J. Elizabeth Richey
J. Elizabeth Richey
Project Scientist, Carnegie Mellon University
Verified email at andrew.cmu.edu - Homepage
Cited by
Cited by
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
When is it better to learn together? Insights from research on collaborative learning
TJ Nokes-Malach, JE Richey, S Gadgil
Educational Psychology Review 27 (4), 645-656, 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
Comparing four instructional techniques for promoting robust knowledge
JE Richey, TJ Nokes-Malach
Educational Psychology Review 27 (1), 181-218, 2015
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
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
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
Knowledge transfer
TJ Nokes‐Malach, JE Richey
Emerging Trends in the Social and Behavioral Sciences: An Interdisciplinary …, 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
Confrustion and gaming while learning with erroneous examples in a decimals game
M Mogessie, JE Richey, BM McLaren, JML Andres-Bray, RS Baker
International Conference on Artificial Intelligence in Education, 208-213, 2020
Collaborative learning: The benefits and costs.
TJ Nokes-Malach, CD Zepeda, JE Richey, S Gadgil
Cambridge University Press, 2019
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
Transfer Effects of Prompted and Self-Reported Analogical Comparison and Self-Explanation
JE Richey, CD Zepeda, TJ Nokes-Malach
Proceedings of the 37th Annual Conference of the Cognitive Science Society …, 2015
Contrasting cases can facilitate hands-on middle school science learning at scale
CD Schunn, JE Richey, L Alfieri
Symposium presented at the Association for Psychological Science 23rd Annual …, 2011
Confrustion in Learning from Erroneous Examples: Does Type of Prompted Self-Explanation Make a Difference?
JE Richey, BM McLaren, M Andres-Bray, M Mogessie, R Scruggs, ...
Proceedings of the 20th International Conference on Artificial Intelligence …, 2019
Achievement Goals, Observed Behaviors, and Performance: Testing a Mediation Model in a College Classroom
JE Richey, TJ Nokes-Malach, A Wallace
Proceedings of the 36th Annual Conference of the Cognitive Science Society …, 2014
Relating a Task-Based, Behavioral Measure of Achievement Goals to Self-Reported Goals and Performance in the Classroom
JE Richey, ML Bernacki, DM Belenky, TJ Nokes-Malach
Proceedings of the 36th Annual Conference of the Cognitive Science Society …, 2014
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, 2021
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
Exploring how gender and enjoyment impact learning in a digital learning game
X Hou, HA Nguyen, JE Richey, BM McLaren
International Conference on Artificial Intelligence in Education, 255-268, 2020
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