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1
Teachable Agent Improves Affect Regulation: Evidence from Betty's Brain
Teachable Agent Improves Affect Regulation: Evidence from Betty's Brain
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Teachable Agent Improves Affect Regulation: Evidence from Betty's Brain

Educational Technology ＆ Society, 2021-07, Vol.24 (3), p.194-209 [Peer Reviewed Journal]

COPYRIGHT 2021 International Forum of Educational Technology & Society ;ISSN: 1176-3647 ;ISSN: 1436-4522 ;EISSN: 1436-4522 ;DOI: 10.30191/ETS.202107_24(3).0014

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2
Reviewing assessment of student learning in interdisciplinary STEM education
Reviewing assessment of student learning in interdisciplinary STEM education
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Reviewing assessment of student learning in interdisciplinary STEM education

International journal of STEM education, 2020-06, Vol.7 (1), p.1-14, Article 24 [Peer Reviewed Journal]

The Author(s) 2020 ;The Author(s) 2020. This work is published under http://creativecommons.org/licenses/by/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;ISSN: 2196-7822 ;EISSN: 2196-7822 ;DOI: 10.1186/s40594-020-00225-4

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3
Individual differences in naturally occurring affect predict conceptual breadth: evidence for the importance of arousal by valence interactions
Individual differences in naturally occurring affect predict conceptual breadth: evidence for the importance of arousal by valence interactions
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Individual differences in naturally occurring affect predict conceptual breadth: evidence for the importance of arousal by valence interactions

Cognitive research: principles and implications, 2022-11, Vol.7 (1), p.98-98, Article 98 [Peer Reviewed Journal]

The Author(s) 2022 ;2022. The Author(s). ;The Author(s) 2022. This work is published under http://creativecommons.org/licenses/by/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;ISSN: 2365-7464 ;EISSN: 2365-7464 ;DOI: 10.1186/s41235-022-00447-w ;PMID: 36399209

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4
The association between metamemory, subjective memory complaints, mood, and well-being: the Hungarian validation of Multifactorial Memory Questionnaire
The association between metamemory, subjective memory complaints, mood, and well-being: the Hungarian validation of Multifactorial Memory Questionnaire
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The association between metamemory, subjective memory complaints, mood, and well-being: the Hungarian validation of Multifactorial Memory Questionnaire

Cognitive research: principles and implications, 2023-02, Vol.8 (1), p.15-15, Article 15 [Peer Reviewed Journal]

The Author(s) 2023 ;2023. The Author(s). ;The Author(s) 2023. This work is published under http://creativecommons.org/licenses/by/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;ISSN: 2365-7464 ;EISSN: 2365-7464 ;DOI: 10.1186/s41235-023-00469-y ;PMID: 36786909

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5
A review of affective chemistry education research and its implications for future research
A review of affective chemistry education research and its implications for future research
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A review of affective chemistry education research and its implications for future research

Chemistry Education Research and Practice, 2020-07, Vol.21 (3), p.698-713 [Peer Reviewed Journal]

Copyright Royal Society of Chemistry 2020 ;ISSN: 1109-4028 ;ISSN: 1756-1108 ;EISSN: 1109-4028 ;DOI: 10.1039/c9rp00200f

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6
Fostering Weight Status Understanding among Exercise Science and Health Students by Simulating Common Physical Activities with Additional Body Mass
Fostering Weight Status Understanding among Exercise Science and Health Students by Simulating Common Physical Activities with Additional Body Mass
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Fostering Weight Status Understanding among Exercise Science and Health Students by Simulating Common Physical Activities with Additional Body Mass

Advances in physiology education, 2023-09, Vol.47 (3), p.399-408 [Peer Reviewed Journal]

Copyright American Physiological Society Sep 2023 ;ISSN: 1043-4046 ;EISSN: 1522-1229 ;DOI: 10.1152/advan.00255.2022 ;PMID: 37078525

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7
Identification of Action Units Related to Affective States in a Tutoring System for Mathematics
Identification of Action Units Related to Affective States in a Tutoring System for Mathematics
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Identification of Action Units Related to Affective States in a Tutoring System for Mathematics

Educational technology & society, 2016-04, Vol.19 (2), p.77-86 [Peer Reviewed Journal]

Copyright 2016 by International Forum of Educational Technology & Society (IFETS) ;COPYRIGHT 2016 International Forum of Educational Technology & Society ;COPYRIGHT 2016 International Forum of Educational Technology & Society ;2016. This work is published under https://creativecommons.org/licenses/by-nc-nd/3.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;ISSN: 1176-3647 ;ISSN: 1436-4522 ;EISSN: 1436-4522

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8
Social studies and history curriculum assessment in colleges of education in Ghana: Reflective practices of teacher educators
Social studies and history curriculum assessment in colleges of education in Ghana: Reflective practices of teacher educators
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Social studies and history curriculum assessment in colleges of education in Ghana: Reflective practices of teacher educators

Cogent education, 2023-12, Vol.10 (1) [Peer Reviewed Journal]

2023 The Author(s). This open access article is distributed under a Creative Commons Attribution (CC-BY) 4.0 license. 2023 ;2023 The Author(s). This open access article is distributed under a Creative Commons Attribution (CC-BY) 4.0 license. This work is licensed under the Creative Commons Attribution License http://creativecommons.org/licenses/by/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;ISSN: 2331-186X ;EISSN: 2331-186X ;DOI: 10.1080/2331186X.2023.2175515

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9
Construction of Multi-mode Affective Learning System: Taking Affective Design as an Example
Construction of Multi-mode Affective Learning System: Taking Affective Design as an Example
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Construction of Multi-mode Affective Learning System: Taking Affective Design as an Example

Educational technology & society, 2016-04, Vol.19 (2), p.132-147 [Peer Reviewed Journal]

Copyright 2016 by International Forum of Educational Technology & Society (IFETS) ;COPYRIGHT 2016 International Forum of Educational Technology & Society ;COPYRIGHT 2016 International Forum of Educational Technology & Society ;2016. This work is published under https://creativecommons.org/licenses/by-nc-nd/3.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;ISSN: 1176-3647 ;ISSN: 1436-4522 ;EISSN: 1436-4522

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10
Satisfaction and Performance of the International Faculty: To What Extent Emotional Reactions and Conflict Matter?
Satisfaction and Performance of the International Faculty: To What Extent Emotional Reactions and Conflict Matter?
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Satisfaction and Performance of the International Faculty: To What Extent Emotional Reactions and Conflict Matter?

SAGE open, 2021-07, Vol.11 (3), p.215824402110305 [Peer Reviewed Journal]

The Author(s) 2021 ;The Author(s) 2021. This work is licensed under the Creative Commons Attribution License https://creativecommons.org/licenses/by/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;ISSN: 2158-2440 ;EISSN: 2158-2440 ;DOI: 10.1177/21582440211030598

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11
The Effects of Positive and Negative Mood on Cognition and Motivation in Multimedia Learning Environment
The Effects of Positive and Negative Mood on Cognition and Motivation in Multimedia Learning Environment
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The Effects of Positive and Negative Mood on Cognition and Motivation in Multimedia Learning Environment

Educational technology & society, 2016-04, Vol.19 (2), p.104-115 [Peer Reviewed Journal]

Copyright 2016 by International Forum of Educational Technology & Society (IFETS) ;COPYRIGHT 2016 International Forum of Educational Technology & Society ;COPYRIGHT 2016 International Forum of Educational Technology & Society ;2016. This work is published under https://creativecommons.org/licenses/by-nc-nd/3.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;ISSN: 1176-3647 ;ISSN: 1436-4522 ;EISSN: 1436-4522

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12
Precision education via timely intervention in K-12 computer programming course to enhance programming skill and affective-domain learning objectives
Precision education via timely intervention in K-12 computer programming course to enhance programming skill and affective-domain learning objectives
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Precision education via timely intervention in K-12 computer programming course to enhance programming skill and affective-domain learning objectives

International journal of STEM education, 2023-12, Vol.10 (1), p.52-19, Article 52 [Peer Reviewed Journal]

The Author(s) 2023 ;The Author(s) 2023. This work is published under http://creativecommons.org/licenses/by/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;ISSN: 2196-7822 ;EISSN: 2196-7822 ;DOI: 10.1186/s40594-023-00444-5

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13
Attitudes Related to Students' Performance in Statistics in University Programs in Argentina
Attitudes Related to Students' Performance in Statistics in University Programs in Argentina
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Attitudes Related to Students' Performance in Statistics in University Programs in Argentina

Statistics education research journal, 2021-12, Vol.20 (2), p.1 [Peer Reviewed Journal]

COPYRIGHT 2021 International Association for Statistical Education ;ISSN: 1570-1824 ;EISSN: 1570-1824 ;DOI: 10.52041/serj.v20i2.356

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14
Exploring self-regulated learning through differentiated feedback
Exploring self-regulated learning through differentiated feedback
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Exploring self-regulated learning through differentiated feedback

Cogent education, 2023-12, Vol.10 (1) [Peer Reviewed Journal]

2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. 2023 ;2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. This work is licensed under the Creative Commons Attribution License http://creativecommons.org/licenses/by/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;ISSN: 2331-186X ;EISSN: 2331-186X ;DOI: 10.1080/2331186X.2023.2212113

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15
Arts-Based Critical Service-Learning Experiences as Transformative Pedagogy
Arts-Based Critical Service-Learning Experiences as Transformative Pedagogy
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Arts-Based Critical Service-Learning Experiences as Transformative Pedagogy

Journal of Pedagogy, 2022-12, Vol.13 (2), p.29-53 [Peer Reviewed Journal]

2022. This work is published under http://creativecommons.org/licenses/by-nc-nd/4.0 (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;ISSN: 1338-2144 ;ISSN: 1338-1563 ;EISSN: 1338-2144 ;EISSN: 1338-1563 ;DOI: 10.2478/jped-2022-0007

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16
Anthropomorphizing malware, bots, and servers with human-like images and dialogues: the emotional design effects in a multimedia learning environment
Anthropomorphizing malware, bots, and servers with human-like images and dialogues: the emotional design effects in a multimedia learning environment
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Anthropomorphizing malware, bots, and servers with human-like images and dialogues: the emotional design effects in a multimedia learning environment

Smart learning environments, 2022-01, Vol.9 (1), p.1-27, Article 5 [Peer Reviewed Journal]

The Author(s) 2022 ;The Author(s) 2022. This work is published under http://creativecommons.org/licenses/by/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;ISSN: 2196-7091 ;EISSN: 2196-7091 ;DOI: 10.1186/s40561-022-00187-w

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17
The influence of in-groups and out-groups on the theory-of-mind processing: evidence from different ethnic college students
The influence of in-groups and out-groups on the theory-of-mind processing: evidence from different ethnic college students
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The influence of in-groups and out-groups on the theory-of-mind processing: evidence from different ethnic college students

Cognitive research: principles and implications, 2023-01, Vol.8 (1), p.5-5, Article 5 [Peer Reviewed Journal]

The Author(s) 2023 ;2023. The Author(s). ;The Author(s) 2023. This work is published under http://creativecommons.org/licenses/by/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;ISSN: 2365-7464 ;EISSN: 2365-7464 ;DOI: 10.1186/s41235-023-00461-6 ;PMID: 36690778

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18
Pre-service Physics Teachers' Beliefs about Learning Physics and Their Learning Achievement in Physics
Pre-service Physics Teachers' Beliefs about Learning Physics and Their Learning Achievement in Physics
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Pre-service Physics Teachers' Beliefs about Learning Physics and Their Learning Achievement in Physics

Asia-Pacific Science Education, 2021-12, Vol.7 (2), p.500-521 [Peer Reviewed Journal]

Copyright 2021 by Hong-Jeong Kim and Sungmin Im ;2021. This work is published under https://creativecommons.org/licenses/by/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;ISSN: 2364-1177 ;EISSN: 2364-1177 ;DOI: 10.1163/23641177-bja10038

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19
KAPEAN: Understanding Affective States of Children with ADHD
KAPEAN: Understanding Affective States of Children with ADHD
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KAPEAN: Understanding Affective States of Children with ADHD

Educational technology & society, 2016-04, Vol.19 (2), p.18-28 [Peer Reviewed Journal]

Copyright 2016 by International Forum of Educational Technology & Society (IFETS) ;COPYRIGHT 2016 International Forum of Educational Technology & Society ;COPYRIGHT 2016 International Forum of Educational Technology & Society ;2016. This work is published under https://creativecommons.org/licenses/by-nc-nd/3.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;ISSN: 1176-3647 ;ISSN: 1436-4522 ;EISSN: 1436-4522

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20
Design and Implementation of Technology Enabled Affective Learning Using Fusion of Bio-physical and Facial Expression
Design and Implementation of Technology Enabled Affective Learning Using Fusion of Bio-physical and Facial Expression
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Design and Implementation of Technology Enabled Affective Learning Using Fusion of Bio-physical and Facial Expression

Educational technology & society, 2016-10, Vol.19 (4), p.112-125 [Peer Reviewed Journal]

COPYRIGHT 2016 International Forum of Educational Technology & Society ;COPYRIGHT 2016 International Forum of Educational Technology & Society ;2016. This work is published under https://creativecommons.org/licenses/by-nc-nd/3.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;ISSN: 1176-3647 ;ISSN: 1436-4522 ;EISSN: 1436-4522

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