Michelle Taub
Biographic Data
| ID | 5140251 |
|---|---|
| NAME | Michelle Taub |
| GIVEN NAMES | Michelle |
| FAMILY NAME | Taub |
| SIGNATURE | TAUB M |
| AFFILIATIONS | University of Central Florida |
| ORCID | 0000-0002-6238-1334 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 7 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Effects of instructional design, instructional preferences, and cognitive load on problem solving and knowledge acquisition in a computer-based office simulation
Examining Fraction Performance and Learning Trajectories in Students with Learning Disabilities
Digital game-based interventions have shown promise in improving STEM engagement and conceptual understanding among elementary students. This study focuses on how a game-enhanced, whole-class mathematics intervention influences the fraction performance and conceptual development of students with learning disabilities (LDs). Using a triangulated mixed methods design, we analyzed pre- and post-intervention data from students in intervention and com…
Leveraging student planning in game-based learning environments for self-regulated learning analytics
Effects of Game-Enhanced Supplemental Fraction Curriculum on Student Engagement, Fraction Knowledge, and STEM Interest
People with disabilities are underrepresented in STEM as well as information, communication, and technology (ICT) careers. The underrepresentation of individuals with disabilities in STEM may reflect systemic issues of access. Curricular materials that allow students to demonstrate their current fraction knowledge through multiple means and provide opportunities to share and explain their thinking with others may address issues of access students…
Elementary Teachers’ Perceptions and Enactment of Supplemental, Game-Enhanced Fraction Intervention
Curricula enhanced through the use of digital games can benefit students in their interest and learning of Science, Technology, Engineering, and Mathematics (STEM) concepts. Elementary teachers’ likelihood to embrace and use game-enhanced instructional approaches with integrity in mathematics has not been extensively studied. In this study, a sequential mixed methods design was employed to investigate the feasibility of a game-enhanced supplement…
A Theoretical and Evidence-Based Conceptual Design of MetaDash
Teachers’ ability to self-regulate their own learning is closely related to their competency to enhance self-regulated learning (SRL) in their students. Accordingly, there is emerging research for the design of teacher dashboards that empower instructors by providing access to quantifiable evidence of student performance and SRL processes. Typically, they capture evidence of student learning and performance to be visualized through activity trace…
The agency effect
No prominent works on this page.
The agency effect
A Theoretical and Evidence-Based Conceptual Design of MetaDash
Teachers’ ability to self-regulate their own learning is closely related to their competency to enhance self-regulated learning (SRL) in their students. Accordingly, there is emerging research for the design of teacher dashboards that empower instructors by providing access to quantifiable evidence of student performance and SRL processes. Typically, they capture evidence of student learning and performance to be visualized through activity trace…
Effects of Game-Enhanced Supplemental Fraction Curriculum on Student Engagement, Fraction Knowledge, and STEM Interest
People with disabilities are underrepresented in STEM as well as information, communication, and technology (ICT) careers. The underrepresentation of individuals with disabilities in STEM may reflect systemic issues of access. Curricular materials that allow students to demonstrate their current fraction knowledge through multiple means and provide opportunities to share and explain their thinking with others may address issues of access students…
Elementary Teachers’ Perceptions and Enactment of Supplemental, Game-Enhanced Fraction Intervention
Curricula enhanced through the use of digital games can benefit students in their interest and learning of Science, Technology, Engineering, and Mathematics (STEM) concepts. Elementary teachers’ likelihood to embrace and use game-enhanced instructional approaches with integrity in mathematics has not been extensively studied. In this study, a sequential mixed methods design was employed to investigate the feasibility of a game-enhanced supplement…
Examining Fraction Performance and Learning Trajectories in Students with Learning Disabilities
Digital game-based interventions have shown promise in improving STEM engagement and conceptual understanding among elementary students. This study focuses on how a game-enhanced, whole-class mathematics intervention influences the fraction performance and conceptual development of students with learning disabilities (LDs). Using a triangulated mixed methods design, we analyzed pre- and post-intervention data from students in intervention and com…
Leveraging student planning in game-based learning environments for self-regulated learning analytics
Effects of instructional design, instructional preferences, and cognitive load on problem solving and knowledge acquisition in a computer-based office simulation
Educational Games and Gamification (5 works) · Mathematics education (5 works) · Psychology (5 works) · Cognitive and developmental aspects of mathematical skills (3 works) · Computer Science (3 works) · Cognition (2 works) · Curriculum (2 works) · Data science (2 works) · Innovative Teaching and Learning Methods (2 works) · Instructional design (2 works)