Relating a Task-Based, Behavioral Measure of Achievement Goals to Self-Reported Goals and Performance in the Classroom. - J. Elizabeth Richey; Matthew L. Bernacki; Daniel M. Belenky; Timothy J. Nokes-Malach (CogSci, 2014)

Achievement goals, observed behaviors, and performance: Testing a mediation model in a college classroom. - J. Elizabeth Richey; Timothy J. Nokes-Malach; Aleza Wallace (CogSci, 2014)

Change in Achievement Goals and Their Relation to Exam Grades. - Aleza Wallace; J. Elizabeth Richey; Timothy J. Nokes-Malach (CogSci, 2014)

Transfer effects of prompted and self-reported analogical comparison and self-explanation. - J. Elizabeth Richey; Cristina D. Zepeda; Timothy J. Nokes-Malach (CogSci, 2015)

Domain-General Metacognitive Instruction Reduces Productive Learning Behaviors and Performance? - Darrel Davis; J. Elizabeth Richey; Cristina D. Zepeda (ICLS, 2018)

Confrustion in Learning from Erroneous Examples: Does Type of Prompted Self-explanation Make a Difference? - J. Elizabeth Richey; Bruce M. McLaren; Miguel Andres-Bray; Michael Mogessie Ashenafi; Richard Scruggs; Ryan S. Baker 001; Jon R. Star (AIED (1), 2019)

Exploring the Subtleties of Agency and Indirect Control in Digital Learning Games. - Erik Harpstead; J. Elizabeth Richey; Huy Anh Nguyen; Bruce M. McLaren (LAK, 2019)

More confusion and frustration, better learning: The impact of erroneous examples. - J. Elizabeth Richey; Juan Miguel L. Andres-Bray; Michael Mogessie Ashenafi; Richard Scruggs; Juliana Ma. Alexandra L. Andres; Jon R. Star; Ryan S. Baker 001; Bruce M. McLaren (Comput. Educ., 2019)

Confrustion and Gaming While Learning with Erroneous Examples in a Decimals Game. - Michael Mogessie Ashenafi; J. Elizabeth Richey; Bruce M. McLaren; Juan Miguel L. Andres-Bray; Ryan S. Baker 001 (AIED (2), 2020)

Exploring How Gender and Enjoyment Impact Learning in a Digital Learning Game. - Xinying Hou; Huy Anh Nguyen; J. Elizabeth Richey; Bruce M. McLaren (AIED (1), 2020)

Comprehensive Views of Math Learners: A Case for Modeling and Supporting Non-math Factors in Adaptive Math Software. - J. Elizabeth Richey; Nikki G. Lobczowski; Paulo F. Carvalho; Kenneth R. Koedinger (AIED (1), 2020)

Towards Sharing Student Models Across Learning Systems. - Ryan S. Baker 001; Bruce M. McLaren; Stephen Hutt; J. Elizabeth Richey; Elizabeth Rowe; Ma. Victoria Almeda; Michael Mogessie Ashenafi; Juliana Ma. Alexandra L. Andres (AIED (2), 2021)

Gaming and Confrustion Explain Learning Advantages for a Math Digital Learning Game. - J. Elizabeth Richey; Jiayi Zhang 004; Rohini Das; Juan Miguel L. Andres-Bray; Richard Scruggs; Michael Mogessie Ashenafi; Ryan S. Baker 001; Bruce M. McLaren (AIED (1), 2021)

Computer-Supported Human Mentoring for Personalized and Equitable Math Learning. - Peter Schaldenbrand; Nikki G. Lobczowski; J. Elizabeth Richey; Shivang Gupta; Elizabeth A. McLaughlin; Adetunji Adeniran; Kenneth R. Koedinger (AIED (2), 2021)

A General Multi-method Approach to Data-Driven Redesign of Tutoring Systems. - Yun Huang 002; Nikki G. Lobczowski; J. Elizabeth Richey; Elizabeth A. McLaughlin; Michael W. Asher; Judith M. Harackiewicz; Vincent Aleven; Kenneth R. Koedinger (LAK, 2021)

Educational Equity Through Combined Human-AI Personalization: A Propensity Matching Evaluation. - Danielle R. Chine; Cassandra Brentley; Carmen Thomas-Browne; J. Elizabeth Richey; Abdulmenaf Gul; Paulo F. Carvalho; Lee G. Branstetter; Kenneth R. Koedinger (AIED (1), 2022)

Investigating the Effects of Mindfulness Meditation on a Digital Learning Game for Mathematics. - Huy Anh Nguyen; Zsofia K. Takacs; Eniko Orsolya Bereczki; J. Elizabeth Richey; Michael Mogessie Ashenafi; Bruce M. McLaren (AIED (1), 2022)

Item Response Theory-Based Gaming Detection. - Yun Huang 002; Steven Dang; J. Elizabeth Richey; Michael W. Asher; Nikki G. Lobczowski; Danielle R. Chine; Elizabeth A. McLaughlin; Judith M. Harackiewicz; Vincent Aleven; Kenneth R. Koedinger (EDM, 2022)

Assessing the Effects of Open Models of Learning and Enjoyment in a Digital Learning Game. - Xinying Hou; Huy Anh Nguyen; J. Elizabeth Richey; Erik Harpstead; Jessica Hammer; Bruce M. McLaren (Int. J. Artif. Intell. Educ., 2022)

How instructional context can impact learning with educational technology: Lessons from a study with a digital learning game. - Bruce M. McLaren; J. Elizabeth Richey; Huy Anh Nguyen; Xinying Hou (Comput. Educ., 2022)

The Impact of Gender in Learning With Games: A Consistent Effect in a Math Learning Game. - Huy Anh Nguyen; Xinying Hou; J. Elizabeth Richey; Bruce M. McLaren (Int. J. Game Based Learn., 2022)

Gender Differences in Learning Game Preferences: Results Using a Multi-dimensional Gender Framework. - Huy Anh Nguyen; Nicole Else-Quest; J. Elizabeth Richey; Jessica Hammer; Sarah Di; Bruce M. McLaren (AIED, 2023)

Using latent variable models to make gaming-the-system detection robust to context variations. - Yun Huang 002; Steven Dang; J. Elizabeth Richey; Pallavi Chhabra; Danielle R. Thomas; Michael W. Asher; Nikki G. Lobczowski; Elizabeth A. McLaughlin; Judith M. Harackiewicz; Vincent Aleven; Kenneth R. Koedinger (User Model. User Adapt. Interact., 2023)

Understanding Gender Effects in Game-Based Learning: The Role of Self-Explanation. - J. Elizabeth Richey; Huy Anh Nguyen; Mahboobeh Mehrvarz; Nicole Else-Quest; Ivon Arroyo; Ryan S. Baker 001; Hayden Stec; Jessica Hammer; Bruce M. McLaren (AIED (1), 2024)

Mindfulness in a digital math learning game: Insights from two randomized controlled trials. - Eniko Orsolya Bereczki; Zsofia K. Takacs; J. Elizabeth Richey; Huy Anh Nguyen; Michael Mogessie Ashenafi; Bruce M. McLaren (J. Comput. Assist. Learn., 2024)

Utilizing Log-Based and Neurophysiological Measures to Understand Engagement and Learning with Intelligent Tutoring Systems. - Yushuang Liu; Ido Davidesco; Bruce M. McLaren; J. Elizabeth Richey; Xiaorui Xue; Leah Teffera; Hayden Stec; Hyosun Lee; Jiayi Zhang 004; Suyi Liu; Elana Zion-Golumbic (AIED (5), 2025)