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Amber Chauncey Strain
Amber Chauncey Strain
Graduate Student, University of Memphis
Verified email at memphis.edu
Title
Cited by
Cited by
Year
Measuring cognitive and metacognitive regulatory processes during hypermedia learning: Issues and challenges
R Azevedo, DC Moos, AM Johnson, AD Chauncey
Educational psychologist 45 (4), 210-223, 2010
3782010
Self-regulated learning with MetaTutor: Advancing the science of learning with MetaCognitive tools
R Azevedo, A Johnson, A Chauncey, C Burkett
New science of learning, 225-247, 2010
2232010
MetaTutor: A MetaCognitive tool for enhancing self-regulated learning
R Azevedo, A Witherspoon, A Chauncey, C Burkett, A Fike
2009 AAAI Fall symposium series, 2009
1352009
Use of hypermedia to assess and convey self-regulated learning
R Azevedo, A Johnson, A Chauncey, A Graesser, B Zimmerman, ...
Handbook of self-regulation of learning and performance 32, 102-121, 2011
1242011
Interest-based text preference moderates the effect of text difficulty on engagement and learning
SM Fulmer, SK D'Mello, A Strain, AC Graesser
Contemporary Educational Psychology 41, 98-110, 2015
882015
Emotions in advanced learning technologies
AC Graesser, SK D’MELLO, AC Strain
International handbook of emotions in education, 483-503, 2014
802014
Inducing and tracking confusion with contradictions during complex learning
B Lehman, S D'Mello, A Strain, C Mills, M Gross, A Dobbins, P Wallace, ...
International Journal of Artificial Intelligence in Education 22 (1-2), 85-105, 2013
642013
MetaTutor: Analyzing self-regulated learning in a tutoring system for biology
R Azevedo, A Witherspoon, A Graesser, D McNAMARA, A Chauncey, ...
Artificial intelligence in education, 635-637, 2009
522009
Affect regulation during learning: The enhancing effect of cognitive reappraisal
AC Strain, SK D'Mello
Applied Cognitive Psychology 29 (1), 1-19, 2015
452015
Using a false biofeedback methodology to explore relationships between learners’ affect, metacognition, and performance
AC Strain, R Azevedo, SK D’mello
Contemporary Educational Psychology 38 (1), 22-39, 2013
442013
Inducing and tracking confusion with contradictions during critical thinking and scientific reasoning
B Lehman, SK D’Mello, AC Strain, M Gross, A Dobbins, P Wallace, ...
International conference on artificial intelligence in education, 171-178, 2011
412011
Integrating cognitive, metacognitive, and affective regulatory processes with MetaTutor
R Azevedo, AC Strain
New perspectives on affect and learning technologies, 141-154, 2011
372011
Emotion regulation during learning
AC Strain, SK D‘Mello
International Conference on Artificial Intelligence in Education, 566-568, 2011
352011
Affect, meta-affect, and affect regulation during complex learning
SK D’Mello, AC Strain, A Olney, A Graesser
International handbook of metacognition and learning technologies, 669-681, 2013
322013
What makes learning fun? Exploring the influence of choice and difficulty on mind wandering and engagement during learning
C Mills, S D’Mello, B Lehman, N Bosch, A Strain, A Graesser
International Conference on Artificial Intelligence in Education, 71-80, 2013
272013
Emotions and motivation on performance during multimedia learning: how do i feel and why do i care?
A Chauncey, R Azevedo
International Conference on Intelligent Tutoring Systems, 369-378, 2010
182010
Added Teacher-Created Motiational Video to an ITS
KM Kelly, N Heffernan, S D'Mello, J Namais, AC Strain
The Twenty-Sixth International FLAIRS Conference, 2013
142013
The role of prompting and feedback in facilitating students’ learning about science with MetaTutor
R Azevedo, A Johnson, C Burkett, A Chauncey, M Lintean, Z Cai, V Rus
2010 AAAI Fall Symposium Series, 2010
142010
Exploring relationships between learners’ affective states, metacognitive processes, and learning outcomes
A Chauncey Strain, R Azevedo, S D’Mello
International Conference on Intelligent Tutoring Systems, 59-64, 2012
92012
La misurazione dei processi di regolazione cognitiva e metacognitiva durante lo studio con gli ipermedia
R Azevedo, A Chauncey, A Johnson, D Moos
Italian Journal of Educational Technology 18 (1), 4-4, 2010
52010
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