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Ruth Wylie
Ruth Wylie
Mary Lou Fulton Teachers College, Arizona State University
Verified email at asu.edu
Title
Cited by
Cited by
Year
The ICAP framework: Linking cognitive engagement to active learning outcomes
MTH Chi, R Wylie
Educational psychologist 49 (4), 219-243, 2014
18242014
The self concept: A critical survey of pertinent research literature
RC Wylie
University of Nebraska Press, 1961
7411961
Evolution and revolution in artificial intelligence in education
I Roll, R Wylie
International Journal of Artificial Intelligence in Education 26 (2), 582-599, 2016
3732016
17 the self-explanation principle in multimedia learning
R Wylie, MTH Chi
The Cambridge handbook of multimedia learning, 413-432, 2014
1962014
Translating the ICAP theory of cognitive engagement into practice
MTH Chi, J Adams, EB Bogusch, C Bruchok, S Kang, M Lancaster, R Levy, ...
Cognitive science 42 (6), 1777-1832, 2018
1822018
The self concept. Lincoln: Univer
RC Wylie
Nebraska Press, 1961
1341961
Is self-explanation always better? The effects of adding self-explanation prompts to an English grammar tutor
R Wylie, KR Koedinger, T Mitamura
Proceedings of the 31st annual conference of the Cognitive Science Society …, 2009
392009
Effects of adaptive prompted self-explanation on robust learning of second language grammar
R Wylie, M Sheng, T Mitamura, KR Koedinger
International Conference on Artificial Intelligence in Education, 588-590, 2011
252011
Why Frankenstein is a stigma among scientists
P Nagy, R Wylie, J Eschrich, E Finn
Science and engineering ethics 24 (4), 1143-1159, 2018
192018
I was playing when I learned: A narrative game for French aspectual distinctions
N Hallinen, E Walker, R Wylie, A Ogan, C Jones
Proceedings of the Workshop on Intelligent Educational Games at the 14th …, 2009
192009
ICAP: A hypothesis of differentiated learning effectiveness for four modes of engagement activities
MTH Chi, R Wylie
Educational Psychologist 49 (4), 219-243, 2014
172014
The enduring influence of a dangerous narrative: How scientists can mitigate the Frankenstein myth
P Nagy, R Wylie, J Eschrich, E Finn
Journal of Bioethical Inquiry 15 (2), 279-292, 2018
142018
Analogies, explanations, and practice: examining how task types affect second language grammar learning
R Wylie, K Koedinger, T Mitamura
International Conference on Intelligent Tutoring Systems, 214-223, 2010
142010
The challenges in adapting traditional techniques for modeling student behavior in ill-defined domains
A Ogan, R Wylie, E Walker
Intelligent Tutoring Systems for Ill-Defined Domains 29, 2006
132006
Facing the Pariah of Science: The Frankenstein myth as a social and ethical reference for scientists
P Nagy, R Wylie, J Eschrich, E Finn
Science and engineering ethics 26 (2), 737-759, 2020
112020
Mothers’ attributions to their young children
RC Wylie
Self and identity, 53-60, 2003
102003
Surviving a cultural genocide: Perspectives of indigenous elders on the transfer of traditional values
S Clark, R Wylie
Journal of Ethnic and Cultural Studies 8 (2), 316-346, 2021
82021
Comprehension seeding: Comprehension through self explanation, enhanced discussion, and inquiry generation
F Paiva, J Glenn, K Mazidi, R Talbot, R Wylie, MTH Chi, E Dutilly, ...
International Conference on Intelligent Tutoring Systems, 283-293, 2014
82014
Investigating help-giving behavior in a cross-platform learning environment
I Ahmed, A Mawasi, S Wang, R Wylie, Y Bergner, A Whitehurst, E Walker
International Conference on Artificial Intelligence in Education, 14-25, 2019
72019
What matters in concept mapping? Maps learners create or how they create them
S Wang, E Walker, R Wylie
International Conference on Artificial Intelligence in Education, 406-417, 2017
72017
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