Nicholas Mudrick
Orcid: 0000-0002-3558-9850
According to our database1,
Nicholas Mudrick
authored at least 22 papers
between 2014 and 2019.
Collaborative distances:
Collaborative distances:
Timeline
Legend:
Book In proceedings Article PhD thesis Dataset OtherLinks
On csauthors.net:
Bibliography
2019
Integrating metacognitive judgments and eye movements using sequential pattern mining to understand processes underlying multimedia learning.
Comput. Hum. Behav., 2019
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
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 2017 IEEE Symposium Series on Computational Intelligence, 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 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
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 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 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