 | 2011 |
|---|
| 9 |       | Mirweis Sangin,
Gaëlle Molinari,
Marc-Antoine Nüssli,
Pierre Dillenbourg:
Facilitating peer knowledge modeling: Effects of a knowledge awareness tool on collaborative learning outcomes and processes.
Computers in Human Behavior 27(3): 1059-1067 (2011) |
| 2008 |
|---|
| 8 | | Gaëlle Molinari,
Mirweis Sangin,
Pierre Dillenbourg:
When Co-learners Work on Complementary Texts: Effects on Outcome Convergence.
EC-TEL 2008: 304-311 |
| 7 | | Mirweis Sangin,
Gaëlle Molinari,
Marc-Antoine Nüssli,
Pierre Dillenbourg:
Knowing What the Peer Knows: The Differential Effect of Knowledge Awareness on Collaborative Learning Performance of Asymmetric Pairs.
EC-TEL 2008: 384-394 |
| 6 | | Mirweis Sangin,
Gaëlle Molinari,
Marc-Antoine Nüssli,
Pierre Dillenbourg:
How learners use awareness cues about their peer's knowledge?: insights from synchronized eye-tracking data.
ICLS (2) 2008: 287-294 |
| 5 | | Gaëlle Molinari,
Mirweis Sangin,
Marc-Antoine Nüssli,
Pierre Dillenbourg:
Effects of knowledge interdependence with the partner on visual and action transactivity in collaborative concept mapping.
ICLS (2) 2008: 91-98 |
| 4 | | Mirweis Sangin,
Pierre Dillenbourg,
Cyril Rebetez,
Mireille Bétrancourt,
Gaëlle Molinari:
The effects of animations on verbal interaction in computer supported collaborative learning.
J. Comp. Assisted Learning 24(5): 394-406 (2008) |
| 2007 |
|---|
| 3 | | Gaëlle Molinari,
Patrick Jermann,
Pierre Dillenbourg:
Source memorization in chat interactions.
CSCL 2007: 519-521 |
| 2 | | Mirweis Sangin,
Nicolas Nova,
Gaëlle Molinari,
Pierre Dillenbourg:
Partner modeling is mutual.
CSCL 2007: 625-632 |
| 1 | | Kristine Lund,
Gaëlle Molinari,
Arnauld Séjourné,
Michael Baker:
How do argumentation diagrams compare when student pairs use them as a means for debate or as a tool for representing debate?
I. J. Computer-Supported Collaborative Learning 2(2-3): 273-295 (2007) |
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