Martina Rau
Title
Cited by
Cited by
Year
Conditions for the effectiveness of multiple visual representations in enhancing STEM learning
MA Rau
Educational Psychology Review 29 (4), 717-761, 2017
1212017
Intelligent Tutoring Systems with Multiple Representations and Self-Explanation Prompts Support Learning of Fractions.
MA Rau, V Aleven, N Rummel
Proceedings of the 14th International Conference on Artificial Intelligence …, 2009
1092009
Interleaved practice in multi-dimensional learning tasks: Which dimension should we interleave?
MA Rau, V Aleven, N Rummel
Learning and Instruction 23, 98-114, 2013
742013
Successful learning with multiple graphical representations and self-explanation prompts.
MA Rau, V Aleven, N Rummel
Journal of Educational Psychology 107 (1), 30-46, 2015
642015
Connection making between multiple graphical representations: A multi-methods approach for domain-specific grounding of an intelligent tutoring system for chemistry
MA Rau, JE Michaelis, N Fay
Computers & Education 82, 460-485, 2015
602015
Unpacking “active learning”: A combination of flipped classroom and collaboration support is more effective but collaboration support alone is not
MA Rau, K Kennedy, L Oxtoby, M Bollom, JW Moore
Journal of Chemical Education 94 (10), 1406-1414, 2017
542017
Sense making alone doesn’t do it: Fluency matters too! ITS support for robust learning with multiple representations
MA Rau, V Aleven, N Rummel, S Rohrbach
Intelligent Tutoring Systems 7315, 174-184, 2012
522012
Blocked versus interleaved practice with multiple representations in an intelligent tutoring system for fractions
MA Rau, V Aleven, N Rummel
Proceedings of the 10th International Conference of Intelligent Tutoring …, 2010
432010
How should intelligent tutoring systems sequence multiple graphical representations of fractions? A multi-methods study
MA Rau, V Aleven, N Rummel, Z Pardos
International Journal of Artificial Intelligence in Education 24 (2), 125-161, 2014
412014
How to make ‘more’better? Principles for effective use of multiple representations to enhance students’ learning about fractions
MA Rau, PG Matthews
ZDM 49 (4), 531-544, 2017
352017
How to schedule multiple graphical representations? A classroom experiment with an intelligent tutoring system for fractions
MA Rau, V Aleven, N Rummel, L Pacilio, Z Tunc-Pekkan
The Future of Learning: Proceedings of the 10th International Conference of …, 2012
312012
Enhancing undergraduate chemistry learning by helping students make connections among multiple graphical representations
MA Rau
Chemistry Education Research and Practice 16 (3), 654-669, 2015
262015
Effectiveness and efficiency of adding drawing prompts to an interactive educational technology when learning with visual representations
SPW Wu, MA Rau
Learning and Instruction 55, 93-104, 2018
252018
An adaptive collaboration script for learning with multiple visual representations in chemistry
MA Rau, HE Bowman, JW Moore
Computers & Education 109, 38-55, 2017
242017
Supporting Students in Making Sense of Connections and in Becoming Perceptually Fluent in Making Connections Among Multiple Graphical Representations.
MA Rau, V Aleven, N Rummel
Journal of Educational Psychology, 2016
202016
Why interactive learning environments can have it all: resolving design conflicts between competing goals
MA Rau, V Aleven, N Rummel, S Rohrbach
Proceedings of the SIGCHI Conference on Human Factors in Computing Systems …, 2013
182013
Making connections among multiple graphical representations of fractions: sense-making competencies enhance perceptual fluency, but not vice versa
MA Rau, V Aleven, N Rummel
Instructional Science, 1-27, 2017
152017
Searching for Variables and Models to Investigate Mediators of Learning from Multiple Representations
M Rau, R Scheines
Proceedings of the 5th International Conference on Educational Data Mining …, 2012
152012
Understanding student success in chemistry using gaze tracking and pupillometry
J Peterson, Z Pardos, M Rau, A Swigart, C Gerber, J McKinsey
Artificial Intelligence in Education, 358-366, 2015
142015
How students learn content in science, technology, engineering, and mathematics (STEM) through drawing activities
SPW Wu, MA Rau
Educational Psychology Review 31 (1), 87-120, 2019
132019
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