Jason Matthew Harley
Jason Matthew Harley
Assistant Professor, McGill University
Bestätigte E-Mail-Adresse bei mail.mcgill.ca - Startseite
Zitiert von
Zitiert von
Using trace data to examine the complex roles of cognitive, metacognitive, and emotional self-regulatory processes during learning with multi-agent systems
R Azevedo, J Harley, G Trevors, M Duffy, R Feyzi-Behnagh, F Bouchet, ...
International handbook of metacognition and learning technologies, 427-449, 2013
A multi-componential analysis of emotions during complex learning with an intelligent multi-agent system
JM Harley, F Bouchet, MS Hussain, R Azevedo, R Calvo
Computers in Human Behavior 48, 615-625, 2015
Metacognition and self-regulated learning in student-centered leaning environments
R Azevedo, R Behnagh, M Duffy, J Harley, G Trevors
Theoretical foundations of student-centered learning environments 22, 171-97, 2012
Predicting affect from gaze data during interaction with an intelligent tutoring system
N Jaques, C Conati, JM Harley, R Azevedo
International conference on intelligent tutoring systems, 29-38, 2014
Comparing virtual and location-based augmented reality mobile learning: emotions and learning outcomes
JM Harley, EG Poitras, A Jarrell, MC Duffy, SP Lajoie
Educational Technology Research and Development 64 (3), 359-388, 2016
Clustering and profiling students according to their interactions with an intelligent tutoring system fostering self-regulated learning
F Bouchet, JM Harley, GJ Trevors, R Azevedo
JEDM| Journal of Educational Data Mining 5 (1), 104-146, 2013
Inferring learning from gaze data during interaction with an environment to support self-regulated learning
D Bondareva, C Conati, R Feyzi-Behnagh, JM Harley, R Azevedo, ...
International Conference on Artificial Intelligence in Education, 229-238, 2013
The effectiveness of pedagogical agents’ prompting and feedback in facilitating co-adapted learning with MetaTutor
R Azevedo, RS Landis, R Feyzi-Behnagh, M Duffy, G Trevors, JM Harley, ...
International conference on intelligent tutoring systems, 212-221, 2012
Examining the predictive relationship between personality and emotion traits and students’ agent-directed emotions: towards emotionally-adaptive agent-based learning environments
JM Harley, CK Carter, N Papaionnou, F Bouchet, RS Landis, R Azevedo, ...
User Modeling and User-Adapted Interaction 26 (2-3), 177-219, 2016
Measuring emotions: A survey of cutting-edge methodologies used in computer-based learning environment research
JM Harley
Emotions, Technology, Design, and Learning, 89-114, 2015
Aligning and comparing data on emotions experienced during learning with MetaTutor
JM Harley, F Bouchet, R Azevedo
International Conference on Artificial Intelligence in Education, 61-70, 2013
Emotion regulation in achievement situations: An integrated model
JM Harley, R Pekrun, JL Taxer, JJ Gross
Educational Psychologist 54 (2), 106-126, 2019
Developing emotion-aware, advanced learning technologies: A taxonomy of approaches and features
JM Harley, SP Lajoie, C Frasson, NC Hall
International Journal of Artificial Intelligence in Education 27 (2), 268-297, 2017
Let's Set Up Some Subgoals: Understanding Human-Pedagogical Agent Collaborations and Their Implications for Learning and Prompt and Feedback Compliance
JM Harley, M Taub, R Azevedo, F Bouchet
IEEE Transactions on Learning Technologies 11 (1), 54-66, 2017
The link between achievement emotions, appraisals, and task performance: pedagogical considerations for emotions in CBLEs
A Jarrell, JM Harley, SP Lajoie
Journal of Computers in Education 3 (3), 289-307, 2016
Measuring learners’ co-occurring emotional responses during their interaction with a pedagogical agent in MetaTutor
JM Harley, F Bouchet, R Azevedo
International Conference on Intelligent Tutoring Systems, 40-45, 2012
Success, failure and emotions: examining the relationship between performance feedback and emotions in diagnostic reasoning
A Jarrell, JM Harley, S Lajoie, L Naismith
Educational Technology Research and Development 65 (5), 1263-1284, 2017
Can adaptive pedagogical agents’ prompting strategies improve students’ learning and self-regulation?
F Bouchet, JM Harley, R Azevedo
International conference on intelligent tutoring systems, 368-374, 2016
Fostering positive emotions and history knowledge with location-based augmented reality and tour-guide prompts
JM Harley, SP Lajoie, T Tressel, A Jarrell
Learning and Instruction, 101163, 2018
Emotion regulation tendencies, achievement emotions, and physiological arousal in a medical diagnostic reasoning simulation
JM Harley, A Jarrell, SP Lajoie
Instructional Science 47 (2), 151-180, 2019
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