Michelle Taub
Orcid: 0000-0002-6238-1334
According to our database1,
Michelle Taub
authored at least 38 papers
between 2012 and 2024.
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Bibliography
2024
Facial Expression Recognition in Classrooms: Ethical Considerations and Proposed Guidelines for Affect Detection in Educational Settings.
IEEE Trans. Affect. Comput., 2024
2022
A Multi-Level Trace Clustering Analysis Scheme for Measuring Students' Self-Regulated Learning Behavior in a Mastery-Based Online Learning Environment.
Proceedings of the LAK 2022: 12th International Learning Analytics and Knowledge Conference, Online Event, USA, March 21, 2022
2021
Measuring the Impact of COVID-19 Induced Campus Closure on Student Self-Regulated Learning in Physics Online Learning Modules.
Proceedings of the LAK'21: 11th International Learning Analytics and Knowledge Conference, 2021
2020
The agency effect: The impact of student agency on learning, emotions, and problem-solving behaviors in a game-based learning environment.
Comput. Educ., 2020
The Impact of Contextualized Emotions on Self-Regulated Learning and Scientific Reasoning during Learning with a Game-Based Learning Environment.
Int. J. Artif. Intell. Educ., 2020
PRIME: Block-Wise Missingness Handling for Multi-modalities in Intelligent Tutoring Systems.
Proceedings of the MultiMedia Modeling - 26th International Conference, 2020
Proceedings of the 13th International Conference on Educational Data Mining, 2020
2019
Integrating metacognitive judgments and eye movements using sequential pattern mining to understand processes underlying multimedia learning.
Comput. Hum. Behav., 2019
How Does Prior Knowledge Influence Eye Fixations and Sequences of Cognitive and Metacognitive SRL Processes during Learning with an Intelligent Tutoring System?
Int. J. Artif. Intell. Educ., 2019
The Role of Achievement Goal Orientation on Metacognitive Process Use in Game-Based Learning.
Proceedings of the Artificial Intelligence in Education - 20th International Conference, 2019
2018
"Let's Set Up Some Subgoals": Understanding Human-Pedagogical Agent Collaborations and Their Implications for Learning and Prompt and Feedback Compliance.
IEEE Trans. Learn. Technol., 2018
How Are Students' Emotions Associated with the Accuracy of Their Note Taking and Summarizing During Learning with ITSs?
Proceedings of the Intelligent Tutoring Systems - 14th International Conference, 2018
How Do Different Levels of AU4 Impact Metacognitive Monitoring During Learning with Intelligent Tutoring Systems?
Proceedings of the Intelligent Tutoring Systems - 14th International Conference, 2018
Changes in Emotion and Their Relationship with Learning Gains in the Context of MetaTutor.
Proceedings of the Intelligent Tutoring Systems - 14th International Conference, 2018
The Role of Negative Emotions and Emotion Regulation on Self-Regulated Learning with MetaTutor.
Proceedings of the Intelligent Tutoring Systems - 14th International Conference, 2018
Investigating the Role of Goal Orientation: Metacognitive and Cognitive Strategy Use and Learning with Intelligent Tutoring Systems.
Proceedings of the Intelligent Tutoring Systems - 14th International Conference, 2018
2017
Using multi-channel data with multi-level modeling to assess in-game performance during gameplay with Crystal Island.
Comput. Hum. Behav., 2017
Proceedings of the 2017 IEEE Symposium Series on Computational Intelligence, 2017
Proceedings of the Seventh International Learning Analytics & Knowledge Conference, 2017
Using data visualizations to foster emotion regulation during self-regulated learning with advanced learning technologies: a conceptual framework.
Proceedings of the Seventh International Learning Analytics & Knowledge Conference, 2017
On the Influence on Learning of Student Compliance with Prompts Fostering Self-Regulated Learning.
Proceedings of the 10th International Conference on Educational Data Mining, 2017
Proceedings of the 39th Annual Meeting of the Cognitive Science Society, 2017
The Effects of Autonomy on Emotions and Learning in Game-Based Learning Environments.
Proceedings of the 39th Annual Meeting of the Cognitive Science Society, 2017
The Impact of Student Individual Differences and Visual Attention to Pedagogical Agents During Learning with MetaTutor.
Proceedings of the Artificial Intelligence in Education - 18th International Conference, 2017
Toward affect-sensitive virtual human tutors: The influence of facial expressions on learning and emotion.
Proceedings of the Seventh International Conference on Affective Computing and Intelligent Interaction, 2017
2016
Impact of Individual Differences on Affective Reactions to Pedagogical Agents Scaffolding.
Proceedings of the Intelligent Virtual Agents - 16th International Conference, 2016
Using Multi-level Modeling with Eye-Tracking Data to Predict Metacognitive Monitoring and Self-regulated Learning with Crystal Island.
Proceedings of the Intelligent Tutoring Systems - 13th International Conference, 2016
Using Eye-Tracking to Determine the Impact of Prior Knowledge on Self-Regulated Learning with an Adaptive Hypermedia-Learning Environment.
Proceedings of the Intelligent Tutoring Systems - 13th International Conference, 2016
Are There Benefits of Using Multiple Pedagogical Agents to Support and Foster Self-Regulated Learning in an Intelligent Tutoring System?
Proceedings of the Intelligent Tutoring Systems - 13th International Conference, 2016
Are Pedagogical Agents' External Regulation Effective in Fostering Learning with Intelligent Tutoring Systems?
Proceedings of the Intelligent Tutoring Systems - 13th International Conference, 2016
2015
CSCL and Learning Analytics: Opportunities to Support Social Interaction, Self-Regulation and Socially Shared Regulation.
Proceedings of the 11th International Conference on Computer Supported Collaborative Learning, 2015
Does prior knowledge reveal cognitive and metacognitive processes during learning with a hypermedia-learning system based on eye-tracking data?
Proceedings of the 37th Annual Meeting of the Cognitive Science Society, 2015
Does the Frequency of Pedagogical Agent Intervention Relate to Learners' Self-Reported Boredom while using Multiagent Intelligent Tutoring Systems?
Proceedings of the 37th Annual Meeting of the Cognitive Science Society, 2015
2014
Can the use of cognitive and metacognitive self-regulated learning strategies be predicted by learners' levels of prior knowledge in hypermedia-learning environments?
Comput. Hum. Behav., 2014
Can Scaffolds from Pedagogical Agents Influence Effective Completion of Sub-Goals during Learning with a Multi-Agent Hypermedia-Learning Environment?
Proceedings of the Learning and Becoming in Practice: Proceedings of the 11th International Conference of the Learning Sciences, 2014
A Study of Subjective Emotions, Self-Regulatory Processes, and Learning Gains: Are Pedagogical Agents Effective in Fostering Learning?
Proceedings of the Learning and Becoming in Practice: Proceedings of the 11th International Conference of the Learning Sciences, 2014
2013
Proceedings of the Workshops at the 16th International Conference on Artificial Intelligence in Education AIED 2013, 2013
2012
The Effectiveness of Pedagogical Agents' Prompting and Feedback in Facilitating Co-adapted Learning with MetaTutor.
Proceedings of the Intelligent Tutoring Systems - 11th International Conference, 2012