R
Ruth Wylie
Researcher at Arizona State University
Publications - 42
Citations - 2419
Ruth Wylie is an academic researcher from Arizona State University. The author has contributed to research in topics: Active learning & Learning sciences. The author has an hindex of 10, co-authored 42 publications receiving 1712 citations. Previous affiliations of Ruth Wylie include Carnegie Mellon University.
Papers
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Journal ArticleDOI
The ICAP Framework: Linking Cognitive Engagement to Active Learning Outcomes.
Michelene T. H. Chi,Ruth Wylie +1 more
TL;DR: The ICAP hypothesis as discussed by the authors predicts that as students become more engaged with the learning materials, from passive to active to constructive to interactive, their learning will increase and suggest possible knowledge-change processes that support the hypothesis.
Book ChapterDOI
The Self-Explanation Principle in Multimedia Learning
Ruth Wylie,Michelene T. H. Chi +1 more
TL;DR: This research demonstrates that some learners are natural self-explainers and also indicates that learners can be trained to self- Explaining, however, even when trained, there remain large individual differences in effective self-Explaining.
Journal ArticleDOI
Evolution and Revolution in Artificial Intelligence in Education
Ido Roll,Ruth Wylie +1 more
TL;DR: It is suggested that two parallel strands of research need to take place in order to impact education in the next 25 years: one is an evolutionary process, focusing on current classroom practices, collaborating with teachers, and diversifying technologies and domains, and the other is a revolutionary process.
Journal ArticleDOI
Translating the ICAP Theory of Cognitive Engagement Into Practice.
Michelene T. H. Chi,Joshua Adams,Emily B. Bogusch,Christiana Bruchok,Seokmin Kang,Matthew Lancaster,Roy Levy,Na Li,Katherine L. McEldoon,Glenda S. Stump,Ruth Wylie,Dongchen Xu,David L. Yaghmourian +12 more
TL;DR: A 5-year project to translate ICAP into a theory of instruction using five successive measures discussed, finding that teachers had minimal success in designing Constructive and Interactive activities, but students nevertheless learned significantly more in the context of Constructive than Active activities.