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Adding immersive virtual reality to a science lab simulation causes more presence but less learning
Makransky, Guido, Terkildsen, Thomas S., Mayer, Richard E.
Published in Learning and instruction (01.04.2019)
Published in Learning and instruction (01.04.2019)
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Comparing the quality of human and ChatGPT feedback of students’ writing
Steiss, Jacob, Tate, Tamara, Graham, Steve, Cruz, Jazmin, Hebert, Michael, Wang, Jiali, Moon, Youngsun, Tseng, Waverly, Warschauer, Mark, Olson, Carol Booth
Published in Learning and instruction (01.06.2024)
Published in Learning and instruction (01.06.2024)
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Opening up the black box: Teacher competence, instructional quality, and students’ learning progress
Blömeke, Sigrid, Jentsch, Armin, Ross, Natalie, Kaiser, Gabriele, König, Johannes
Published in Learning and instruction (01.06.2022)
Published in Learning and instruction (01.06.2022)
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Self-fulfilling prophecies in the classroom: Teacher expectations, teacher feedback and student achievement
Gentrup, Sarah, Lorenz, Georg, Kristen, Cornelia, Kogan, Irena
Published in Learning and instruction (01.04.2020)
Published in Learning and instruction (01.04.2020)
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How teacher emotional support motivates students: The mediating roles of perceived peer relatedness, autonomy support, and competence
Ruzek, Erik A., Hafen, Christopher A., Allen, Joseph P., Gregory, Anne, Mikami, Amori Yee, Pianta, Robert C.
Published in Learning and instruction (01.04.2016)
Published in Learning and instruction (01.04.2016)
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Professional knowledge or motivation? Investigating the role of teachers’ expertise on the quality of technology-enhanced lesson plans
Backfisch, Iris, Lachner, Andreas, Hische, Christoff, Loose, Frank, Scheiter, Katharina
Published in Learning and instruction (01.04.2020)
Published in Learning and instruction (01.04.2020)
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What changes, and for whom? A study of the impact of learning analytics-based process feedback in a large course
Lim, Lisa-Angelique, Gentili, Sheridan, Pardo, Abelardo, Kovanović, Vitomir, Whitelock-Wainwright, Alexander, Gašević, Dragan, Dawson, Shane
Published in Learning and instruction (01.04.2021)
Published in Learning and instruction (01.04.2021)
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Confusion can be beneficial for learning
D’Mello, Sidney, Lehman, Blair, Pekrun, Reinhard, Graesser, Art
Published in Learning and instruction (01.02.2014)
Published in Learning and instruction (01.02.2014)
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Beware of your teaching style: A school-year long investigation of controlling teaching and student motivational experiences
Bartholomew, Kimberley J., Ntoumanis, Nikos, Mouratidis, Athanasios, Katartzi, Ermioni, Thøgersen-Ntoumani, Cecilie, Vlachopoulos, Symeon
Published in Learning and instruction (01.02.2018)
Published in Learning and instruction (01.02.2018)
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Supporting groups’ emotion and motivation regulation during collaborative learning
Järvenoja, Hanna, Järvelä, Sanna, Malmberg, Jonna
Published in Learning and instruction (01.12.2020)
Published in Learning and instruction (01.12.2020)
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