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Student Usage Predicts Treatment Effect Heterogeneity in the Cognitive Tutor Algebra I Program.

, , and . EDM, page 207-214. International Educational Data Mining Society (IEDMS), (2016)

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Using the Open Science Framework to promote Open Science in Education Research., and . EDM, International Educational Data Mining Society, (2022)Benefit of Gamification for Persistent Learners: Propensity to Replay Problems Moderates Algebra-Game Effectiveness., , , and . L@S, page 164-173. ACM, (2023)Automatic Interpretable Personalized Learning., , , and . L@S, page 1-11. ACM, (2022)Using Big Data to Sharpen Design-Based Inference in A/B Tests., , , and . EDM, International Educational Data Mining Society (IEDMS), (2018)The effect of teachers reassigning students to new Cognitive Tutor sections., and . EDM, International Educational Data Mining Society, (2020)Effective Evaluation of Online Learning Interventions with Surrogate Measures., , , and . EDM, International Educational Data Mining Society, (2023)Using Big Data to Sharpen Design-Based Inference in A/B Tests. (2018)Discovering 'Tough Love' Interventions Despite Dropout., , , , and . EDM, page 650-651. International Educational Data Mining Society (IEDMS), (2016)Student Usage Predicts Treatment Effect Heterogeneity in the Cognitive Tutor Algebra I Program., , and . EDM, page 207-214. International Educational Data Mining Society (IEDMS), (2016)More Powerful A/B Testing Using Auxiliary Data and Deep Learning., , , , and . AIED (2), volume 13356 of Lecture Notes in Computer Science, page 524-527. Springer, (2022)