A. Johnson

发表

Measuring Cognitive and Metacognitive Regulatory Processes During Hypermedia Learning: Issues and Challenges

Daniel C. Moos, R. Azevedo, A. Johnson, 2010 .

Metacognitive Overload!: Positive and Negative Effects of Metacognitive Prompts in an Intelligent Tutoring System

Danielle S. McNamara, Amy M. Johnson, Kathryn S. McCarthy, 2018, International Journal of Artificial Intelligence in Education.

Pedagogical Agent Signaling of Multiple Visual Engineering Representations: The Case of the Young Female Agent

Martin Reisslein, Roxana Moreno, Amy M. Johnson, 2013 .

Effects of Visual Signaling on Pre-College Students’ Engineering Learning Performance and Attitudes: Peer Versus Adult Pedagogical Agents Versus Arrow Signaling

Martin Reisslein, Amy M. Johnson, Gamze Ozogul, 2011 .

The use of engineering design scenarios to assess student knowledge of global, societal, economic, and environmental contexts

Morgan M. Hynes, Ann F. McKenna, Amy M. Johnson, 2016 .

Development of an Interactive Narrative for Adult Literacy Learners

Matthew E. Jacovina, Elizabeth L. Tighe, G. T. Jackson, 2021, Research Anthology on Adult Education and the Development of Lifelong Learners.

Use of Hypermedia to Assess and Convey Self-Regulated Learning

Arthur C. Graesser, Roger Azevedo, Amy M. Johnson, 2011 .

Animated Agents in K-12 Outreach : Preferred Agent Characteristics Across Developmental Levels

Matthew D. DiDonato, A. Johnson, M. Reisslein, 2012 .

The Temporal and Dynamic Nature of Self-Regulatory Processes During Independent and Externally Assisted Hypermedia Learning

Roger Azevedo, Sidney K. D'Mello, Amy M. Johnson, 2011 .

Learning from abstract and contextualized representations: The effect of verbal guidance

Martin Reisslein, Kirsten R. Butcher, Amy M. Johnson, 2013, Comput. Hum. Behav..

Representation Guidance with Abstract and Contextualized Representation: Effects on Engineering Learning Performance in Technological Literacy Education

Martin Reisslein, Kirsten R. Butcher, Gamze Ozogul, 2012 .

Transitional feedback schedules during computer-based problem-solving practice

Martin Reisslein, Jana Reisslein, Amy M. Johnson, 2015, Comput. Educ..

Supporting multimedia learning with visual signalling and animated pedagogical agent: moderating effects of prior knowledge

Martin Reisslein, Amy M. Johnson, Gamze Ozogul, 2015, J. Comput. Assist. Learn..

Investigating the impact of pedagogical agent gender matching and learner choice on learning outcomes and perceptions

Martin Reisslein, Robert K. Atkinson, Amy M. Johnson, 2013, Comput. Educ..

Animated agents in K-12 engineering outreach: Preferred agent characteristics across age levels

Martin Reisslein, Amy M. Johnson, Matthew D. DiDonato, 2013, Comput. Hum. Behav..

StairStepper: An Adaptive Remedial iSTART Module

Danielle S. McNamara, Amy M. Johnson, Kathryn S. McCarthy, 2017, AIED.

Adaptive Reading and Writing Instruction in iSTART and W-Pal

Danielle S. McNamara, Kathryn S. McCarthy, Cecile A. Perret, 2017, FLAIRS.

Bring It on! Challenges Encountered While Building a Comprehensive Tutoring System Using ReaderBench

Danielle S. McNamara, Stefan Trausan-Matu, Mihai Dascalu, 2018, AIED.

Animated engineering tutors: Middle school students' preferences and rationales on multiple dimensions

Martin Reisslein, Amy M. Johnson, Gamze Ozogul, 2012, 2012 Frontiers in Education Conference Proceedings.

Self-regulated Learning with MetaTutor: Advancing the Science of Learning with MetaCognitive Tools

Candice Burkett, Roger Azevedo, Amy M. Johnson, 2010 .

Predicting Question Quality Using Recurrent Neural Networks

Danielle S. McNamara, Stefan Trausan-Matu, Scott A. Crossley, 2018, AIED.

Color Coding of Circuit Quantities in Introductory Circuit Analysis Instruction

Martin Reisslein, Jana Reisslein, Amy M. Johnson, 2015, IEEE Transactions on Education.

iSTART-ALL: Confronting Adult Low Literacy with Intelligent Tutoring for Reading Comprehension

Danielle S. McNamara, Amy M. Johnson, Tricia A. Guerrero, 2017, AIED.

Introductory Circuit Analysis Learning From Abstract and Contextualized Circuit Representations: Effects of Diagram Labels

Martin Reisslein, Kirsten R. Butcher, Amy M. Johnson, 2014, IEEE Transactions on Education.

Representation sequencing in computer-based engineering education

Martin Reisslein, Jana Reisslein, Amy M. Johnson, 2014, Comput. Educ..

The Role of Prompting and Feedback in Facilitating Students' Learning about Science with MetaTutor

Candice Burkett, Vasile Rus, Roger Azevedo, 2010, AAAI Fall Symposium: Cognitive and Metacognitive Educational Systems.

Metacognitive Overload!: Positive and Negative Effects of Metacognitive Prompts in an Intelligent Tutoring System

Kathryn S. McCarthy, Tricia A. Guerrero, D. McNamara, 2018, International Journal of Artificial Intelligence in Education.

Does Training of Cognitive and Metacognitive Regulatory Processes Enhance Learning and Deployment of Processes with Hypermedia?

Candice Burkett, Roger Azevedo, Amy Johnson, 2015, CogSci.

Metacognitive Prompt Overdose: Positive and Negative Effects of Prompts in iSTART

Danielle S. McNamara, Amy M. Johnson, Kathryn S. McCarthy, 2017, EDM.

Scoring Summaries Using Recurrent Neural Networks

Danielle S. McNamara, Stefan Trausan-Matu, Mihai Dascalu, 2018, ITS.