Roy Pea
Director, H-STAR, David Jacks Professor of Education and Professor, by courtesy, of Computer Science
Graduate School of Education
Bio
Roy Pea is David Jacks Professor of Education & Learning Sciences at Stanford University, School of Education, and Computer Science (Courtesy), and has been Director of the H-STAR Institute, Wallenberg Hall, 450 Serra Mall, Bldg. 160, Stanford, CA 94305; roypea@stanford.edu. His studies and publications in the learning sciences focus on advancing theories, research, tools and social practices of technology-enhanced learning of complex domains, including his role as Co-Director and Co-PI of the NSF-funded LIFE Center (2004-2014), which sought to develop and test principles about the social foundations of human learning in informal and formal environments with the goal of enhancing human learning from infancy to adulthood. He is also founder and Director of Stanford’s PhD program in Learning Sciences and Technology Design. He is co-author of the 2010 National Education Technology Plan for the US Department of Education, co-editor of Mirrors of Minds: Patterns of Experience in Educational Computing (1987), Video Research in the Learning Sciences (2007), Learning Analytics in Education (2018), The Routledge Handbook of the Cultural Foundations of Learning (2020), AI in Education (2022), and co-author of the National Academy of Sciences books: How People Learn (2000), and Planning for Two Transformations in Education and Learning Technology (2003). He is a Fellow of the American Academy of Arts and Sciences, National Academy of Education, Association for Psychological Science, the American Educational Research Association, and the Center for Advanced Study in the Behavioral Sciences. In 2004-2005, Roy was President of the International Society for the Learning Sciences. Roy served from 1999-2009 as a Director for Teachscape, a video-based teacher professional development services company he co-founded with CEO Mark Atkinson.
Academic Appointments
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Professor, Graduate School of Education
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Professor (By courtesy), Computer Science
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Faculty Affiliate, Institute for Human-Centered Artificial Intelligence (HAI)
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Member, Wu Tsai Neurosciences Institute
Administrative Appointments
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Director, Learning Sciences and Technology Design Doctoral Program, Stanford Graduate School of Education (2001 - Present)
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Director, H-STAR Institute (Human Sciences and Technologies Advanced Research) (2007 - 2021)
Honors & Awards
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McGraw Education Prize, https://www.mcgrawprize.com/ U. Pennsylvania, Graduate School of Education (2022)
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Fellow, American Academy of Arts and Sciences (2019->)
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Inaugural Fellow, International Society of the Learning Sciences (2018->)
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Best Paper Award: "Collaboration Sensing" (with Schneider, B., Abu-El-Haija, S., Reesman, J.), Learning Analytics and Knowledge (LAK13) (2013)
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Visiting Fellow, Carnegie Foundation for the Advancement of Teaching (2008-2009)
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Fellow, American Educational Research Association (2008)
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Faculty Research Award, IBM (2005-2006)
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President, International Society for the Learning Sciences (2004-2005)
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Fellow, World Technology Network Award (2002)
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Fellow, National Academy of Education (2002)
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Fellow, Center for Advanced Study in the Behavioral Sciences (1995-1996)
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Fellow, Developmental Psychology, Association for Psychological Science (1995)
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Accelerating Innovation Award, Apple Computer, Advanced Technology Group (1990)
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Spencer Foundation Award to Young Scholars, New York University (1987)
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Schumann Fellowship, Harvard University Graduate School of Education (1986-1987)
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NIMH Postdoctoral Fellowship in Experimental Psychology, Rockefeller University (1978-1980)
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Rhodes Scholarship, University of Oxford (1974-1977)
Boards, Advisory Committees, Professional Organizations
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Advisory Board, Education Programs, Education Programs, University of the People (https://www.uopeople.edu/), the World’s First Tuition-Free Accredited Online University. (2018 - Present)
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Advisory Board, Teachaids.org (2009 - Present)
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National Advisory Board, Joan Ganz Cooney Center at Sesame Workshop (2010 - Present)
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Advisory Board, Databrary, An NSF-NIH funded Project for creating an open video library of shared developmental science data and video coding tools. (2013 - 2018)
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Advisory Board, Education and Human Resources Directorate, National Science Foundation (2012 - 2019)
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Advisory Board, Kno.com (2010 - 2013)
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Executive Committee, Society for Learning Analytics Research (SoLAR) (2013 - Present)
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NSF Task Force for Cyberlearning and Workforce Development, National Science Foundation (2010 - 2011)
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Advisory Board, STELLAR Network (2010 - 2013)
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International Scientific Advisory Board, CICERO Learning Network, Finland (2007 - 2012)
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Play and Learning Council Member, Fisher Price (2004 - 2006)
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National Internet Advisory Board, Scholastic Publishing (2002 - 2003)
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International Advisory Board., Lego Mindstorms (1997 - 1999)
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Executive Education Advisory Board, Ameritech (1994 - 1996)
Program Affiliations
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Symbolic Systems Program
Professional Education
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D.Phil., Oxon., University of Oxford, England, Developmental Psychology (1978)
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Bachelor of Arts, Michigan State University, "Cognition" - Dual Major in Philosophy, Psychology, Minor in Linguistics (Highest Honors ) (1974)
Patents
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Patton, C., Roschelle, J., Pea, R.D., & Vahey, P.. "United States Patent US Patent #9,246,586 - Method and system for enabling and controlling communication typology, access to resources, and document flow in a distributed networking environment", SRI International, Jan 26, 2016
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Pea, R.D., Mills, M., and Rosen, J.. "United States“Interactive point-of-view authoring of digital video content using a resizable overlay window and a cylindrical layout”", Mar 3, 2015
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Pea, R.D., Mills, M., Hoffert, E., Rosen, J., and Dauber, K.. "United States Patent US Patent #8,645,832 B2. . “Methods and apparatus for interactive map-based analysis of digital video content.”", Leland Stanford Junior University, Feb 4, 2014
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Pea, R.D., Mills, M., Hoffert, E., Rosen, J., and Dauber, K.. "United States Patent 8,307,273 B2 “Methods and apparatus for interactive network sharing of digital video content”", Leland Stanford Junior University, Nov 6, 2012
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Patton, C., Roschelle, J., Pea, R.D., & Vahey, P.. "United States Patent 8,127,039 B2 “Method and system for enabling and controlling communication typology, access to resources, and document flow in a distributed networking environment”", SRI International, Feb 28, 2012
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Pea, R.D., Mills, M., Rosen, J.. "United States Patent 7,823,058 “Methods and apparatus for interactive point-of-view authoring of digital video content”", Leland Stanford Junior University, Oct 26, 2010
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Pea, R.D., Mills, M., Hoffert, E., Rosen, J., and Dauber, K.. "United States Patent 7,082,572 B2 “Methods and apparatus for interactive map-based analysis of digital video content”", Leland Stanford Junior University, Jul 25, 2006
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Pea, R.D., Atkinson, M., Skorski, M., et al.. "United States Patent 6,507,726 “Computer implemented education system”", Teachscape.com, Jan 14, 2003
Research Interests
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Brain and Learning Sciences
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Child Development
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Collaborative Learning
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Curriculum and Instruction
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Data Sciences
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Diversity and Identity
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Environmental Education
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Equity in Education
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Race and Ethnicity
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Science Education
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Teachers and Teaching
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Technology and Education
Current Research and Scholarly Interests
learning sciences focus on advancing theories, research, tools and social practices of technology-enhanced learning of complex domains
2024-25 Courses
- Introduction to CSCL: Computer-Supported Collaborative Learning
CS 498C, EDUC 315A (Win) - Learning Sciences and Technology Design Research Seminar and Colloquium
EDUC 291 (Spr) - Powerful Ideas for Learning Sciences and Technology Design: Sociocultural Practices of the Blues
EDUC 421 (Aut) -
Independent Studies (17)
- Advanced Reading and Research
CS 499 (Aut, Win, Spr, Sum) - Advanced Reading and Research
CS 499P (Aut, Win, Spr, Sum) - Curricular Practical Training
CS 390A (Aut, Win, Spr, Sum) - Curricular Practical Training
CS 390B (Aut, Win, Spr, Sum) - Curricular Practical Training
CS 390C (Aut, Win, Spr, Sum) - Directed Reading
EDUC 480 (Aut, Win, Spr, Sum) - Directed Reading in Education
EDUC 180 (Aut, Win, Spr, Sum) - Directed Research
EDUC 490 (Aut, Win, Spr, Sum) - Directed Research in Education
EDUC 190 (Aut, Win, Spr, Sum) - Honors Research
EDUC 140 (Aut, Win, Spr, Sum) - Independent Project
CS 399 (Aut, Win, Spr, Sum) - Independent Work
CS 199 (Aut, Win, Spr, Sum) - Master's Thesis
EDUC 185 (Aut, Win, Spr, Sum) - Practicum
EDUC 470 (Aut, Win, Spr, Sum) - Senior Project
CS 191 (Aut, Win, Spr, Sum) - Supervised Internship
EDUC 380 (Aut, Win, Spr, Sum) - Writing Intensive Senior Research Project
CS 191W (Aut, Win, Spr)
- Advanced Reading and Research
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Prior Year Courses
2023-24 Courses
- Introduction to CSCL: Computer-Supported Collaborative Learning
CS 498C, EDUC 315A (Win) - Learning Sciences and Technology Design Research Seminar and Colloquium
EDUC 291 (Spr) - Powerful Ideas for Learning Sciences and Technology Design: Sociocultural Practices of the Blues
EDUC 421 (Aut)
2022-23 Courses
- Introduction to CSCL: Computer-Supported Collaborative Learning
CS 498C, EDUC 315A (Win) - Learning Sciences and Technology Design Research Seminar and Colloquium
EDUC 291 (Spr) - Powerful Ideas for Learning Sciences and Technology Design: Sociocultural Practices of the Blues
EDUC 421 (Aut)
2021-22 Courses
- Introduction to CSCL: Computer-Supported Collaborative Learning
CS 498C, EDUC 315A (Win) - Learning Sciences and Technology Design Research Seminar and Colloquium
EDUC 291 (Win, Spr) - Powerful Ideas for Learning Sciences and Technology Design: Sociocultural Practices of the Blues
EDUC 421 (Aut)
- Introduction to CSCL: Computer-Supported Collaborative Learning
Stanford Advisees
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Doctoral Dissertation Reader (AC)
Eugy Han -
Postdoctoral Faculty Sponsor
Ge Wang -
Master's Program Advisor
Philip Baillargeon, Ashley Chen, Cindy Liu, Emily Liu, Dominik Moehrle, Labib Tazwar Rahman, Houston Taylor -
Doctoral Dissertation Co-Advisor (AC)
Miroslav Suzara -
Doctoral (Program)
Maxwell Bigman, Merve Cerit, Bethanie Drake-Maples, Daniela Ganelin, Jaylen Pittman
All Publications
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The importance of language in describing concussions: A qualitative analysis.
PM & R : the journal of injury, function, and rehabilitation
2024
Abstract
Concussions are mild traumatic brain injuries that are often undiagnosed due to difficulties in identifying symptoms. To minimize the negative sequelae associated with undiagnosed concussion, efforts have targeted improving concussion reporting. However, knowing more about concussions does not indicate how likely an athlete is to report their concussion. Alternatively, the attitudes and beliefs of athletes and surrounding stakeholders have shown to be a better indication of whether an athlete intends to report their concussion. Prior research has shown that athletes report concussions less often when the injury is described using language that minimizes their severity, such as when it is referred to as a "ding." This study evaluated whether describing concussions using the word "brain" was associated with individuals' underlying attitudes and beliefs about the injury's severity.To measure the relationship between perceived concussion severity and the language used to describe concussions, specifically whether participants used the word "brain" in describing the injury.One-on-one semi-structured telephone interviews were conducted, and a cross sectional secondary qualitative analysis was performed to assess participants' perceived concussion severity and their use of the word "brain" to describe concussions.Cross-sectional secondary qualitative analysis.One-on-one semistructured telephone interviews.In 2017, 94 individuals involved in high school sports, including athletes, coaches, educators, parents of athletes, and athletic directors were recruited via convenience sampling.Respondents' perceived severity of concussions.Individuals who used a brain phrase to describe concussion also perceived concussions as more severe (p < .001). Specifically, those who described concussions with maximum severity had higher odds of using brain phrases than those who described concussions as having minimum (odds ratio [OR] = 0.05, 95% confidence interval [CI] = 0.002-0.299, p < .001) or moderate severity (OR = 0.24, 95% CI = 0.086-0.647, p = .003), with the most significant relationship found among coaches.These findings demonstrate the relationship between medical terminology and perceived severity of concussions. This relationship may play a role in concussion reporting behavior for coaches, athletes, and parents. Education programs using similar medical terminology may promote concussion reporting behaviors.
View details for DOI 10.1002/pmrj.13256
View details for PubMedID 39189352
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Reducing the cognitive abstractness of climate change through an "engineering fiction" learning experience: A natural language processing study
JOURNAL OF ENVIRONMENTAL PSYCHOLOGY
2024; 95
View details for DOI 10.1016/j.jenvp.2024.102287
View details for Web of Science ID 001226385900001
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Loneliness and suicide mitigation for students using GPT3-enabled chatbots.
Npj mental health research
2024; 3 (1): 4
Abstract
Mental health is a crisis for learners globally, and digital support is increasingly seen as a critical resource. Concurrently, Intelligent Social Agents receive exponentially more engagement than other conversational systems, but their use in digital therapy provision is nascent. A survey of 1006 student users of the Intelligent Social Agent, Replika, investigated participants' loneliness, perceived social support, use patterns, and beliefs about Replika. We found participants were more lonely than typical student populations but still perceived high social support. Many used Replika in multiple, overlapping ways-as a friend, a therapist, and an intellectual mirror. Many also held overlapping and often conflicting beliefs about Replika-calling it a machine, an intelligence, and a human. Critically, 3% reported that Replika halted their suicidal ideation. A comparative analysis of this group with the wider participant population is provided.
View details for DOI 10.1038/s44184-023-00047-6
View details for PubMedID 38609517
View details for PubMedCentralID 6284019
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Bridging the Gulf of Envisioning: Cognitive Challenges in Prompt Based Interactions with LLMs
ASSOC COMPUTING MACHINERY. 2024
View details for DOI 10.1145/3613904.3642754
View details for Web of Science ID 001266059701009
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Scientific and Fantastical: Creating Immersive, Culturally-Relevant Learning Experiences with Augmented Reality and Large Language Models
ASSOC COMPUTING MACHINERY. 2024
View details for DOI 10.1145/3613904.3642041
View details for Web of Science ID 001255317902051
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A Design Space for Intelligent and Interactive Writing Assistants
ASSOC COMPUTING MACHINERY. 2024
View details for DOI 10.1145/3613904.3642697
View details for Web of Science ID 001259864905023
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Participating in Two Video Concussion Education Programs Sequentially Improves Concussion-Reporting Intention.
Neurotrauma reports
2021; 2 (1): 581-591
Abstract
Undiagnosed concussions increase the risk of additional concussion and persistent symptoms from concussion. Because there are no reliable objective markers of concussion, self-reporting of subjective and non-visible symptoms are critical to ensuring proper concussion management. For this reason, educational interventions target concussion reporting, but the majority of studies have examined the efficacy of single educational interventions or compared interventions to one another. This randomized crossover study sought to identify whether there was benefit to administering multiple concussion education programs in tandem, back to back. The study randomized 313 male high school football players to first receive CrashCourse concussion education (CC) or Centers for Disease Control and Prevention video concussion education (CDC) followed by crossover with the other education. Athlete concussion-reporting intention, attitudes, subjective norms, perceived behavioral control, and enjoyment of education were assessed at baseline and after each intervention. There were statistically significant improvements across all measures, both after single intervention and crossover (all p < 0.001). Secondary analyses examining differences between education found that athletes reported higher enjoyment of concussion education immediately after participating in CC, as compared to CDC (p < 0.001). These findings demonstrate an additive benefit to implementing CC and CDC education in tandem, without decrement in enjoyment of concussion education after experiencing dual educations; in fact, enjoyment of concussion education improved after receiving education programs back to back. These educational programs appear to complement one another, and the results support the use of multi-modal concussion education to differentially target and maximize concussion reporting.
View details for DOI 10.1089/neur.2021.0033
View details for PubMedID 35018360
View details for PubMedCentralID PMC8742279
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Participating in Two Video Concussion Education Programs Sequentially Improves Concussion-Reporting Intention
NEUROTRAUMA REPORTS
2021; 2 (1): 581-591
View details for DOI 10.1089/neur.2021.0033
View details for Web of Science ID 000729358800001
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Rethinking Learning: What the Interdisciplinary Science Tells Us
EDUCATIONAL RESEARCHER
2021; 50 (8): 557-565
View details for DOI 10.3102/0013189X211047251
View details for Web of Science ID 000711934100007
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Athlete Enjoyment of Prior Education Moderates change in Concussion-Reporting Intention after Interactive Education.
Inquiry : a journal of medical care organization, provision and financing
2021; 58: 469580211022641
Abstract
Undiagnosed concussions increase risk of additional injuries and can prolong recovery. Because of the difficulties recognizing concussive symptoms, concussion education must specifically target improving athlete concussion reporting. Many concussion education programs are designed without significant input from athletes, resulting in a less enjoyable athlete experience, with potential implications on program efficacy. Athlete enjoyment of previous concussion education programs moderates the improvement in concussion-reporting intention after experiencing the research version of CrashCourse (CC) concussion education. Prospective cohort study. Level of evidence: Level IV. Quantitative assessment utilizing ANOVA with moderation analysis of 173 male high school football players, aged 13 to 17, who completed baseline assessments of concussion knowledge, concussion reporting, and attitudes about prior educational interventions. Athletes were subsequently shown CC, before a follow-up assessment was administered assessing the same domains. At baseline, only 58.5% of athletes reported that they enjoyed their previous concussion education. After CC, athletes were significantly more likely to endorse that they would report a suspected concussion (from 69.3% of athletes to 85.6%; P<.01). Enjoyment of previous concussion education moderated concussion-reporting intention after CC (P=.02), with CC having a greater effect on concussion-reporting intention in athletes with low enjoyment of previous concussion education (b=0.21, P=.02), than on individuals with high enjoyment of previous concussion education (P=.99). Enjoyment of CC did not have a moderating effect on concussion-reporting intention. Athletes who previously did not enjoy concussion education exhibited greater gains in concussion-reporting intention than athletes who enjoyed previous education. Given the potential risks associated with undiagnosed concussions, concussion education has sought to improve concussion reporting. Because most athletes participate in concussion education programs due to league or state mandates, improving concussion-reporting intention in these low-enjoyment athletes is of particular relevance to improving concussion-reporting intention broadly.
View details for DOI 10.1177/00469580211022641
View details for PubMedID 34053328
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Rethinking schools, rethinking learning
PHI DELTA KAPPAN
2020; 102 (3): 8–13
View details for DOI 10.1177/0031721720970693
View details for Web of Science ID 000584375400003
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Personal Perspectives on the Emergence of the Learning Sciences: 1970s-2005
FRONTIERS IN EDUCATION
2020; 5
View details for DOI 10.3389/feduc.2020.00130
View details for Web of Science ID 000682724100001
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Handbook of the Cultural Foundations of Learning
edited by Nasir, N., Lee, C., Pea, R., Mckinney de Royston, M.
Routledge. 2020
View details for DOI 10.4324/9780203774977
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Routledge Handbook of the Cultural Foundations of Learning
edited by Pea, R.
Routledge. 2020
View details for DOI 10.4324/9780203774977
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Mike Eisenberg: A One of a Kind Pioneer in the Learning Sciences
JOURNAL OF THE LEARNING SCIENCES
2019
View details for DOI 10.1080/10508406.2019.1684751
View details for Web of Science ID 000496581300001
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Learning With Media Harnessing Viewpoint and Motion to Generate Fields of Potential Action
JOURNAL OF MEDIA PSYCHOLOGY-THEORIES METHODS AND APPLICATIONS
2019; 31 (3): 128–36
View details for DOI 10.1027/1864-1105/a000235
View details for Web of Science ID 000482676100002
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DOI: 10.1159/000496073
The living hand of the past: The role of technology in development
2019; 62 (1-2): 14-39
View details for DOI 10.1159/000496073
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Immersive Virtual Reality Field Trips Facilitate Learning About Climate Change
FRONTIERS IN PSYCHOLOGY
2018; 9
View details for DOI 10.3389/fpsyg.2018.02364
View details for Web of Science ID 000451930000001
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Immersive Virtual Reality Field Trips Facilitate Learning About Climate Change.
Frontiers in psychology
2018; 9: 2364
Abstract
Across four studies, two controlled lab experiments and two field studies, we tested the efficacy of immersive Virtual Reality (VR) as an education medium for teaching the consequences of climate change, particularly ocean acidification. Over 270 participants from four different learning settings experienced an immersive underwater world designed to show the process and effects of rising sea water acidity. In all of our investigations, after experiencing immersive VR people demonstrated knowledge gains or inquisitiveness about climate science and in some cases, displayed more positive attitudes toward the environment after comparing pre- and post-test assessments. The analyses also revealed a potential post-hoc mechanism for the learning effects, as the more that people explored the spatial learning environment, the more they demonstrated a change in knowledge about ocean acidification. This work is unique by showing distinct learning gains or an interest in learning across a variety of participants (high school, college students, adults), measures (learning gain scores, tracking data about movement in the virtual world, qualitative responses from classroom teachers), and content (multiple versions varying in length and content about climate change were tested). Our findings explicate the opportunity to use immersive VR for environmental education and to drive information-seeking about important social issues such as climate change.
View details for DOI 10.3389/fpsyg.2018.02364
View details for PubMedID 30555387
View details for PubMedCentralID PMC6284182
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Leveraging mobile eye-trackers to capture joint visual attention in co-located collaborative learning groups
INTERNATIONAL JOURNAL OF COMPUTER-SUPPORTED COLLABORATIVE LEARNING
2018; 13 (3): 241–61
View details for DOI 10.1007/s11412-018-9281-2
View details for Web of Science ID 000444026900002
- Learning Analytics in Education edited by Niemi, D., Pea, R., Saxberg, B., Clark, R. E. Information Age Publishing. 2018
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Learning Analytics in Education INTRODUCTION
LEARNING ANALYTICS IN EDUCATION
2018: XI-XIX
View details for Web of Science ID 000461843100002
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UNDERSTANDING LEARNING ANALYTICS ACROSS PRACTICES
LEARNING ANALYTICS IN EDUCATION
2018: 215–32
View details for Web of Science ID 000461843100011
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Using Mobile Eye-Trackers to Unpack the Perceptual Benefits of a Tangible User Interface for Collaborative Learning
ACM TRANSACTIONS ON COMPUTER-HUMAN INTERACTION
2016; 23 (6)
View details for DOI 10.1145/3012009
View details for Web of Science ID 000391567900006
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Designing for deeper learning in a blended computer science course for middle school students
COMPUTER SCIENCE EDUCATION
2015; 25 (2): 199–237
View details for DOI 10.1080/08993408.2015.1033142
View details for Web of Science ID 000211837000005
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Toward collaboration sensing
INTERNATIONAL JOURNAL OF COMPUTER-SUPPORTED COLLABORATIVE LEARNING
2014; 9 (4): 371-395
View details for DOI 10.1007/s11412-014-9202-y
View details for Web of Science ID 000348573100002
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Understanding video tools for teaching: Mental models of technology affordances as inhibitors and facilitators of lesson planning in history and language arts
STUDIES IN EDUCATIONAL EVALUATION
2014; 43: 230-243
View details for DOI 10.1016/j.stueduc.2014.05.002
View details for Web of Science ID 000350916700023
- Video research in the learning sciences Routledge. 2014
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Mobile Learning
CAMBRIDGE HANDBOOK OF THE LEARNING SCIENCES, 2ND EDITION
2014: 501–21
View details for Web of Science ID 000357530100026
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Real-time mutual gaze perception enhances collaborative learning and collaboration quality
INTERNATIONAL JOURNAL OF COMPUTER-SUPPORTED COLLABORATIVE LEARNING
2013; 8 (4): 375-397
View details for DOI 10.1007/s11412-013-9181-4
View details for Web of Science ID 000327088200002
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Preparing for Future Learning with a Tangible User Interface: The Case of Neuroscience
IEEE TRANSACTIONS ON LEARNING TECHNOLOGIES
2013; 6 (2): 117-129
View details for DOI 10.1109/TLT.2013.15
View details for Web of Science ID 000319877300003
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Computational Thinking in K-12: A Review of the State of the Field
EDUCATIONAL RESEARCHER
2013; 42 (1): 38-43
View details for DOI 10.3102/0013189X12463051
View details for Web of Science ID 000316636200005
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How to improve collaborative learning with video tools in the classroom? Social vs. cognitive guidance for student teams
INTERNATIONAL JOURNAL OF COMPUTER-SUPPORTED COLLABORATIVE LEARNING
2012; 7 (2): 259-284
View details for DOI 10.1007/s11412-012-9145-0
View details for Web of Science ID 000304627900005
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Media Use, Face-to-Face Communication, Media Multitasking, and Social Well-Being Among 8- to 12-Year-Old Girls
DEVELOPMENTAL PSYCHOLOGY
2012; 48 (2): 327-336
Abstract
An online survey of 3,461 North American girls ages 8-12 conducted in the summer of 2010 through Discovery Girls magazine examined the relationships between social well-being and young girls' media use--including video, video games, music listening, reading/homework, e-mailing/posting on social media sites, texting/instant messaging, and talking on phones/video chatting--and face-to-face communication. This study introduced both a more granular measure of media multitasking and a new comparative measure of media use versus time spent in face-to-face communication. Regression analyses indicated that negative social well-being was positively associated with levels of uses of media that are centrally about interpersonal interaction (e.g., phone, online communication) as well as uses of media that are not (e.g., video, music, and reading). Video use was particularly strongly associated with negative social well-being indicators. Media multitasking was also associated with negative social indicators. Conversely, face-to-face communication was strongly associated with positive social well-being. Cell phone ownership and having a television or computer in one's room had little direct association with children's socioemotional well-being. We hypothesize possible causes for these relationships, call for research designs to address causality, and outline possible implications of such findings for the social well-being of younger adolescents.
View details for DOI 10.1037/a0027030
View details for Web of Science ID 000300961400004
View details for PubMedID 22268607
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Distributed by Design: On the Promises and Pitfalls of Collaborative Learning with Multiple Representations
JOURNAL OF THE LEARNING SCIENCES
2011; 20 (3): 489-547
View details for DOI 10.1080/10508406.2010.542700
View details for Web of Science ID 000299254900005
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Beyond participation to co-creation of meaning: mobile social media in generative learning communities
SOCIAL SCIENCE INFORMATION SUR LES SCIENCES SOCIALES
2010; 49 (3): 351-369
View details for DOI 10.1177/0539018410370726
View details for Web of Science ID 000281148900003
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Conducting Video Research in the Learning Sciences: Guidance on Selection, Analysis, Technology, and Ethics
JOURNAL OF THE LEARNING SCIENCES
2010; 19 (1): 3-53
View details for DOI 10.1080/10508400903452884
View details for Web of Science ID 000274736100002
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Comparing Simple and Advanced Video Tools as Supports for Complex Collaborative Design Processes
JOURNAL OF THE LEARNING SCIENCES
2010; 19 (3): 403-440
View details for DOI 10.1080/10508401003708399
View details for Web of Science ID 000279992400004
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Integrating Co-Design Practices into the Development of Mobile Science Collaboratories
IEEE International Conference on Advanced Learning Technologies
IEEE. 2009: 393–397
View details for Web of Science ID 000274264300112
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Video Collaboratories for Research and Education: An Analysis of Collaboration Design Patterns
IEEE TRANSACTIONS ON LEARNING TECHNOLOGIES
2008; 1 (4): 235-247
View details for DOI 10.1109/TLT.2009.5
View details for Web of Science ID 000207847700005
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Cognitive technologies for establishing, sharing and comparing perspectives on video over computer networks
SOCIAL SCIENCE INFORMATION SUR LES SCIENCES SOCIALES
2008; 47 (3): 353-370
View details for DOI 10.1177/0539018408092577
View details for Web of Science ID 000259640300006
- WILD for Learning: Interacting Through New Computing Devices Anytime, Anywhere The Cambridge handbook of The Learning Sciences Cambridge University Press. 2006; 1st: 427–441
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Video-as-Data and Digital Video Manipulation Techniques for Transforming Learning Sciences Research, Education, and Other Cultural Practices
INTERNATIONAL HANDBOOK OF VIRTUAL LEARNING ENVIRONMENTS, VOL I
2006: 1321–93
View details for DOI 10.1007/978-1-4020-3803-7_55
View details for Web of Science ID 000269126200023
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The social and technological dimensions of scaffolding and related theoretical concepts for learning, education, and human activity
JOURNAL OF THE LEARNING SCIENCES
2004; 13 (3): 423-451
View details for Web of Science ID 000222613900006
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Functioning in the wireless classroom
2nd IEEE International Workshop on Wireless and Mobile Technologies in Education (WMTE)
IEEE COMPUTER SOC. 2004: 75–82
View details for Web of Science ID 000189494900010
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The diver project: Interactive digital video repurposing
IEEE MULTIMEDIA
2004; 11 (1): 54-61
View details for Web of Science ID 000188088400010
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Changing how and what children learn in school with computer-based technologies
FUTURE OF CHILDREN
2000; 10 (2): 76-101
Abstract
Schools today face ever-increasing demands in their attempts to ensure that students are well equipped to enter the workforce and navigate a complex world. Research indicates that computer technology can help support learning, and that it is especially useful in developing the higher-order skills of critical thinking, analysis, and scientific inquiry. But the mere presence of computers in the classroom does not ensure their effective use. Some computer applications have been shown to be more successful than others, and many factors influence how well even the most promising applications are implemented. This article explores the various ways computer technology can be used to improve how and what children learn in the classroom. Several examples of computer-based applications are highlighted to illustrate ways technology can enhance how children learn by supporting four fundamental characteristics of learning: (1) active engagement, (2) participation in groups, (3) frequent interaction and feedback, and (4) connections to real-world contexts. Additional examples illustrate ways technology can expand what children learn by helping them to understand core concepts in subjects like math, science, and literacy. Research indicates, however, that the use of technology as an effective learning tool is more likely to take place when embedded in a broader education reform movement that includes improvements in teacher training, curriculum, student assessment, and a school's capacity for change. To help inform decisions about the future role of computers in the classroom, the authors conclude that further research is needed to identify the uses that most effectively support learning and the conditions required for successful implementation.
View details for Web of Science ID 000168134300006
View details for PubMedID 11255710
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Toward a learning technologies knowledge network
ETR&D-EDUCATIONAL TECHNOLOGY RESEARCH AND DEVELOPMENT
1999; 47 (2): 19-38
View details for Web of Science ID 000081246600003
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Addressing the challenges of inquiry-based learning through technology and curriculum design
JOURNAL OF THE LEARNING SCIENCES
1999; 8 (3-4): 391-450
View details for Web of Science ID 000082759600004
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The collaboratory notebook
COMMUNICATIONS OF THE ACM
1996; 39 (4): 32-33
View details for Web of Science ID A1996UC43800012
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Prospects for scientific visualization as an educational technology
JOURNAL OF THE LEARNING SCIENCES
1995; 4 (3): 249-?
View details for Web of Science ID A1995TQ89600001
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The Greenhouse Effect Visualizer: A tool for the science classroom
4th Conference on Education - Opening the Doors to the Future: Education in the Classroom and Beyond / 75th AMS Annual Meeting
AMER METEOROLOGICAL SOCIETY. 1995: B47–B52
View details for Web of Science ID 000070980500071
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The greenhouse effect visualizer: A tool for the science classroom
4th Conference on Education - The Globe Program
AMER METEOROLOGICAL SOCIETY. 1995: AJ47–AJ52
View details for Web of Science ID A1995BE61N00070
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LEARNING SCIENTIFIC CONCEPTS THROUGH MATERIAL AND SOCIAL ACTIVITIES - CONVERSATIONAL ANALYSIS MEETS CONCEPTUAL CHANGE
EDUCATIONAL PSYCHOLOGIST
1993; 28 (3): 265-277
View details for Web of Science ID A1993MA10400006
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THE COLLABORATIVE VISUALIZATION PROJECT
COMMUNICATIONS OF THE ACM
1993; 36 (5): 60-63
View details for Web of Science ID A1993KY90600015
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LEARNING THROUGH MULTIMEDIA
IEEE COMPUTER GRAPHICS AND APPLICATIONS
1991; 11 (4): 58-66
View details for Web of Science ID A1991FV36200012
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TOOLS FOR BRIDGING THE CULTURES OF EVERYDAY AND SCIENTIFIC THINKING
JOURNAL OF RESEARCH IN SCIENCE TEACHING
1987; 24 (4): 291-307
View details for Web of Science ID A1987G696500003
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COGNITIVE TECHNOLOGIES FOR WRITING
REVIEW OF RESEARCH IN EDUCATION
1987; 14: 277-326
View details for Web of Science ID A1987N195400007
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Beyond Amplification: Using the Computer to Reorganize Mental Functioning
EDUCATIONAL PSYCHOLOGIST
1985; 20 (4): 167–82
View details for DOI 10.1207/s15326985ep2004_2
View details for Web of Science ID 000207982000002
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ORIGINS OF VERBAL LOGIC - SPONTANEOUS DENIALS BY 2-YEAR AND 3-YEAR OLDS
JOURNAL OF CHILD LANGUAGE
1982; 9 (3): 597-626
View details for Web of Science ID A1982PP76600005
View details for PubMedID 7174759
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LOGIC IN EARLY CHILD LANGUAGE
ANNALS OF THE NEW YORK ACADEMY OF SCIENCES
1980; 345 (JUN): 27-43
View details for Web of Science ID A1980MN94800003
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Evaluating the Effect of Concussion Education Programs on Intent to Report Concussion in High School Football.
Journal of athletic training
2021
Abstract
CONTEXT: Concussion underreporting leads to delays in diagnosis and treatment, prolonging recovery time. Athletes' self-report of concussion symptoms therefore reduces risk.OBJECTIVE: Evaluate the efficacy of three concussion education programs in improving concussion-reporting intention.DESIGN: Randomized controlled clinical trial with assessment immediately and one-month after education.SETTING: Three high schools in California.PATIENTS OR OTHER PARTICIPANTS: 118 male football players were randomly assigned to receive concussion education via: CrashCourse (CC), Centers for Disease Control (CDC) video educational materials (Vi), or CDC written educational materials (Wr).MAIN OUTCOME MEASURES: Concussion-reporting intention was assessed at baseline, immediately after education, and at one-month follow-up. Secondary outcomes included concussion knowledge, attitudes, perceived reporting norms, and perceived behavioral control.RESULTS: Athletes across all educational formats had significant improvement in concussion-reporting intention immediately following education and at one-month follow-up (mean improvement 6.8% and 11.4%, respectively; p<0.001). Similar findings were observed across all education formats in secondary analyses examining knowledge, attitudes, and perceived behavioral control. However, there were significant differences by education and time (p=0.03). On post-hoc analysis, athletes who received CC had increased concussion-reporting intention immediately and at one-month (baseline=4.7, immediate=6.1, one-month=6.0; p=0.007 compared to significant increases only at one-month for CDC-Vi (baseline=4.3, immediate=5.2, one-month=5.8; p=0.001), and no significant improvement for CDC-Wr (p=0.10). Secondary analyses indicated significant differences between CC and both CDC interventions, in concussion knowledge and attitudes, immediately after education and at one-month. There were no significant differences in perceived behavioral control between-interventions or in perceived concussion-reporting norms across or between interventions.CONCLUSION: All athletes exhibited improved intent to report concussions, increased concussion knowledge, better concussion attitudes, and more perceived behavioral control, both immediately after education and at one-month follow-up. However, athletes randomized to CC reported greater intent to report concussion, more knowledge, and improved concussion-reporting attitudes, when compared to CDC-Vi and CDC-Wr.TRIAL REGISTRY: ClinicalTrials.gov trial ID number is XXX.
View details for DOI 10.4085/509-20
View details for PubMedID 33428746
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Are we 'Beyond being there' yet? Towards better interweaving epistemic and social aspects of virtual reality conferencing
ASSOC COMPUTING MACHINERY. 2021
View details for DOI 10.1145/3411763.3451579
View details for Web of Science ID 000759178501061
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Constantly connected: At what price and with what rewards?
ASSOC COMPUTING MACHINERY. 2016: 204–9
View details for DOI 10.1145/2818052.2893364
View details for Web of Science ID 000468137600051
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Remedying Misperceptions of Computer Science among Middle School Students
ASSOC COMPUTING MACHINERY. 2014: 343–48
View details for DOI 10.1145/2538862.2538934
View details for Web of Science ID 000494249100067
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Digital Video Tools in the Classroom: How to Support Meaningful Collaboration and Critical Advanced Thinking of Students?
NEW SCIENCE OF LEARNING: COGNITION, COMPUTERS AND COLLABORATION IN EDUCATION
2010: 503–23
View details for DOI 10.1007/978-1-4419-5716-0_25
View details for Web of Science ID 000278080600025
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Faculty Development to Change the Paradigm of Communication Skills Teaching in Oncology
JOURNAL OF CLINICAL ONCOLOGY
2009; 27 (7): 1137-1141
View details for DOI 10.1200/JCO.2008.20.2408
View details for Web of Science ID 000266193500022
View details for PubMedID 19171703
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Mathematics Worth Knowing, Resources Worth Growing, Research Worth Noting: A Response to the National Mathematics Advisory Panel Report
EDUCATIONAL RESEARCHER
2008; 37 (9): 610-617
View details for DOI 10.3102/0013189X08329193
View details for Web of Science ID 000207715100008
- Fostering learning in the networked world: The cyberlearning opportunity and challenge. A 21st century agenda for the National Science Foundation Report of the NSF Task Force on Cyberlearning 2008
- Video-as-data and digital video manipulation techniques for transforming learning sciences research, education, and other cultural practices The international handbook of virtual learning environments Springer. 2006: 1321–1393
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Foundations and Opportunities for an Interdisciplinary Science of Learning
CAMBRIDGE HANDBOOK OF THE LEARNING SCIENCES
2006: 19–34
View details for Web of Science ID 000298080800003
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WILD for Learning Interacting Through New Computing Devices Anytime, Anywhere
CAMBRIDGE HANDBOOK OF THE LEARNING SCIENCES
2006: 427–41
View details for Web of Science ID 000298080800025
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Advanced digital video technologies to support collaborative learning in school education and beyond
International Conference on Computer Supported Collaborative Learning
LAWRENCE ERLBAUM ASSOC PUBL. 2005: 737–742
View details for Web of Science ID 000240098300097
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Emerging social engineering in the wireless classroom
6th International Conference of the Learning Sciences
LAWRENCE ERLBAUM ASSOC PUBL. 2004: 222–229
View details for Web of Science ID 000222781900033
- A walk on the WILD side: How wireless handhelds may change computer-supported collaborative learning International Journal of Cognition and Technology 2002; 1 (1): 145-168
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To unlock the learning value of wireless mobile devices, understand coupling
IEEE COMPUTER SOC. 2002: 2-6
View details for DOI 10.1109/WMTE.2002.1039214
View details for Web of Science ID 000177912200001
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Transformative communication as a cultural tool for guiding inquiry science
SCIENCE EDUCATION
2001; 85 (3): 223-238
View details for DOI 10.1002/sce.1007
View details for Web of Science ID 000168347700002
- How people learn: Brain, mind, experience, and school: Expanded edition National Academies Press. 2000
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THE COLLABORATIVE VISUALIZATION PROJECT - SHARED-TECHNOLOGY LEARNING ENVIRONMENTS FOR SCIENCE LEARNING
SPIE - INT SOC OPTICAL ENGINEERING. 1993: 253–64
View details for DOI 10.1117/12.139268
View details for Web of Science ID A1993BX53X00026
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SYNTHESIZING INSTRUCTIONAL TECHNOLOGIES AND EDUCATIONAL CULTURE - EXPLORING COGNITION AND METACOGNITION IN THE SOCIAL-STUDIES
JOURNAL OF EDUCATIONAL COMPUTING RESEARCH
1991; 7 (2): 121-164
View details for DOI 10.2190/KWX7-Y23T-6YTT-GDH0
View details for Web of Science ID A1991FT26100002
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LINGUISTIC AND LOGICAL FACTORS IN RECOGNITION OF INDETERMINACY
COGNITIVE DEVELOPMENT
1989; 4 (2): 141-176
View details for DOI 10.1016/0885-2014(89)90013-0
View details for Web of Science ID A1989U741100002
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COMPUTERS AND EXCELLENCE IN THE FUTURE OF EDUCATION
ANNALS OF THE NEW YORK ACADEMY OF SCIENCES
1987; 517: 125-138
View details for Web of Science ID A1987P656500012
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THE LIKELIHOOD OF CORRELATIONAL THINKING IN ADULTS - A COMPARATIVE-STUDY AND METHODOLOGICAL CRITIQUE
GENETIC SOCIAL AND GENERAL PSYCHOLOGY MONOGRAPHS
1987; 113 (4): 463-485
View details for Web of Science ID A1987L853400003
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USER CENTERED SYSTEM-DESIGN - NEW PERSPECTIVES ON HUMAN-COMPUTER INTERACTION - NORMAN,DA, DRAPER,SW (Book Review)
JOURNAL OF EDUCATIONAL COMPUTING RESEARCH
1987; 3 (1): 129–34
View details for Web of Science ID A1987G438100008
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MERDS THAT LAUGH DONT LIKE MUSHROOMS - EVIDENCE FOR DEDUCTIVE REASONING BY PRESCHOOLERS
DEVELOPMENTAL PSYCHOLOGY
1984; 20 (4): 584–94
View details for DOI 10.1037//0012-1649.20.4.584
View details for Web of Science ID A1984TA61500008
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ON THE COGNITIVE EFFECTS OF LEARNING COMPUTER-PROGRAMMING
NEW IDEAS IN PSYCHOLOGY
1984; 2 (2): 137-168
View details for DOI 10.1016/0732-118X(84)90018-7
View details for Web of Science ID A1984TG47600007
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WERNERS INFLUENCES ON CONTEMPORARY-PSYCHOLOGY
HUMAN DEVELOPMENT
1982; 25 (4): 303-308
View details for DOI 10.1159/000272815
View details for Web of Science ID A1982NV76300005
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CAN INFORMATION-THEORY EXPLAIN EARLY WORD CHOICE
JOURNAL OF CHILD LANGUAGE
1979; 6 (3): 397-410
View details for Web of Science ID A1979HS58000001
View details for PubMedID 536407
- Learning science through collaborative visualization over the Internet Nobel Symposium: Virtual museums and public understanding of science and culture, May 26-29, 2002 2002