| More confusion and frustration, better learning: The impact of erroneous examples JE Richey, JML Andres-Bray, M Mogessie, R Scruggs, JMAL Andres, ... Computers & Education 139, 173-190, 2019 | 112 | 2019 |
| Studying MOOC completion at scale using the MOOC replication framework JML Andres, RS Baker, D Gašević, G Siemens, SA Crossley, ... Proceedings of the 8th international conference on learning analytics and …, 2018 | 57 | 2018 |
| Gaming and confrustion explain learning advantages for a math digital learning game JE Richey, J Zhang, R Das, JM Andres-Bray, R Scruggs, M Mogessie, ... International conference on artificial intelligence in education, 342-355, 2021 | 49 | 2021 |
| Replicating 21 findings on student success in online learning JML Andres, R Baker, G Siemens, D Gasevic, C Spann Technology, Instruction, Cognition and Learning (TICL) 10 (4), 313-333, 2017 | 44 | 2017 |
| Replicating MOOC predictive models at scale J Gardner, C Brooks, JM Andres, R Baker Proceedings of the Fifth Annual ACM Conference on Learning at Scale, 1-10, 2018 | 38 | 2018 |
| Predicting Student Retention from Behavior in an Online Orientation Course. S Kai, JML Andres, L Paquette, RS Baker, K Molnar, H Watkins, M Moore International Educational Data Mining Society, 2017 | 38 | 2017 |
| MORF: A framework for predictive modeling and replication at scale with privacy-restricted MOOC data J Gardner, C Brooks, JM Andres, RS Baker 2018 IEEE International Conference on Big Data (Big Data), 3235-3244, 2018 | 32 | 2018 |
| Affect dynamics in military trainees using vMedic: From engaged concentration to boredom to confusion J Ocumpaugh, JM Andres, R Baker, J DeFalco, L Paquette, J Rowe, ... International conference on artificial intelligence in education, 238-249, 2017 | 30 | 2017 |
| Controlled outputs, full data: A privacy‐protecting infrastructure for MOOC data S Hutt, RS Baker, MM Ashenafi, JM Andres‐Bray, C Brooks British Journal of Educational Technology 53 (4), 756-775, 2022 | 28 | 2022 |
| Towards adapting to learners at scale: integrating MOOC and intelligent tutoring frameworks V Aleven, J Sewall, JM Andres, R Sottilare, R Long, R Baker Proceedings of the fifth annual ACM conference on learning at scale, 1-4, 2018 | 26 | 2018 |
| Wheel-spinning in a game-based learning environment for physics TD Palaoag, MMT Rodrigo, JML Andres, JMAL Andres, JE Beck International Conference on Intelligent Tutoring Systems, 234-239, 2016 | 24 | 2016 |
| An exploratory analysis of confusion among students using Newton’s playground JM ANDRES, MM RODRIGO, J Sugay, R BAKER, L Paquette, V SHUTE, ... International Conference on Computers in Education, 2014 | 23 | 2014 |
| Gaming the system mediates the relationship between gender and learning outcomes in a digital learning game RS Baker, JE Richey, J Zhang, S Karumbaiah, JM Andres-Bray, ... Instructional Science 53 (2), 203-238, 2025 | 22 | 2025 |
| Automated identification of verbally abusive behaviors in online discussions S Joksimovic, RS Baker, J Ocumpaugh, JML Andres, I Tot, EY Wang, ... Proceedings of the third workshop on abusive language online, 36-45, 2019 | 22 | 2019 |
| Integrating MOOCS and intelligent tutoring systems: edx, gift, and ctat V Aleven, R Baker, N Blomberg, JM Andres, J Sewall, Y Wang, ... 5th Annual Generalized Intelligent Framework for Tutoring Users Symposium, 11-21, 2017 | 22 | 2017 |
| Confrustion and gaming while learning with erroneous examples in a decimals game M Mogessie, J Elizabeth Richey, BM McLaren, JML Andres-Bray, ... International Conference on Artificial Intelligence in Education, 208-213, 2020 | 19 | 2020 |
| Analyzing Student Action Sequences and Affect While Playing Physics Playground. JML Andres, MMT Rodrigo, RS Baker, L Paquette, VJ Shute, M Ventura EDM (Workshops), 2015 | 19 | 2015 |
| A comparison of hints vs. scaffolding in a MOOC with adult learners Y Zhou, JM Andres-Bray, S Hutt, K Ostrow, RS Baker International Conference on Artificial Intelligence in Education, 427-432, 2021 | 17 | 2021 |
| The Incidence and persistence of affective states while playing Newton’s playground JML Andres, MMT Rodrigo | 16 | 2014 |
| Confrustion in Learning from Erroneous Examples: Does Type of Prompted Self-explanation Make a Difference? JE Richey, BM McLaren, M Andres-Bray, M Mogessie, R Scruggs, ... International Conference on Artificial Intelligence in Education, 445-457, 2019 | 12 | 2019 |
Ryan BakerAdelaide UniversityVerified email at upenn.edu
