Shneiderman, B., and Plaisant, C. (2005). Designing the user interface: Strategies for effective human-computer interaction, fourth edition. Reading, MA: Addison-Wesley.

Shute, V. (2007). Focus on formative feedback. (ETS no. RR-07-11). Princeton, NJ: Educational Testing Service.

Slator, B.M., Hill, C., and Del Val, D. (2004). Teaching computer science with virtual worlds. IEEE Transactions on Education, 47(2), 269-275.

Soller, A., Goodman, B., Linton, F., and Gaimari, R. (1998) Promoting effective peer interaction in an intelligent collaborative learning environment. Proceedings of the fourth international conference on intelligent tutoring systems (ITS 98) (pp. 186-195), Aug. 16-19, San Antonio, TX. Berlin, Germany: Springer-Verlag

Stern, F., Xing, T., Muste, M., Yarbrough, D., Rothmayer, A., and Rajagopalan, G., Caughey, D., Bhaskaran, R., Smith, S., Hutchings, B., and Moeykens, S. (2006). Integration of simulation technology into undergraduate engineering courses and laboratories. International Journal of Learning Technology, 2(1), 28-48.

Sweller, J., and Chandler, P. (1994). Why some material is difficult to learn. Cognition and Instruction, 12, 185-233.

Taraban, R., Rynearson, K., and Stalcup, K.A. (2001). Time as a variable in learning on the world-wide web. Behavior Research Methods, 33(2), 217-225.

Tversky, B., Morrison, J.B., and Betrancourt, M. (2002). Animation: Can it facilitate? International Journal of Human-Computer Studies, 57, 247-262.

van der Meij, J., and de Jong, T. (2006). Supporting students’ learning with multiple representations in a dynamic simulation-based learning environment. Learning and Instruction, 16(3), 199-212.

VanLehn, K., Graesser, A.C., Jackson, G.T., Jordan, P., Olney, A., and Rose, C.P. (2007). When are tutorial dialogues more effective than reading? Cognitive Science, 31, 3-62.

VanLehn, K., Lynch, C., Taylor, L., Weinstein, A., Shelby, R.H., Schulze, K.G., Treacy, D., and Wintersgill, M. (2002). Minimally invasive tutoring of complex physics problem solving. In S.A. Cerri, G. Gouarderes, and F. Paraguacu (Eds.), Intelligent tutoring systems, 2002, 6th international conference (pp. 367-376). Berlin, Germany: Springer-Verlag.

Virvou, M., Katsionis, G., and Manos, K. (2005). Combining software games with education: Evaluation of its educational effectiveness. Educational Technology and Society, 8(2), 54-65.

Voorhees, E. (2001). The TREC question answering track. Natural Language Engineering, 7, 361-378.

Walker, M., Whittaker, S., Stent, A., Maloor, P., Moore, J., Johnson, M., and Vasireddy, G. (2003). Generation and evaluation of user tailored responses in multimodal dialogue. Cognitive Science, 28, 811-840.

Wang, C.-H. (2005). Questioning skills facilitate online synchronous discussions. Journal of Computer Assisted Learning, 21(4), 303-313.

White, B., and Fredericksen, J. (2005). A theoretical framework and approach for fostering metacognitive development. Educational Psychologist, 40, 211-223.

Winne, P.H. (2001). Self-regulated learning viewed from models of information processing. In B. Zimmerman and D. Schunk (Eds.), Self-regulated learning and academic achievement: Theoretical perspectives (pp. 153-189). Mahwah, NJ: Lawrence Erlbaum Associates.

Wisher, R.A., and Fletcher, J.D. (2004). The case for advanced distributed learning. Information and Security: An International Journal, 14, 17-25.

Wisher, R.A., and Graesser, A.C. (2005). Question asking in advanced distributed learning environments. In S.M. Fiore and E. Salas (Eds.), Toward a science of distributed learning and training. Washington, DC: American Psychological Association.

Yee, N. (2006). The labor of fun: How video games blur the boundaries of work and play. Games and Culture, 1(1), 68-71.

The National Academies | 500 Fifth St. N.W. | Washington, D.C. 20001
Copyright © National Academy of Sciences. All rights reserved.
Terms of Use and Privacy Statement