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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
26152014
The self concept: A critical survey of pertinent research literature
RC Wylie
(No Title), 1961
7891961
Evolution and revolution in artificial intelligence in education
I Roll, R Wylie
International Journal of Artificial Intelligence in Education 26, 582-599, 2016
6882016
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
3032018
17 the self-explanation principle in multimedia learning
R Wylie, MTH Chi
The Cambridge handbook of multimedia learning, 413-432, 2014
2312014
The self concept. Lincoln: Univer
RC Wylie
Nebraska Press, 1961
1041961
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
402009
What can science fiction tell us about the future of artificial intelligence policy?
AD Hudson, E Finn, R Wylie
AI & SOCIETY, 1-15, 2023
272023
Effects of adaptive prompted self-explanation on robust learning of second language grammar
R Wylie, M Sheng, T Mitamura, KR Koedinger
Artificial Intelligence in Education: 15th International Conference, AIED …, 2011
262011
Why Frankenstein is a stigma among scientists
P Nagy, R Wylie, J Eschrich, E Finn
Science and Engineering Ethics 24, 1143-1159, 2018
242018
Collaborative imagination: A methodological approach
E Finn, R Wylie
Futures 132, 102788, 2021
232021
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
222009
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 26, 737-759, 2020
202020
ICAP: A hypothesis of differentiated learning effectiveness for four modes of engagement activities
MTH Chi, R Wylie
Educational Psychologist 49 (4), 219-243, 2014
182014
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, 279-292, 2018
172018
Moving from co-design to co-research: Engaging youth participation in guided qualitative inquiry
AT Clark, I Ahmed, S Metzger, E Walker, R Wylie
International Journal of Qualitative Methods 21, 16094069221084793, 2022
152022
Analogies, explanations, and practice: examining how task types affect second language grammar learning
R Wylie, K Koedinger, T Mitamura
Intelligent Tutoring Systems: 10th International Conference, ITS 2010 …, 2010
152010
Surviving a Cultural Genocide
S Clark, R Wylie
Journal of Ethnic and Cultural Studies 8 (2), 316-346, 2021
142021
The nature of student thinking and its implications for the use of learning progressions to inform classroom instruction
A Alonzo, A Elby
Boulder, CO: International Society of the Learning Sciences, 2014
142014
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
132006
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