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• Anchored Instruction for Chinese Students: Enhancing Attitudes toward Mathematics

  Shyu, H.Y. (1997). Anchored Instruction for Chinese Students: Enhancing Attitudes toward Mathematics. International Journal of Instructional Media, 24(1), 55-62.

• Anchored Instruction in a Situated Problem Solving Environment

  Lee, M. (2002). Anchored Instruction in a Situated Problem Solving Environment. In P. Barker & S. Rebelsky (Eds.), Proceedings of ED-MEDIA 2002--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 1102-1107). Denver, Colorado, USA: Association for the Advancement of Computing in Education (AACE).

• Scaffolding with Schema for Creating Presentation Documents and Its Evaluation

  Shibata, Y., Kashihara, A. & Hasegawa, S. (2012). Scaffolding with Schema for Creating Presentation Documents and Its Evaluation. In T. Bastiaens & G. Marks (Eds.), Proceedings of E-Learn 2012--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 1 (pp. 2059-2066). Montréal, Quebec, Canada: Association for the Advancement of Computing in Education (AACE).

• Application of Schema Theory to the Instruction of Arithmetic Word Problem Solving Skills

  Tsai, C.j. & Derry, S.J. Application of Schema Theory to the Instruction of Arithmetic Word Problem Solving Skills.

• Schema Theory and Signaling: Implications for Text Design

  Rodriguez, S.R. Schema Theory and Signaling: Implications for Text Design.

• A Social Learning Theory Perspective On Technology Mentoring Program Experiences

  Karabulut, A. (2008). A Social Learning Theory Perspective On Technology Mentoring Program Experiences. In K. McFerrin, R. Weber, R. Carlsen & D. Willis (Eds.), Proceedings of SITE 2008--Society for Information Technology & Teacher Education International Conference (pp. 1446-1451). Las Vegas, Nevada, USA: Association for the Advancement of Computing in Education (AACE).

• Self-Regulated Learning in Web-Based Environments: Instructional Tools Designed to Facilitate Cognitive Strategy Use, Metacognitive Processing, and Motivational Beliefs

  Kauffman, D.F. (2004). Self-Regulated Learning in Web-Based Environments: Instructional Tools Designed to Facilitate Cognitive Strategy Use, Metacognitive Processing, and Motivational Beliefs. Journal of Educational Computing Research, 30(1), 139-161.

• Theory, classroom practice and ICT: Exploring the connections

  Brook, C. & Clarkson, B. (2007). Theory, classroom practice and ICT: Exploring the connections. In C. Montgomerie & J. Seale (Eds.), Proceedings of ED-MEDIA 2007--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 1618-1625). Vancouver, Canada: Association for the Advancement of Computing in Education (AACE).

• Optimizing Learning in a Technology Rich Environment: The Importance of Cognitive and Metacognitive Processing

  Fitzpatrick, C. (2009). Optimizing Learning in a Technology Rich Environment: The Importance of Cognitive and Metacognitive Processing. In I. Gibson, R. Weber, K. McFerrin, R. Carlsen & D. Willis (Eds.), Proceedings of SITE 2009--Society for Information Technology & Teacher Education International Conference (pp. 3636-3643). Charleston, SC, USA: Association for the Advancement of Computing in Education (AACE).

• Instructional Strategies in CAI: Instructional Design Theory Needs

  Ragan, T.J. Instructional Strategies in CAI: Instructional Design Theory Needs.

• Computers, Reading, and Schema Theory: What's the Connection? An Evaluation of Reading Software According to Schema Theory

  Preisinger, R. Computers, Reading, and Schema Theory: What's the Connection? An Evaluation of Reading Software According to Schema Theory.

• A Learning Theory for 21st-Century Students

  Sontag, M. (2009). A Learning Theory for 21st-Century Students. Innovate: Journal of Online Education, 5(4),.

• Click Send to Submit: Exploring the Social Information Processing Theory and Its Impact on Modern Communication

  Sullivan, S. (2012). Click Send to Submit: Exploring the Social Information Processing Theory and Its Impact on Modern Communication. In T. Amiel & B. Wilson (Eds.), Proceedings of EdMedia 2012--World Conference on Educational Media and Technology (pp. 860-865). Denver, Colorado, USA: Association for the Advancement of Computing in Education (AACE).

• A Case Study of Situated Learning with Interactive Digital Storytelling

  Lee, C.W., Huang, J.K., Wang, C.M., Chen, H.C., Lee, P.C., Huang, M.J. & Chin, C.N. (2008). A Case Study of Situated Learning with Interactive Digital Storytelling. In J. Luca & E. Weippl (Eds.), Proceedings of ED-MEDIA 2008--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 1422-1427). Vienna, Austria: Association for the Advancement of Computing in Education (AACE).

• Using Situated Learning and Multimedia to Investigate Higher-Order Thinking

  Herrington, J. & Oliver, R. (1999). Using Situated Learning and Multimedia to Investigate Higher-Order Thinking. Journal of Educational Multimedia and Hypermedia, 8(4), 401-422. Charlottesville, VA: Association for the Advancement of Computing in Education (AACE).

• Situated Mobile Learning in Higher Education

  Lee, Y. & Lee, S. (2008). Situated Mobile Learning in Higher Education. In C. Bonk, M. Lee & T. Reynolds (Eds.), Proceedings of E-Learn 2008--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 1745-1750). Las Vegas, Nevada, USA: Association for the Advancement of Computing in Education (AACE).

• Redesign of the Technology Component of a Japanese Language Course Using a Model of Situated Cognition

  Pan, G. & Wiebe, G. (2003). Redesign of the Technology Component of a Japanese Language Course Using a Model of Situated Cognition. In A. Rossett (Ed.), Proceedings of E-Learn 2003--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 1122-1125). Phoenix, Arizona, USA: Association for the Advancement of Computing in Education (AACE).

• Situated Cognition and Problem-Based Learning: Implications for Learning and Instruction with Technology

  Hung, D. (2002). Situated Cognition and Problem-Based Learning: Implications for Learning and Instruction with Technology. Journal of Interactive Learning Research, 13(4), 393-414. Norfolk, VA: Association for the Advancement of Computing in Education (AACE).

• Anchored Instruction, Situated Cognition, Ill-structured Problem-Solving: A Cognitive Evaluation of Multimedia Case-based Instruction

  Baker, E. (2007). Anchored Instruction, Situated Cognition, Ill-structured Problem-Solving: A Cognitive Evaluation of Multimedia Case-based Instruction. In T. Bastiaens & S. Carliner (Eds.), Proceedings of E-Learn 2007--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 2322-2327). Quebec City, Canada: Association for the Advancement of Computing in Education (AACE).

• SITUATED AND SOCIALLY SHARED COGNITION IN PRACTICE: Designing a Collaborative Network Learning Experience for Adult Learners

  Korhonen, V. (2001). SITUATED AND SOCIALLY SHARED COGNITION IN PRACTICE: Designing a Collaborative Network Learning Experience for Adult Learners. In C. Montgomerie & J. Viteli (Eds.), Proceedings of ED-MEDIA 2001--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 1002-1007). Norfolk, VA USA: Association for the Advancement of Computing in Education (AACE).