Roger Azevedo
Orcid: 0000-0002-5018-6232
According to our database1,
Roger Azevedo
authored at least 156 papers
between 1995 and 2024.
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Bibliography
2024
Augmenting Deep Neural Networks with Symbolic Educational Knowledge: Towards Trustworthy and Interpretable AI for Education.
Mach. Learn. Knowl. Extr., March, 2024
Exploring Manifestations of Learners' Self-Regulated Tactics and Strategies Across Blended Learning Courses.
IEEE Trans. Learn. Technol., 2024
Exploring Augmented Reality's Role in Enhancing Spatial Perception for Building Facade Retrofit Design for Non-experts.
Proceedings of the IEEE Conference Virtual Reality and 3D User Interfaces, 2024
2023
Investigating the Impact of Augmented Reality and BIM on Retrofitting Training for Non-Experts.
IEEE Trans. Vis. Comput. Graph., November, 2023
Early prediction of student knowledge in game-based learning with distributed representations of assessment questions.
Br. J. Educ. Technol., January, 2023
Augmenting deep neural networks with symbolic knowledge: Towards trustworthy and interpretable AI for education.
CoRR, 2023
Measuring self-regulated learning and the role of AI: Five years of research using multimodal multichannel data.
Comput. Hum. Behav., 2023
Predicting Co-occurring Emotions in MetaTutor when Combining Eye-Tracking and Interaction Data from Separate User Studies.
Proceedings of the LAK 2023: 13th International Learning Analytics and Knowledge Conference, 2023
Proceedings of the LAK 2023: 13th International Learning Analytics and Knowledge Conference, 2023
Proceedings of the Games and Learning Alliance - 12th International Conference, 2023
Proceedings of the 45th Annual International Conference of the IEEE Engineering in Medicine & Biology Society, 2023
2022
IEEE Trans. Affect. Comput., 2022
Proceedings of the Symposium on Spatial User Interaction, 2022
The Effects of an Embodied Pedagogical Agent's Synthetic Speech Accent on Learning Outcomes.
Proceedings of the International Conference on Multimodal Interaction, 2022
Analyzing Information-Gathering Behavioral Sequences During Game-Based Learning Using Auto-recurrence Quantification Analysis.
Proceedings of the Learning and Collaboration Technologies. Designing the Learner and Teacher Experience, 2022
Enhancing Multimodal Goal Recognition in Open-World Games with Natural Language Player Reflections.
Proceedings of the Eighteenth AAAI Conference on Artificial Intelligence and Interactive Digital Entertainment, 2022
Robust Player Plan Recognition in Digital Games with Multi-Task Multi-Label Learning.
Proceedings of the Eighteenth AAAI Conference on Artificial Intelligence and Interactive Digital Entertainment, 2022
Clustering Learner's Metacognitive Judgment Accuracy and Bias to Explore Learning with AIEd Systems.
Proceedings of the Artificial Intelligence in Education - 23rd International Conference, 2022
Leveraging Student Goal Setting for Real-Time Plan Recognition in Game-Based Learning.
Proceedings of the Artificial Intelligence in Education - 23rd International Conference, 2022
Pedagogical Agent Support and Its Relationship to Learners' Self-regulated Learning Strategy Use with an Intelligent Tutoring System.
Proceedings of the Artificial Intelligence in Education - 23rd International Conference, 2022
Scaffolding Self-regulated Learning in Game-Based Learning Environments Based on Complex Systems Theory.
Proceedings of the Artificial Intelligence in Education. Posters and Late Breaking Results, Workshops and Tutorials, Industry and Innovation Tracks, Practitioners' and Doctoral Consortium, 2022
2021
J. Learn. Anal., September, 2021
Improving prediction of students' performance in intelligent tutoring systems using attribute selection and ensembles of different multimodal data sources.
J. Comput. High. Educ., 2021
Predictive Student Modeling in Game-Based Learning Environments with Word Embedding Representations of Reflection.
Int. J. Artif. Intell. Educ., 2021
Investigating Student Reflection during Game-Based Learning in Middle Grades Science.
Proceedings of the LAK'21: 11th International Learning Analytics and Knowledge Conference, 2021
Revealing Data Feature Differences Between System- and Learner-Initiated Self-regulated Learning Processes Within Hypermedia.
Proceedings of the Adaptive Instructional Systems. Design and Evaluation, 2021
Effectiveness of System-Facilitated Monitoring Strategies on Learning in an Intelligent Tutoring System.
Proceedings of the Learning and Collaboration Technologies: New Challenges and Learning Experiences, 2021
Goals Matter: Changes in Metacognitive Judgments and Their Relation to Motivation and Learning with an Intelligent Tutoring System.
Proceedings of the Learning and Collaboration Technologies: New Challenges and Learning Experiences, 2021
Predicting Co-occurring Emotions from Eye-Tracking and Interaction Data in MetaTutor.
Proceedings of the Artificial Intelligence in Education - 22nd International Conference, 2021
Multimodal Multi-Task Stealth Assessment for Reflection-Enriched Game-Based Learning.
Proceedings of the First International Workshop on Multimodal Artificial Intelligence in Education (MAIED 2021) At the 22nd International Conference on Artificial Intelligence in Education (AIED 2021), 2021
Proceedings of the Artificial Intelligence in Education - 22nd International Conference, 2021
Designing Intelligent Systems to Support Medical Diagnostic Reasoning Using Process Data.
Proceedings of the Artificial Intelligence in Education - 22nd International Conference, 2021
Negative emotional dynamics shape cognition and performance with MetaTutor: Toward building affect-aware systems.
Proceedings of the 9th International Conference on Affective Computing and Intelligent Interaction, 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
The Impact of Autonomy and Types of Informational Text Presentations in Game-Based Environments on Learning: Converging Multi-Channel Processes Data and Learning Outcomes.
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
Combining Scripts, Group Awareness Tools and Self-Regulated Learning - Theoretical Implications and Practical Implementations.
Proceedings of the Interdisciplinarity in the Learning Sciences: Proceedings of the 14th International Conference of the Learning Sciences, 2020
Modeling Metacomprehension Monitoring Accuracy with Eye Gaze on Informational Content in a Multimedia Learning Environment.
Proceedings of the ETRA '20: 2020 Symposium on Eye Tracking Research and Applications, 2020
Proceedings of the 13th International Conference on Educational Data Mining, 2020
Can a Composite Metacognitive Judgment Accuracy Score Successfully Capture Performance Variance during Multimedia Learning?
Proceedings of the 42th Annual Meeting of the Cognitive Science Society, 2020
Does Prior Knowledge influence Learners' Cognitive and Metacognitive Strategies over Time during Game-based Learning?
Proceedings of the 42th Annual Meeting of the Cognitive Science Society, 2020
How do Emotions Change during Learning with an Intelligent Tutoring System? Metacognitive Monitoring and Performance with MetaTutor.
Proceedings of the 42th Annual Meeting of the Cognitive Science Society, 2020
Automated Analysis of Middle School Students' Written Reflections During Game-Based Learning.
Proceedings of the Artificial Intelligence in Education - 21st International Conference, 2020
Proceedings of the Thirty-Fourth AAAI Conference on Artificial Intelligence, 2020
2019
Integrating metacognitive judgments and eye movements using sequential pattern mining to understand processes underlying multimedia learning.
Comput. Hum. Behav., 2019
Analyzing Multimodal Multichannel Data about Self-Regulated Learning with Advanced Learning Technologies: Issues and Challenges.
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
Learners' Gaze Behaviors and Metacognitive Judgments with an Agent-Based Multimedia Environment.
Proceedings of the Artificial Intelligence in Education - 20th International Conference, 2019
Examining Gaze Behaviors and Metacognitive Judgments of Informational Text Within Game-Based Learning Environments.
Proceedings of the Artificial Intelligence in Education - 20th International Conference, 2019
Autonomy and Types of Informational Text Presentations in Game-Based Learning Environments.
Proceedings of the Artificial Intelligence in Education - 20th International Conference, 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
Proceedings of the 26th Conference on User Modeling, Adaptation and Personalization, 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
Identifying How Metacognitive Judgments Influence Student Performance During Learning with MetaTutorIVH.
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
Evaluating Adaptive Pedagogical Agents' Prompting Strategies Effect on Students' Emotions.
Proceedings of the Intelligent Tutoring Systems - 14th International Conference, 2018
Filtered Time Series Analyses of Student Problem-Solving Behaviors in Game-based Learning.
Proceedings of the 11th International Conference on Educational Data Mining, 2018
Prediction of Student Achievement Goals and Emotion Valence during Interaction with Pedagogical Agents.
Proceedings of the 17th International Conference on Autonomous Agents and MultiAgent Systems, 2018
Proceedings of the Fourteenth AAAI Conference on Artificial Intelligence and Interactive Digital Entertainment, 2018
Impact of Learner-Centered Affective Dynamics on Metacognitive Judgements and Performance in Advanced Learning Technologies.
Proceedings of the Artificial Intelligence in Education - 19th 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 25th Conference on User Modeling, Adaptation and Personalization, 2017
Proceedings of the 2017 IEEE Symposium Series on Computational Intelligence, 2017
Proceedings of the Seventh International Learning Analytics & Knowledge Conference, 2017
Relevance of learning analytics to measure and support students' learning in adaptive educational technologies.
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
Proceedings of the Artificial Intelligence in Education - 18th International Conference, 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
Examining the predictive relationship between personality and emotion traits and students' agent-directed emotions: towards emotionally-adaptive agent-based learning environments.
User Model. User Adapt. Interact., 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
Can Adaptive Pedagogical Agents' Prompting Strategies Improve Students' Learning and Self-Regulation?
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
A multi-componential analysis of emotions during complex learning with an intelligent multi-agent system.
Comput. Hum. Behav., 2015
Motivation matters: Interactions between achievement goals and agent scaffolding for self-regulated learning within an intelligent tutoring system.
Comput. Hum. Behav., 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
Does Training of Cognitive and Metacognitive Regulatory Processes Enhance Learning and Deployment of Processes with Hypermedia?
Proceedings of the 37th Annual Meeting of the Cognitive Science Society, 2015
Examining the Predictive Relationship Between Personality and Emotion Traits and Learners' Agent-Direct Emotions.
Proceedings of the Artificial Intelligence in Education - 17th International Conference, 2015
2014
Toward a Feature-Driven Understanding of Students' Emotions during Interactions with Agent-Based Learning Environments: A Selective Review.
Int. J. Gaming Comput. Mediat. Simulations, 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
Predicting Affect from Gaze Data during Interaction with an Intelligent Tutoring System.
Proceedings of the Intelligent Tutoring Systems - 12th International Conference, 2014
Understanding Students' Emotions during Interactions with Agent-Based Learning Environments: A Selective Review.
Proceedings of the Intelligent Tutoring Systems - 12th International Conference, 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
Designing for Distributed Regulatory Processes in CSCL.
Proceedings of the 10th International Conference on Computer-Supported Collaborative Learning, 2013
Using Intelligent Multi-Agent Systems to Model and Foster Self-Regulated Learning: A Theoretically-Based Approach Using Markov Decision Process.
Proceedings of the 27th IEEE International Conference on Advanced Information Networking and Applications, 2013
Proceedings of the Workshops at the 16th International Conference on Artificial Intelligence in Education AIED 2013, 2013
Proceedings of the Artificial Intelligence in Education - 16th International Conference, 2013
Proceedings of the Workshops at the 16th International Conference on Artificial Intelligence in Education AIED 2013, 2013
Impact of Different Pedagogical Agents' Adaptive Self-regulated Prompting Strategies on Learning with MetaTutor.
Proceedings of the Artificial Intelligence in Education - 16th International Conference, 2013
Inferring Learning from Gaze Data during Interaction with an Environment to Support Self-Regulated Learning.
Proceedings of the Artificial Intelligence in Education - 16th International Conference, 2013
Proceedings of the Artificial Intelligence in Education - 16th International Conference, 2013
2012
Comput. Hum. Behav., 2012
Automatic Detection of Student Mental Models Based on Natural Language Student Input During Metacognitive Skill Training.
Int. J. Artif. Intell. Educ., 2012
Exploring Relationships between Learners' Affective States, Metacognitive Processes, and Learning Outcomes.
Proceedings of the Intelligent Tutoring Systems - 11th International Conference, 2012
Measuring Learners' Co-Occurring Emotional Responses during Their Interaction with a Pedagogical Agent in MetaTutor.
Proceedings of the Intelligent Tutoring Systems - 11th International Conference, 2012
The Effectiveness of a Pedagogical Agent's Immediate Feedback on Learners' Metacognitive Judgments during Learning with MetaTutor.
Proceedings of the Intelligent Tutoring Systems - 11th International Conference, 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
Identifying Students' Characteristic Learning Behaviors in an Intelligent Tutoring System Fostering Self-Regulated Learning.
Proceedings of the 5th International Conference on Educational Data Mining, 2012
2011
Are Intelligent Pedagogical Agents Effective in Fostering Students' Note-Taking While Learning with a Multi-agent Adaptive Hypermedia Environment?
Proceedings of the Intelligent Virtual Agents - 11th International Conference, 2011
Examining Learners' Emotional Responses to Virtual Pedagogical Agents' Tutoring Strategies.
Proceedings of the Intelligent Virtual Agents - 11th International Conference, 2011
An Investigation of Accuracy of Metacognitive Judgments during Learning with an Intelligent Multi-Agent Hypermedia Environment.
Proceedings of the 33th Annual Meeting of the Cognitive Science Society, 2011
Metacognitive Judgments, Study-Time Allocation and Inferences: The Effect of Multimedia Discrepancies.
Proceedings of the 33th Annual Meeting of the Cognitive Science Society, 2011
Can We Design Artificial Pedagogical Agents to Be Intelligent Enough to Detect, Model, and Foster Regulatory Learning Processes?
Proceedings of the AI*IA 2011: Artificial Intelligence Around Man and Beyond, 2011
2010
Emotions and Motivation on Performance during Multimedia Learning: How Do I Feel and Why Do I Care?
Proceedings of the Intelligent Tutoring Systems, 10th International Conference, 2010
Deciphering the complex nature of log-file data collected during self-regulated learning with MetaTutor.
Proceedings of the Learning in the Disciplines: Proceedings of the 9th International Conference of the Learning Sciences, 2010
Proceedings of the Twenty-Third International Florida Artificial Intelligence Research Society Conference, 2010
Proceedings of the Cognitive and Metacognitive Educational Systems, 2010
Proceedings of the Cognitive and Metacognitive Educational Systems, 2010
The Role of Prompting and Feedback in Facilitating Students' Learning about Science with MetaTutor.
Proceedings of the Cognitive and Metacognitive Educational Systems, 2010
Proceedings of the Cognitive and Metacognitive Educational Systems, 2010
2009
Automatic Detection of Student Mental Models During Prior Knowledge Activation in MetaTutor.
Proceedings of the Educational Data Mining, 2009
Proceedings of the Artificial Intelligence in Education: Building Learning Systems that Care: From Knowledge Representation to Affective Modelling, 2009
Proceedings of the Artificial Intelligence in Education: Building Learning Systems that Care: From Knowledge Representation to Affective Modelling, 2009
Proceedings of the Artificial Intelligence in Education: Building Learning Systems that Care: From Knowledge Representation to Affective Modelling, 2009
Proceedings of the Cognitive and Metacognitive Educational Systems, 2009
Issues in the Measurement of Cognitive and Metacognitive Regulatory Processes Used During Hypermedia Learning.
Proceedings of the Cognitive and Metacognitive Educational Systems, 2009
2008
Monitoring, planning, and self-efficacy during learning with hypermedia: The impact of conceptual scaffolds.
Comput. Hum. Behav., 2008
Exploring differences between gifted and grade-level students' use of self-regulatory learning processes with hypermedia.
Comput. Educ., 2008
The Dynamics of Self-regulatory Processes within Self-and Externally Regulated Learning Episodes During Complex Science Learning with Hypermedia.
Proceedings of the Intelligent Tutoring Systems, 9th International Conference, 2008
Automatic Analyses of Cohesion and Coherence in Human Tutorial Dialogues During Hypermedia: A Comparison among Mental Model Jumpers.
Proceedings of the Intelligent Tutoring Systems, 9th International Conference, 2008
Detecting, Tracking, and Modeling Self-Regulatory Processes during Complex Learning with Hypermedia.
Proceedings of the Biologically Inspired Cognitive Architectures, 2008
2007
The Dynamic Nature of Self-Regulatory Behavior in Self-Regulated Learning and Externally-Regulated Learning Episodes.
Proceedings of the Artificial Intelligence in Education, 2007
The Influence of External-Regulation on Student Generated Questions during Hypermedia Learning.
Proceedings of the Artificial Intelligence in Education, 2007
Workshop on Metacognition and Self-Regulated Learning in ITSs.
Proceedings of the Artificial Intelligence in Education, 2007
Do Various Self-Regulatory Processes Predict Different Hypermedia Learning Outcomes?
Proceedings of the Artificial Intelligence in Education, 2007
Analyzing the Coherence and Cohesion in Human Tutorial Dialogues when Learning with Hypermedia.
Proceedings of the Artificial Intelligence in Education, 2007
2006
Proceedings of the Making a Difference...: Proceedings of the 7th International Conference for the Learning Sciences, 2006
Complex Systems in Education: Conceptual Principles, Methodologies, and Implications for Research in the Learning Sciences.
Proceedings of the Making a Difference...: Proceedings of the 7th International Conference for the Learning Sciences, 2006
Adolescents' Use of Self-regulatory Processes and Their Relation to Qualitative Mental Model Shifts While Using Hypermedia.
Proceedings of the Making a Difference...: Proceedings of the 7th International Conference for the Learning Sciences, 2006
Proceedings of the Making a Difference...: Proceedings of the 7th International Conference for the Learning Sciences, 2006
Is Externally-regulated Learning by a Human Tutor Effective in Facilitating Learning with Hypermedia?
Proceedings of the Making a Difference...: Proceedings of the 7th International Conference for the Learning Sciences, 2006
2005
Adolescents' Use of SRL Behaviors and Their Relation to Qualitative Mental Model Shifts While Using Hypermedia.
Proceedings of the Artificial Intelligence in Education, 2005
Proceedings of the Artificial Intelligence in Education, 2005
Why Is Externally-Regulated Learning More Effective Than Self-Regulated Learning with Hypermedia?
Proceedings of the Artificial Intelligence in Education, 2005
2004
Can Students Collaboratively Use Hypermedia to Learn about Science? The Dynamics of Self-and Other-regulatory Processes in the Classroom.
Proceedings of the Embracing Diversity in the Learning Sciences: Proceedings of the 6th International Conference for the Learning Sciences, 2004
How Does Adaptive Scaffolding Facilitate High School Students' Ability to Regulate Their Learning with Hypermedia?
Proceedings of the Embracing Diversity in the Learning Sciences: Proceedings of the 6th International Conference for the Learning Sciences, 2004
1996
The InforMed Professor: Clinical Instruction of Breast Disease Diagnosis and Management.
Proceedings of the Computer Aided Learning and Instruction in Science and Engineering, 1996
1995
Br. J. Educ. Technol., 1995