J. Elizabeth Richey
Affiliations: | Psychology | University of Pittsburgh, Pittsburgh, PA, United States |
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| McLaren BM, Richey JE, Nguyen H, et al. (2022) How instructional context can impact learning with educational technology: Lessons from a study with a digital learning game Computers & Education. 178: 104366 |
| Richey JE, Andres-Bray JML, Mogessie M, et al. (2019) More confusion and frustration, better learning: The impact of erroneous examples Computers & Education. 139: 173-190 |
| Richey JE, Nokes-Malach TJ, Cohen K. (2018) Collaboration facilitates abstract category learning. Memory & Cognition |
| Richey JE, Bernacki ML, Belenky DM, et al. (2017) Comparing Class- and Task-Level Measures of Achievement Goals The Journal of Experimental Education. 86: 560-578 |
| Nokes-Malach TJ, Richey JE, Gadgil S. (2015) When Is It Better to Learn Together? Insights from Research on Collaborative Learning Educational Psychology Review. 27: 645-656 |
| Bernacki M, Nokes-Malach T, Richey JE, et al. (2014) Science diaries: a brief writing intervention to improve motivation to learn science Educational Psychology |
| Richey JE, Nokes-Malach TJ. (2014) Comparing Four Instructional Techniques for Promoting Robust Knowledge Educational Psychology Review. 27: 181-218 |
| Richey JE, Nokes-Malach TJ. (2013) How much is too much? Learning and motivation effects of adding instructional explanations to worked examples Learning and Instruction. 25: 104-124 |