Martina Rau
TitleCited byYear
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
Conditions for the effectiveness of multiple visual representations in enhancing STEM learning
MA Rau
Educational Psychology Review 29 (4), 717-761, 2017
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
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
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
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
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
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
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
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
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
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
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
An adaptive collaboration script for learning with multiple visual representations in chemistry
MA Rau, HE Bowman, JW Moore
Computers & Education 109, 38-55, 2017
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
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
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
A framework for discipline-specific grounding of educational technologies with multiple visual representations
MA Rau
IEEE Transactions on Learning Technologies, 2016
Complementary effects of sense-making and fluency-building support for connection making: A matter of sequence?
MA Rau, V Aleven, N Rummel
Artificial Intelligence in Education, 329-338, 2013
ITS support for conceptual and perceptual connection making between multiple graphical representations
MA Rau, S Wu
Artificial Intelligence in Education, 398-407, 2015
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