| The ICAP framework: Linking cognitive engagement to active learning outcomes MTH Chi, R Wylie Educational psychologist 49 (4), 219-243, 2014 | 980 | 2014 |
| The self concept: A critical survey of pertinent research literature RC Wylie University of Nebraska Press, 1961 | 500 | 1961 |
| 17 The Self-Explanation Principle in Multimedia Learning R Wylie, MTH Chi The Cambridge handbook of multimedia learning, 413, 2014 | 130 | 2014 |
| Evolution and revolution in artificial intelligence in education I Roll, R Wylie International Journal of Artificial Intelligence in Education 26 (2), 582-599, 2016 | 124 | 2016 |
| The self concept. Lincoln: Univer RC Wylie Nebraska Press, 1961 | 108 | 1961 |
| 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 | 56 | 2018 |
| 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 | 29 | 2009 |
| 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 | 18 | 2009 |
| ICAP: A hypothesis of differentiated learning effectiveness for four modes of engagement activities MTH Chi, R Wylie Educational Psychologist 49 (4), 219-243, 2014 | 15 | 2014 |
| 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 | 13 | 2011 |
| 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 | 12 | 2006 |
| Why Frankenstein is a stigma among scientists P Nagy, R Wylie, J Eschrich, E Finn Science and engineering ethics 24 (4), 1143-1159, 2018 | 11 | 2018 |
| Implementing pastoral care in schools J Raymond Routledge, 2018 | 11 | 2018 |
| 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 | 11 | 2010 |
| 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 | 8 | 2018 |
| 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 | 8 | 2014 |
| Extending the self-explanation effect to second language grammar learning R Wylie, K Koedinger, T Mitamura International Society of the Learning Sciences (ISLS), 2010 | 5 | 2010 |
| 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, 1-23, 2019 | 4 | 2019 |
| 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 | 4 | 2017 |
| Are we asking the right questions? Understanding which tasks lead to the robust learning of the English article system R Wylie Frontiers in Artificial Intelligence and Applications 158, 709, 2007 | 4 | 2007 |
Michelene T.H. ChiProfessor Arizona State UniversityVerified email at asu.edu
