A Time For Telling

The ICAP framework: Linking cognitive engagement to active learning outcomes

Chi, M. T. H., & Wylie, R. (2014) · Educational Psychologist · doi:10.1080/00461520.2014.965823 · Cited by 2,911 · see citing works

Scaffolding and Achievement in Problem-Based and Inquiry Learning: A Response to Kirschner, Sweller, and Clark (2006)

HMELO-SILVER, C. E., DUNCAN, R. G., & CHINN, C. A. (2007) · Educational Psychologist · doi:10.1080/00461520701263368 · Cited by 2,641 · see citing works

Does discovery-based instruction enhance learning?

Alfieri, L., Brooks, P. J., Aldrich, N. J., & Tenenbaum, H. R. (2011) · Journal of Educational Psychology · doi:10.1037/a0021017 · Cited by 1,338 · see citing works

Designing for Productive Failure

Kapur, M., & Bielaczyc, K. (2012) · Journal of the Learning Sciences · doi:10.1080/10508406.2011.591717 · Cited by 674 · see citing works

Examining Productive Failure, Productive Success, Unproductive Failure, and Unproductive Success in Learning

Kapur, M. (2016) · Educational Psychologist · doi:10.1080/00461520.2016.1155457 · Cited by 523 · see citing works

Why Minimally Guided Teaching Techniques Do Not Work: A Reply to Commentaries

SWELLER, J., KIRSCHNER, P. A., & CLARK, R. E. (2007) · Educational Psychologist · doi:10.1080/00461520701263426 · Cited by 434 · see citing works

The Roles of Mental Animations and External Animations in Understanding Mechanical Systems

Hegarty, M., Kriz, S., & Cate, C. (2003) · Cognition and Instruction · doi:10.1207/s1532690xci2104_1 · Cited by 404 · see citing works

Why Instructional Explanations Often Do Not Work: A Framework for Understanding the Effectiveness of Instructional Explanations

Wittwer, J., & Renkl, A. (2008) · Educational Psychologist · doi:10.1080/00461520701756420 · Cited by 277 · see citing works

Jumping the PBL Implementation Hurdle: Supporting the Efforts of K–12 Teachers

Ertmer, P. A., & Simons, K. D. (2006) · Interdisciplinary Journal of Problem-Based Learning · doi:10.7771/1541-5015.1005 · Cited by 262 · see citing works

When Problem Solving Followed by Instruction Works: Evidence for Productive Failure

Sinha, T., & Kapur, M. (2021) · Review of Educational Research · doi:10.3102/00346543211019105 · Cited by 212 · see citing works

The worked example effect, the generation effect, and element interactivity.

Chen, O., Kalyuga, S., & Sweller, J. (2015) · Journal of Educational Psychology · doi:10.1037/edu0000018 · Cited by 167 · see citing works

Self-Regulated Learning in Learning Environments With Pedagogical Agents That Interact in Natural Language

GRAESSER, A., & McNAMARA, D. (2010) · Educational Psychologist · doi:10.1080/00461520.2010.515933 · Cited by 153 · see citing works

On the Benefits of Seeking (and Avoiding) Help in Online Problem-Solving Environments

Roll, I., Baker, R. S. J. D., Aleven, V., & Koedinger, K. R. (2014) · Journal of the Learning Sciences · doi:10.1080/10508406.2014.883977 · Cited by 109 · see citing works

Problem-solving or Explicit Instruction: Which Should Go First When Element Interactivity Is High?

Ashman, G., Kalyuga, S., & Sweller, J. (2020) · Educational Psychology Review · doi:10.1007/s10648-019-09500-5 · Cited by 103 · see citing works

Teaching with student response systems in elementary and secondary education settings: A survey study

Penuel, W. R., Boscardin, C. K., Masyn, K., & Crawford, V. M. (2007) · Educational Technology Research and Development · doi:10.1007/s11423-006-9023-4 · Cited by 97 · see citing works

Sequential effects of high and low instructional guidance on children’s acquisition of experimentation skills: Is it all in the timing?

Matlen, B. J., & Klahr, D. (2013) · Instructional Science · doi:10.1007/s11251-012-9248-z · Cited by 96 · see citing works

How do students use <scp>ChatGPT</scp> as a writing support?

Levine, S., Beck, S. W., Mah, C., Phalen, L., & PIttman, J. (2025) · Journal of Adolescent &amp; Adult Literacy · doi:10.1002/jaal.1373 · Cited by 83 · see citing works

A systematic review of interleaving as a concept learning strategy

Firth, J., Rivers, I., & Boyle, J. (2021) · Review of Education · doi:10.1002/rev3.3266 · Cited by 65 · see citing works

Lighting the wick in the candle of learning: generating a prediction stimulates curiosity

Brod, G., & Breitwieser, J. (2019) · npj Science of Learning · doi:10.1038/s41539-019-0056-y · Cited by 60 · see citing works

The effects of different levels of disfluency on learning outcomes and cognitive load

Seufert, T., Wagner, F., & Westphal, J. (2017) · Instructional Science · doi:10.1007/s11251-016-9387-8 · Cited by 56 · see citing works

Invention Versus Direct Instruction: For Some Content, It’s a Tie

Chase, C. C., & Klahr, D. (2017) · Journal of Science Education and Technology · doi:10.1007/s10956-017-9700-6 · Cited by 52 · see citing works

When should guidance be presented in physics instruction?

Hsu, C.-Y., Kalyuga, S., & Sweller, J. (2015) · Archives of Scientific Psychology · doi:10.1037/arc0000012 · Cited by 44 · see citing works

The expertise reversal effect in prompting focused processing of instructional explanations

Roelle, J., & Berthold, K. (2013) · Instructional Science · doi:10.1007/s11251-012-9247-0 · Cited by 40 · see citing works

How preparation-for-learning with a worked versus an open inventing problem affect subsequent learning processes in pre-service teachers

Glogger-Frey, I., Treier, A.-K., & Renkl, A. (2022) · Instructional Science · doi:10.1007/s11251-022-09577-6 · Cited by 19 · see citing works

The role of the ‘think-pair-share’ active learning strategy in influencing content knowledge and self-confidence of undergraduate students in a large enrollment geoscience course

Manda, A. K. (2025) · Journal of Geoscience Education · doi:10.1080/10899995.2024.2419308 · Cited by 1 · see citing works