Ruth Wylie
Ruth Wylie
Mary Lou Fulton Teachers College, Arizona State University
Verified email at asu.edu
Title
Cited by
Cited by
Year
The ICAP framework: Linking cognitive engagement to active learning outcomes
MTH Chi, R Wylie
Educational psychologist 49 (4), 219-243, 2014
9802014
The self concept: A critical survey of pertinent research literature
RC Wylie
University of Nebraska Press, 1961
5001961
17 The Self-Explanation Principle in Multimedia Learning
R Wylie, MTH Chi
The Cambridge handbook of multimedia learning, 413, 2014
1302014
Evolution and revolution in artificial intelligence in education
I Roll, R Wylie
International Journal of Artificial Intelligence in Education 26 (2), 582-599, 2016
1242016
The self concept. Lincoln: Univer
RC Wylie
Nebraska Press, 1961
1081961
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
562018
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
292009
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
182009
ICAP: A hypothesis of differentiated learning effectiveness for four modes of engagement activities
MTH Chi, R Wylie
Educational Psychologist 49 (4), 219-243, 2014
152014
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
132011
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
122006
Why Frankenstein is a stigma among scientists
P Nagy, R Wylie, J Eschrich, E Finn
Science and engineering ethics 24 (4), 1143-1159, 2018
112018
Implementing pastoral care in schools
J Raymond
Routledge, 2018
112018
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
112010
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
82018
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
82014
Extending the self-explanation effect to second language grammar learning
R Wylie, K Koedinger, T Mitamura
International Society of the Learning Sciences (ISLS), 2010
52010
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
42019
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
42017
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
42007
The system can't perform the operation now. Try again later.
Articles 1–20