Search results for author:"Candace Walkington"
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Using Adaptive Learning Technologies to Personalize Instruction to Student Interests: The Impact of Relevant Contexts on Performance and Learning Outcomes
Journal of Educational Psychology Vol. 105, No. 4 (November 2013) pp. 932–945
Adaptive learning technologies are emerging in educational settings as a means to customize instruction to learners' background, experiences, and prior knowledge. Here, a technology-based personalization intervention within an intelligent tutoring...
Considering Cognitive Factors in Interest Research: Context Personalization and Illustrations in Math Curricula
Annual Meeting of the International Group for the Psychology of Mathematics Education--North American Chapter (PME-NA) 2016 (2016)
This paper examines two factors that have been shown in previous literature to enhance students' interest in learning mathematics--personalization of problems to students' interest areas, and the addition of visual representations such as decorative ...
Actions speak louder with words: The roles of action and pedagogical language for grounding mathematical proof
Mitchell J. Nathan; Candace Walkington; Rebecca Boncoddo; Elizabeth Pier; Caroline C. Williams; Martha W. Alibali
Learning and Instruction Vol. 33, No. 1 (October 2014) pp. 182–193
Theories of grounded and embodied cognition posit that situated actions are central constituents in cognitive processes. We investigate whether grounding actions influence reasoning, and how pedagogical language influences the action–cognition...