguyen, BM McLaren Proceedings of the 9th international Conference on Learning Analytics …, 2019 | 26 | 2019 |
| Collaborative learning: The benefits and costs. TJ Nokes-Malach, CD Zepeda, JE Richey, S Gadgil Cambridge University Press, 2019 | 26 | 2019 |
| A general multi-method approach to data-driven redesign of tutoring systems Y Huang, NG Lobczowski, JE Richey, EA McLaughlin, MW Asher, ... LAK21: 11th International Learning Analytics and Knowledge Conference, 161-172, 2021 | 23 | 2021 |
| Exploring how gender and enjoyment impact learning in a digital learning game X Hou, HA Nguyen, JE Richey, BM McLaren Artificial Intelligence in Education: 21st International Conference, AIED …, 2020 | 23 | 2020 |
| Comparing class-and task-level measures of achievement goals JE Richey, ML Bernacki, DM Belenky, TJ Nokes-Malach The Journal of Experimental Education 86 (4), 560-578, 2018 | 20 | 2018 |
| Computer-supported human mentoring for personalized and equitable math learning P Schaldenbrand, NG Lobczowski, JE Richey, S Gupta, EA McLaughlin, ... International Conference on Artificial Intelligence in Education, 308-313, 2021 | 18 | 2021 |
| The impact of gender in learning with games: A consistent effect in a math learning game HA Nguyen, X Hou, JE Richey, BM McLaren International Journal of Game-Based Learning (IJGBL) 12 (1), 1-29, 2022 | 17 | 2022 |
| Knowledge transfer TJ Nokes-Malach, JE Richey Emerging Trends in the Social and Behavioral Sciences. Wiley Online Library …, 2015 | 17 | 2015 |
| Is the Link from Working Memory to Analogy Causal? No Analogy Improvements following Working Memory Training Gains JE Richey, JS Phillips, CD Schunn, W Schneider PLOS ONE 9 (9), e106616, 2014 | 17 | 2014 |
Timothy Nokes-MalachAssociate Professor of Psychology, University of PittsburghBestätigte E-Mail-Adresse bei pitt.edu