| Deconstructing Disengagement: Analyzing Learner Subpopulations in Massive Open Online Courses RF Kizilcec, C Piech, E Schneider Proceedings of the Third International Conference on Learning Analytics and …, 2013 | 1374 | 2013 |
| Self-regulated learning strategies predict learner behavior and goal attainment in Massive Open Online Courses RF Kizilcec, M Pérez-Sanagustín, JJ Maldonado Computers & education 104, 18-33, 2017 | 675 | 2017 |
| Attrition and Achievement Gaps in Online Learning RF Kizilcec, S Halawa Proceedings of the Second (2015) ACM Conference on Learning@Scale, 57-66, 2015 | 327 | 2015 |
| Motivation as a Lens to Understand Online Learners: Towards Data-Driven Design with the OLEI Scale RF Kizilcec, E Schneider Transactions on Computer-Human Interactions (TOCHI) 22 (2), 24, 2015 | 301 | 2015 |
| How Much Information? Effects of Transparency on Trust in an Algorithmic Interface RF Kizilcec Proceedings of the SIGCHI Conference on Human Factors in Computing Systems, 2016 | 300 | 2016 |
| Closing global achievement gaps in MOOCs RF Kizilcec, AJ Saltarelli, J Reich, GL Cohen Science 355 (6322), 251-252, 2017 | 206 | 2017 |
| Mining theory-based patterns from Big data: Identifying self-regulated learning strategies in Massive Open Online Courses J Maldonado-Mahauad, M Pérez-Sanagustín, RF Kizilcec, N Morales, ... Computers in Human Behavior 80, 179-196, 2018 | 194 | 2018 |
| Showing face in video instruction: Effects on information retention, visual attention, and affect RF Kizilcec, K Papadopoulos, L Sritanyaratana Proceedings of the SIGCHI Conference on Human Factors in Computing Systems …, 2014 | 177 | 2014 |
| The Instructor’s Face in Video Instruction: Evidence From Two Large-Scale Field Studies. RF Kizilcec, JN Bailenson, CJ Gomez Journal of Educational Psychology, 2015 | 173 | 2015 |
| Recommending Self-Regulated Learning Strategies Does Not Improve Performance in a MOOC RF Kizilcec, M Pérez-Sanagustín, JJ Maldonado Proceedings of the Third ACM Conference on Learning@Scale, 2016 | 141 | 2016 |
| Follow the successful crowd: Raising MOOC completion rates through social comparison at scale D Davis, I Jivet, RF Kizilcec, G Chen, C Hauff, GJ Houben Proceedings of the 7th International Conference on Learning Analytics and …, 2017 | 132 | 2017 |
| Social robots and virtual agents as lecturers for video instruction J Li, R Kizilcec, J Bailenson, W Ju Computers in Human Behavior 55, 1222-1230, 2016 | 116 | 2016 |
| Estimating peer effects in networks with peer encouragement designs D Eckles, RF Kizilcec, E Bakshy Proceedings of the National Academy of Sciences 113 (27), 7316-7322, 2016 | 109 | 2016 |
| The Relationship between Virtual Self Similarity and Social Anxiety L Aymerich-Franch, RF Kizilcec, JN Bailenson Frontiers in Human Neuroscience 8, 944, 2014 | 92 | 2014 |
| Online education platforms scale college STEM instruction with equivalent learning outcomes at lower cost I Chirikov, T Semenova, N Maloshonok, E Bettinger, RF Kizilcec Science advances 6 (15), eaay5324, 2020 | 88 | 2020 |
| Eight-minute self-regulation intervention raises educational attainment at scale in individualist but not collectivist cultures RF Kizilcec, GL Cohen Proceedings of the National Academy of Sciences 114 (17), 4348-4353, 2017 | 88 | 2017 |
| Scaling up behavioral science interventions in online education RF Kizilcec, J Reich, M Yeomans, C Dann, E Brunskill, G Lopez, S Turkay, ... Proceedings of the National Academy of Sciences 117 (26), 14900-14905, 2020 | 85 | 2020 |
| The future of data-enriched assessment. C Thille, E Schneider, RF Kizilcec, C Piech, SA Halawa, DK Greene Research & Practice in Assessment 9, 5-16, 2014 | 60 | 2014 |
| Encouraging forum participation in online courses with collectivist, individualist, and neutral motivational framings RF Kizilcec, E Schneider, GL Cohen, DA McFarland eLearning Papers 37, 13-22, 2014 | 51 | 2014 |
| Towards equal opportunities in MOOCs: Affirmation reduces gender & social-class achievement gaps in China RF Kizilcec, GM Davis, GL Cohen Proceedings of the Fourth (2017) ACM Conference on Learning@ Scale, 121-130, 2017 | 49 | 2017 |
Emily SchneiderPhD, Stanford UniversityVerified email at stanford.edu
