J Elizabeth Richey
Biographic Data
| ID | 5791399 |
|---|---|
| NAME | J Elizabeth Richey |
| GIVEN NAMES | J Elizabeth |
| FAMILY NAME | Richey |
| SIGNATURE | RICHEY J E |
| AFFILIATIONS | University of Pittsburgh |
| ORCID | 0000-0002-0045-6855 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 1 |
| AUTHOR COUNT | 5 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2015 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
Gaming the system mediates the relationship between gender and learning outcomes in a digital learning game
Digital learning games have been increasingly adopted in classrooms to facilitate learning and to promote learning outcomes. Contrary to common beliefs, many digital learning games can be more effective for female students than male students in terms of learning and affective outcomes. However, the in-game learning mechanisms that explain these differences remain unclear. In the current study, we re-analyze three retrospective data sets drawn fro…
Mindfulness in a digital math learning game
How instructional context can impact learning with educational technology
There is a tendency to think of the impact of educational technology in a vacuum. However, it is likely that the instructional context in which educational technology is used affects student learning. For instance, outcomes may differ when using educational technology in a classroom versus at home, in a quiet versus noisy environment, or in a context where support is readily available versus not available. The COVID-19 pandemic provided an unexpe…
Knowledge Transfer
Controversy regarding the nature and frequency of knowledge transfer has received significant attention for more than a century, and this debate has sparked advances in our theoretical understanding of transfer as well as educational practices designed to promote it. We review the classical cognitive approach to studying transfer and highlight several important critiques of that approach regarding issues of context, assessment, and individual dif…
When Is It Better to Learn Together? Insights from Research on Collaborative Learning
Gaming the system mediates the relationship between gender and learning outcomes in a digital learning game
Digital learning games have been increasingly adopted in classrooms to facilitate learning and to promote learning outcomes. Contrary to common beliefs, many digital learning games can be more effective for female students than male students in terms of learning and affective outcomes. However, the in-game learning mechanisms that explain these differences remain unclear. In the current study, we re-analyze three retrospective data sets drawn fro…
Knowledge Transfer
Controversy regarding the nature and frequency of knowledge transfer has received significant attention for more than a century, and this debate has sparked advances in our theoretical understanding of transfer as well as educational practices designed to promote it. We review the classical cognitive approach to studying transfer and highlight several important critiques of that approach regarding issues of context, assessment, and individual dif…
When Is It Better to Learn Together? Insights from Research on Collaborative Learning
How instructional context can impact learning with educational technology
There is a tendency to think of the impact of educational technology in a vacuum. However, it is likely that the instructional context in which educational technology is used affects student learning. For instance, outcomes may differ when using educational technology in a classroom versus at home, in a quiet versus noisy environment, or in a context where support is readily available versus not available. The COVID-19 pandemic provided an unexpe…
Mindfulness in a digital math learning game
Gaming the system mediates the relationship between gender and learning outcomes in a digital learning game
Digital learning games have been increasingly adopted in classrooms to facilitate learning and to promote learning outcomes. Contrary to common beliefs, many digital learning games can be more effective for female students than male students in terms of learning and affective outcomes. However, the in-game learning mechanisms that explain these differences remain unclear. In the current study, we re-analyze three retrospective data sets drawn fro…
Psychology (5 works) · Computer Science (3 works) · Innovative Teaching and Learning Methods (3 works) · Mathematics education (3 works) · Pedagogy (3 works) · Cognition (2 works) · Cognitive science (2 works) · Digital Learning (2 works) · Educational game (2 works) · Educational Games and Gamification (2 works)