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Translating the ICAP Theory of Cognitive Engagement Into Practice

https://doi.org/10.1111/cogs.12626
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What this work says

Outgoing claims: the papers this work cites, builds on, or argues with.

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Differentiated Overt Learning Activities for Effective Instruction in Engineering Classrooms
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Transforming Misconceptions: Using Transformative Experience to Promote Positive Affect and Conceptual Change in Students Learning About Biological Evolution
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Influences on Achievement: Goals, Perceived Ability, and Cognitive Engagement
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A Comparison of Self-Explanation and Elaborative Interrogation
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Academic Emotions and Student Engagement
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Active Learning
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Self-regulating academic learning and achievement: The emergence of a social cognitive perspective
inferredcites →https://doi.org/10.1007/bf02942400openalex-snapshot
International perspectives on the design of technology-supported learning environments
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A Critical Discussion of Deep and Surface Processing: What It Means, How It Is Measured, the Role of Context, and Model Specification
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“Pluto Has Been a Planet My Whole Life!” Emotions, Attitudes, and Conceptual Change in Elementary Students’ Learning about Pluto’s Reclassification
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Deliberative Discourse Idealized and Realized: Accountable Talk in the Classroom and in Civic Life
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Stupid Tutoring Systems, Intelligent Humans
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Levels of processing in human memory
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Peer education: The untapped potential
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Motivation and creativity: Toward a synthesis of structural and energistic approaches to cognition
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Engaging with others’ mathematical ideas: Interrelationships among student participation, teachers’ instructional practices, and learning
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Gaze tutor: A gaze-reactive intelligent tutoring system
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Selective effects of explanation on learning during early childhood
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Levels of processing: A framework for memory research
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Probing adults' conceptual understanding and transfer of learning via problem posing
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The function of gesture in learning to count: more than keeping track
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The quality of talk in children's collaborative activity in the classroom
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Motivational processes affecting learning.
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Motivation in the classroom: Reciprocal effects of teacher behavior and student engagement across the school year.
inferredcites →https://doi.org/10.1037/0022-0663.87.3.406openalex-snapshot
Constructive activity and learning in collaborative small groups.
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Practicing versus inventing with contrasting cases: The effects of telling first on learning and transfer.
inferredcites →https://doi.org/10.1073/pnas.1319030111openalex-snapshot
Active learning increases student performance in science, engineering, and mathematics
inferredcites →https://doi.org/10.1080/00461520.2010.517150openalex-snapshot
Improving Measurements of Self-Regulated Learning
inferredcites →https://doi.org/10.1080/00461520.2012.695709openalex-snapshot
Seeing Deep Structure From the Interactions of Surface Features
inferredcites →https://doi.org/10.1080/00461520.2014.1002924openalex-snapshot
The Challenges of Defining and Measuring Student Engagement in Science
inferredcites →https://doi.org/10.1080/00461520.2014.965823openalex-snapshot
The ICAP Framework: Linking Cognitive Engagement to Active Learning Outcomes
inferredcites →https://doi.org/10.1080/00461520.2014.989230openalex-snapshot
Measuring Cognitive Engagement With Self-Report Scales: Reflections From Over 20 Years of Research
inferredcites →https://doi.org/10.1080/00461520.2014.999919openalex-snapshot
Operationalizing and Detecting Disengagement Within Online Science Microworlds
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Current trends and missing links in studies on teacher professional development in science education: a review of design features and quality of research
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‘Explain to your partner’: teachers' instructional practices and students' dialogue in small groups
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Observing Tutorial Dialogues Collaboratively: Insights About Human Tutoring Effectiveness From Vicarious Learning
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When Are Tutorial Dialogues More Effective Than Reading?
inferredcites →https://doi.org/10.1080/08839510590910200openalex-snapshot
LEARNING BY TEACHING: A NEW AGENT PARADIGM FOR EDUCATIONAL SOFTWARE
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The Equivalence of Learning Paths in Early Science Instruction
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Reliability in Content Analysis.
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Active‐Constructive‐Interactive: A Conceptual Framework for Differentiating Learning Activities
inferredcites →https://doi.org/10.1119/1.1374249openalex-snapshot
Peer Instruction: Ten years of experience and results
inferredcites →https://doi.org/10.1119/1.18809openalex-snapshot
Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses
inferredcites →https://doi.org/10.1126/science.1182435openalex-snapshot
The ChemCollective—Virtual Labs for Introductory Chemistry Courses
inferredcites →https://doi.org/10.1126/science.1201783openalex-snapshot
Improved Learning in a Large-Enrollment Physics Class
inferredcites →https://doi.org/10.1207/s1532690xci1704_2openalex-snapshot
Discourse Patterns and Collaborative Scientific Reasoning in Peer and Teacher-Guided Discussions
inferredcites →https://doi.org/10.1207/s15327051hci1601_1openalex-snapshot
Note-Taking for Self-Explanation and Problem Solving
inferredcites →https://doi.org/10.1207/s15327809jls0203_1openalex-snapshot
Learning by Collaborating: Convergent Conceptual Change
inferredcites →https://doi.org/10.1207/s15327809jls0402_1openalex-snapshot
Students' Understanding of the Objectives and Procedures of Experimentation in the Science Classroom
inferredcites →https://doi.org/10.1207/s15328023top3202_9openalex-snapshot
Promoting Knowledge Transfer with Electronic Note Taking
inferredcites →https://doi.org/10.1207/s15516709cog1302_1openalex-snapshot
Self‐Explanations: How Students Study and Use Examples in Learning to Solve Problems
inferredcites →https://doi.org/10.1207/s15516709cog1803_3openalex-snapshot
Eliciting Self‐Explanations Improves Understanding
inferredcites →https://doi.org/10.1207/s15516709cog2101_1openalex-snapshot
Learning from Worked‐Out Examples: A Study on Individual Differences
inferredcites →https://doi.org/10.1613/jair.295openalex-snapshot
Active Learning with Statistical Models
inferredcites →https://doi.org/10.2307/1161899openalex-snapshot
Educational Psychology: A Cognitive View
inferredcites →https://doi.org/10.2307/1415393openalex-snapshot
The Child's Conception of Physical Causality
inferredcites →https://doi.org/10.2307/3027082openalex-snapshot
Mindstorms: Children, Computers, and Powerful Ideas
inferredcites →https://doi.org/10.3102/00028312021003487openalex-snapshot
Students' Cognitions and Time on Task during Mathematics Instruction
inferredcites →https://doi.org/10.3102/00028312026004499openalex-snapshot
Using Knowledge of Children's Mathematics Thinking in Classroom Teaching: An Experimental Study
inferredcites →https://doi.org/10.3102/00028312029002303openalex-snapshot
Comparison of Self-Questioning, Summarizing, and Notetaking-Review as Strategies for Learning From Lectures
inferredcites →https://doi.org/10.3102/00028312031001104openalex-snapshot
Question Asking During Tutoring
inferredcites →https://doi.org/10.3102/00028312037001153openalex-snapshot
Student Engagement in Instructional Activity: Patterns in the Elementary, Middle, and High School Years
inferredcites →https://doi.org/10.3102/00028312038003653openalex-snapshot
Capturing Teachers’ Generative Change: A Follow-Up Study of Professional Development in Mathematics
inferredcites →https://doi.org/10.3102/0013189x08331140openalex-snapshot
Improving Impact Studies of Teachers’ Professional Development: Toward Better Conceptualizations and Measures
inferredcites →https://doi.org/10.3102/00346543074001059openalex-snapshot
School Engagement: Potential of the Concept, State of the Evidence
inferredcites →https://doi.org/10.3102/978-0-935302-43-1_21openalex-snapshot
Dialogue Patterns in Peer Collaboration That Promote Learning
inferredcites →https://doi.org/10.3200/joer.98.4.222-233openalex-snapshot
Predicting Preservice Teachers' Cognitive Engagement With Goals and Epistemological Beliefs
inferredcites →https://doi.org/10.3233/irg-2006-16(2)02openalex-snapshot
Toward Meta-cognitive Tutoring: A Model of Help Seeking with a Cognitive Tutor
inferredcites →https://doi.org/10.3402/rlt.v3i2.9606openalex-snapshot
Rich environments for active learning: a definition
inferredcites →https://doi.org/10.3758/bf03195466openalex-snapshot
“Active” and “passive” learning of three-dimensional object structure within an immersive virtual reality environment
inferredcites →https://doi.org/10.4324/9780203088609-13openalex-snapshot
THE ACT OF DISCOVERY
inferredcites →https://doi.org/10.4324/9780203839089openalex-snapshot
Handbook of Research on Learning and Instruction
inferredcites →https://doi.org/10.5860/choice.30-3945openalex-snapshot
Student engagement and achievement in American secondary schools
inferredcites →https://doi.org/10.5860/choice.32-2863openalex-snapshot
Classroom lessons: integrating cognitive theory and classroom practice
inferredcites →https://doi.org/10.5860/choice.41-2944openalex-snapshot
On reading books to children: parents and teachers

What points at this work

Incoming claims: where this work appears in other papers’ reference lists and arguments.

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From Concept to Practice: How Managers Are Integrating AI into Business Marketing
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Student Engagement with National Identity
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Automatic Assessment of Active Learning in Online Discussions with Large Language Models
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Individual and group reflection in lecture-based large groups lead to comparable learning success
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Teacher self-efficacy as a mediator of the relationship between principal empowering leadership and technology integration
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Benefits of Writing an Explanation During Pauses in Multimedia Lessons
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Student Engagement: Current State of the Construct, Conceptual Refinement, and Future Research Directions
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Seeking a Comprehensive Theory About the Development of Scientific Thinking
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Investigating the impact of Accessible Pedagogies on the experiences and engagement of students with language and/or attentional difficulties
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Algorithmic Explanations as a Scaffold for Scientific Explanation: A Quasi-Experimental and Time-Series Study in High School Chemistry
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Understanding collaborative programming dynamics: The role of prior knowledge, engagement and ICAP learning modes
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The effects of learners’ background and social network position on content-related MOOC interaction
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Situated technology infusion in a school district: how systems and structures mediate the process
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Transfer of responsibility from scaffolding to preservice early childhood teachers learning to debug
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Examining teachers’ deep and shallow AIoT integration: SEM and regression tree analyses
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Investigating students’ self-efficacy, cognitive load, and emotions across motivational clusters in the metaverse project-supported ICAP model approach
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Finger tracing or stylus tracing? Investigating the tracing effect on a computer screen
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Multi-level cognitive state classification of learners using complex brain networks and interpretable machine learning
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Teacher learning about collaborative learning: a case study
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Characteristics of Chinese high-quality mathematics lessons from a lesson structure perspective
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Mathematics learning in Chinese contexts
inferred← citeshttps://doi.org/10.1007/s11858-026-01801-8openalex-snapshot
From surface practices to deep conceptually targeted practices for fostering students’ place value understanding: Case study on an out-of-field teacher’s professional growth
inferred← citeshttps://doi.org/10.1007/s12144-023-05191-yopenalex-snapshot
Examining the effects of utility value writing and summary writing on learning and motivation among Chinese university students
inferred← citeshttps://doi.org/10.1007/s12528-023-09361-6openalex-snapshot
Effectiveness of H5P in improving student learning outcomes in an online tertiary education setting
inferred← citeshttps://doi.org/10.1007/s12528-023-09379-wopenalex-snapshot
Enhancing learning from online video lectures: the impact of embedded learning prompts in an undergraduate physics lesson
inferred← citeshttps://doi.org/10.1007/s40299-025-01025-6openalex-snapshot
Application of Design Thinking Model for the Improvement in Engagement Among Primary Students for STEM Courses
inferred← citeshttps://doi.org/10.1007/s40692-023-00264-0openalex-snapshot
Analyzing learner profiles in a microlearning app for training language learning peer feedback skills
inferred← citeshttps://doi.org/10.1007/s40692-024-00341-yopenalex-snapshot
Evaluating the quality of technology integration across seven European countries with the ICAP Technology Scale
inferred← citeshttps://doi.org/10.1007/s40751-025-00174-zopenalex-snapshot
Exploring the Impact of Instructors’ Technology Integration on Student Learning Opportunities through the Lens of Instructional Product
inferred← citeshttps://doi.org/10.1007/s41979-025-00159-yopenalex-snapshot
Active Learning Increases Gateway Engineering Course Outcomes and Closes Preparation Gap for Underrepresented Students
inferred← citeshttps://doi.org/10.1007/s42010-023-00186-xopenalex-snapshot
Getting ready for teaching with digital technologies: Scenario-based self-assessment in teacher education and professional development
inferred← citeshttps://doi.org/10.1007/s42010-024-00206-4openalex-snapshot
Crossing the distance: University student newcomer socialization in online semesters—a case study
inferred← citeshttps://doi.org/10.1007/s44163-025-00373-yopenalex-snapshot
Modelling economics students’ use of ChatGPT and academic performance: insights from self-determination theory and epistemic curiosity
inferred← citeshttps://doi.org/10.1007/s44217-026-02136-yopenalex-snapshot
Guided mathematical reasoning in teacher led secondary mathematics classrooms
inferred← citeshttps://doi.org/10.1016/b978-0-12-818630-5.14077-1openalex-snapshot
The efficacy of learning strategies from the ICAP perspective
inferred← citeshttps://doi.org/10.1016/bs.acdb.2024.06.003openalex-snapshot
How teachers make connections among ideas in mathematics instruction
inferred← citeshttps://doi.org/10.1016/j.actpsy.2025.104737openalex-snapshot
Using epistemic network analysis to examine the cognitive engagement process in online collaborative learning
inferred← citeshttps://doi.org/10.1016/j.caeo.2025.100259openalex-snapshot
Unpacking teachers’ cognitive engagement strategies with technology by employing the ICAP-TS
inferred← citeshttps://doi.org/10.1016/j.cedpsych.2021.102021openalex-snapshot
The role of friendships in shy students’ dialogue patterns during small group discussions
inferred← citeshttps://doi.org/10.1016/j.cedpsych.2022.102061openalex-snapshot
Children’s engagement during collaborative learning and direct instruction through the lens of participant structure
inferred← citeshttps://doi.org/10.1016/j.cedpsych.2023.102160openalex-snapshot
Passive, active, and constructive engagement with peer feedback: A revised model of learning from peer feedback
inferred← citeshttps://doi.org/10.1016/j.cedpsych.2024.102316openalex-snapshot
How much active teaching should be incorporated into college course lectures to promote active learning?
inferred← citeshttps://doi.org/10.1016/j.chb.2020.106617openalex-snapshot
Fostering pre-service teachers’ situation-specific technological pedagogical knowledge – Does learning by mapping and learning from worked examples help?
inferred← citeshttps://doi.org/10.1016/j.chb.2020.106625openalex-snapshot
Technology-related teaching skills and attitudes: Validation of a scenario-based self-assessment instrument for teachers
inferred← citeshttps://doi.org/10.1016/j.chb.2021.106715openalex-snapshot
On powerpointers, clickerers, and digital pros: Investigating the initiation of digital learning activities by teachers in higher education
inferred← citeshttps://doi.org/10.1016/j.chb.2021.106789openalex-snapshot
Online teaching and learning in higher education: Lessons learned in crisis situations
inferred← citeshttps://doi.org/10.1016/j.chb.2021.106794openalex-snapshot
Contextual facilitators for learning activities involving technology in higher education: The C♭-model
inferred← citeshttps://doi.org/10.1016/j.chb.2023.108126openalex-snapshot
How the dynamics of engagement explain the momentum of achievement and the inertia of disengagement: A complex systems theory approach
inferred← citeshttps://doi.org/10.1016/j.chb.2024.108475openalex-snapshot
The role of personal and contextual factors when investigating technology integration in general and vocational education
inferred← citeshttps://doi.org/10.1016/j.compchemeng.2022.107741openalex-snapshot
Teaching PSE mastery during, and after, the COVID-19 pandemic
inferred← citeshttps://doi.org/10.1016/j.compchemeng.2023.108167openalex-snapshot
A hybrid-flipped course in numerical methods for chemical engineers
inferred← citeshttps://doi.org/10.1016/j.compedu.2019.103644openalex-snapshot
Instructional support for learning with agent-based simulations: A tale of vicarious and guided exploration learning approaches
inferred← citeshttps://doi.org/10.1016/j.compedu.2021.104132openalex-snapshot
Active learning with online video: The impact of learning context on engagement
inferred← citeshttps://doi.org/10.1016/j.compedu.2021.104403openalex-snapshot
Developing a plugged-in class observation protocol in high-school blended STEM classes: Student engagement, teacher behaviors and student-teacher interaction patterns
inferred← citeshttps://doi.org/10.1016/j.compedu.2022.104648openalex-snapshot
“Development and validation of the ICAP Technology Scale to measure how teachers integrate technology into learning activities”
inferred← citeshttps://doi.org/10.1016/j.compedu.2023.104833openalex-snapshot
Multilevel analysis of the effects of principal support and innovative school climate on the integration of technology in learning activities
inferred← citeshttps://doi.org/10.1016/j.compedu.2023.104880openalex-snapshot
Transformational leadership for technology integration in schools: Empowering teachers to use technology in a more demanding way
inferred← citeshttps://doi.org/10.1016/j.compedu.2023.104940openalex-snapshot
Classifying and modeling secondary students’ active learning in a virtual learning environment through generated questions
inferred← citeshttps://doi.org/10.1016/j.compedu.2024.105225openalex-snapshot
“Digital constructivists, activators or presenters? Different profiles of technology integration among swiss upper secondary school teachers”
inferred← citeshttps://doi.org/10.1016/j.compedu.2025.105519openalex-snapshot
Exploring the regulation of learning within mobile mixed-reality environments: Insights from dynamic engagement transitions
inferred← citeshttps://doi.org/10.1016/j.cptl.2022.07.016openalex-snapshot
Effect of prior knowledge and peer evaluation ratings on final exam performance in a team-based learning chemistry course
inferred← citeshttps://doi.org/10.1016/j.ece.2022.02.003openalex-snapshot
The flip side of teaching process design and process control to chemical engineering undergraduates – And completely online to boot
inferred← citeshttps://doi.org/10.1016/j.ecns.2019.04.009openalex-snapshot
Online Computer-Based Clinical Simulations: The Role of Visualizations
inferred← citeshttps://doi.org/10.1016/j.heliyon.2022.e12551openalex-snapshot
The linguistic differences in concept conveying in English and Chinese xMOOC forums
inferred← citeshttps://doi.org/10.1016/j.iheduc.2024.100975openalex-snapshot
Interaction and dialogue: Integration and application of artificial intelligence in blended mode writing feedback
inferred← citeshttps://doi.org/10.1016/j.ijedro.2023.100252openalex-snapshot
Exploring supports or incentives to promote undergraduate students’ use of cooperative study groups
inferred← citeshttps://doi.org/10.1016/j.ijme.2024.100958openalex-snapshot
Enhancing academic performance of business students using generative AI: An interactive-constructive-active-passive (ICAP) self-determination perspective
inferred← citeshttps://doi.org/10.1016/j.isci.2025.113376openalex-snapshot
Why online science education falls short
inferred← citeshttps://doi.org/10.1016/j.jmathb.2026.101317openalex-snapshot
How can students’ engagement with instructional videos on generalizing with algebraic expressions be scaffolded? Design research for specifying the content-specific focus of scaffolds
inferred← citeshttps://doi.org/10.1016/j.knosys.2022.110053openalex-snapshot
Dual-feature-embeddings-based semi-supervised learning for cognitive engagement classification in online course discussions
inferred← citeshttps://doi.org/10.1016/j.learninstruc.2024.101881openalex-snapshot
The aesthetics at a pencil tip: The effects of drawing on learning poems
inferred← citeshttps://doi.org/10.1016/j.learninstruc.2024.101974openalex-snapshot
Constructive retrieval: Benefits for learning, motivation, and metacognitive monitoring
inferred← citeshttps://doi.org/10.1016/j.learninstruc.2025.102199openalex-snapshot
Unravelling the quality of processes of learning from errors: Insights from students' written error reflections in factoring tasks
inferred← citeshttps://doi.org/10.1016/j.learninstruc.2026.102345openalex-snapshot
From scaffolding to transfer: The impact of AI-powered support on children’s narrative skills
inferred← citeshttps://doi.org/10.1016/j.learninstruc.2026.102482openalex-snapshot
The effects of ICAP learning activities on learning outcomes
inferred← citeshttps://doi.org/10.1016/j.learninstruc.2026.102489openalex-snapshot
From revision to learning transfer: Self- and socially shared-regulated pathways in AI-assisted feedback
inferred← citeshttps://doi.org/10.1016/j.lindif.2024.102446openalex-snapshot
Learning activities in technology-enhanced learning: A systematic review of meta-analyses and second-order meta-analysis in higher education
inferred← citeshttps://doi.org/10.1016/j.lindif.2025.102641openalex-snapshot
Memorizing plans with an app: Large individual differences in the effectiveness of retrieval-based and generative learning activities in a naturalistic context
inferred← citeshttps://doi.org/10.1016/j.lmot.2021.101765openalex-snapshot
Impacts of after-action reviews on mathematical learning performance
inferred← citeshttps://doi.org/10.1016/j.tate.2021.103346openalex-snapshot
Digital learning in schools: What does it take beyond digital technology?
inferred← citeshttps://doi.org/10.1016/j.tate.2023.104043openalex-snapshot
The levels of cognitive engagement of lesson tasks designed by teacher education students and their use of knowledge of self-regulated learning in explanations for task design
inferred← citeshttps://doi.org/10.1016/j.tate.2023.104133openalex-snapshot
Using an extended ICAP-based coding guide as a framework for the analysis of classroom observations
inferred← citeshttps://doi.org/10.1016/j.tate.2024.104788openalex-snapshot
Digital learning in schools: Which skills do teachers need, and who should bring their own devices?
inferred← citeshttps://doi.org/10.1016/j.tele.2024.102200openalex-snapshot
Unveiling the dynamics of binge-scrolling: A comprehensive analysis of short-form video consumption using a Stimulus-Organism-Response model
inferred← citeshttps://doi.org/10.1016/j.teln.2025.04.004openalex-snapshot
Engagement in learning: Innovative teaching for midwifery students in a workshop on sexual violence
inferred← citeshttps://doi.org/10.1016/j.tsc.2021.100964openalex-snapshot
Conceptualization and operationalization of group thinking sustainability in dialogic collaborative problem solving
inferred← citeshttps://doi.org/10.1016/j.tsc.2025.101911openalex-snapshot
Exploring dynamics in learners’ cognitive engagement associated with learning activities using EEG microstate approach
inferred← citeshttps://doi.org/10.1017/9781108894333.035openalex-snapshot
Principles Based on Generative Activity in Multimedia Learning
inferred← citeshttps://doi.org/10.1017/9781108894333.037openalex-snapshot
The Mapping Principle in Multimedia Learning
inferred← citeshttps://doi.org/10.1017/9781108894333.040openalex-snapshot
The Self-Explanation Principle in Multimedia Learning
inferred← citeshttps://doi.org/10.1017/s0305000925100287openalex-snapshot
Does Asking Questions Help Preschoolers Retain More Words Than Listening?
inferred← citeshttps://doi.org/10.1021/acs.jchemed.3c00955openalex-snapshot
Investigating the Impact of RAMP-Based Safety Instruction on Student Learning in an Organic Chemistry Lab Course
inferred← citeshttps://doi.org/10.1021/acs.jchemed.4c00151openalex-snapshot
A Digital and Interactive Tool to Learn 1H NMR Spectroscopy: The SpinDrops Learning Environment
inferred← citeshttps://doi.org/10.1038/s41539-023-00197-4openalex-snapshot
Questioning central assumptions of the ICAP framework
inferred← citeshttps://doi.org/10.1038/s41598-024-66069-yopenalex-snapshot
Putting ICAP to the test: how technology-enhanced learning activities are related to cognitive and affective-motivational learning outcomes in higher education
inferred← citeshttps://doi.org/10.1039/d1rp00276gopenalex-snapshot
Investigating small-group cognitive engagement in general chemistry learning activities using qualitative content analysis and the ICAP framework
inferred← citeshttps://doi.org/10.1039/d3rp00279aopenalex-snapshot
Factors affecting individuals’ cognitive engagement during group work in general chemistry: timing, group size, and question type
inferred← citeshttps://doi.org/10.1039/d5rp00225gopenalex-snapshot
Structuring productive group work with Marzano's taxonomy: a study of cognitive scaffolding and group learning
inferred← citeshttps://doi.org/10.1051/shsconf/202419506001openalex-snapshot
The role and functions of a teacher in distance learning
inferred← citeshttps://doi.org/10.1055/a-2136-7599openalex-snapshot
Listening, reading, writing – which method leads to the best learning outcome?
inferred← citeshttps://doi.org/10.1057/s41599-025-05960-zopenalex-snapshot
Relations between teachers’ technology integration within ICAP modes with moderation effects: international perspective
inferred← citeshttps://doi.org/10.1080/0020739x.2020.1749319openalex-snapshot
Cognitive instructional principles in elementary mathematics classrooms: a case of teaching inverse relations
inferred← citeshttps://doi.org/10.1080/00220671.2019.1709401openalex-snapshot
Improving teacher questioning in science using ICAP theory
inferred← citeshttps://doi.org/10.1080/00220973.2023.2221394openalex-snapshot
Improving Learning Effects of Student-Led and Teacher-Led Discussion Contingent on Prediscussion Activity
inferred← citeshttps://doi.org/10.1080/00313831.2024.2419078openalex-snapshot
Teaching twenty-first-century skills: examining collaborative learning in initial teacher education in Finnish universities
inferred← citeshttps://doi.org/10.1080/00461520.2020.1828086openalex-snapshot
Individual preparation for collaborative learning: Systematic review and synthesis
inferred← citeshttps://doi.org/10.1080/0163853x.2022.2068317openalex-snapshot
Discourse and Agency during Scaffolded Middle School Science Instruction
inferred← citeshttps://doi.org/10.1080/02671522.2025.2610216openalex-snapshot
Dialogic collaborative problem solving: a theoretical framework for analyzing students’ dialogic interaction in collaborative problem solving
inferred← citeshttps://doi.org/10.1080/07380569.2025.2544051openalex-snapshot
The ICAP Model in the Context of Employing Digital Technologies for Teaching Mathematics: An Analysis of Teachers’ Strategies to Stimulate Students’ Cognitive Engagement Moderated by Age, Gender and Experience
inferred← citeshttps://doi.org/10.1080/09500693.2024.2358217openalex-snapshot
Preservice science teachers’ self-regulation of teaching while planning and enacting classroom questions: a cross-case analysis
inferred← citeshttps://doi.org/10.1080/10447318.2024.2428474openalex-snapshot
Same Learning Activity and Different Perceptions: The Role of Online Self-Regulated Learning
inferred← citeshttps://doi.org/10.1080/10447318.2026.2692021openalex-snapshot
Human-AI Collaborative Learning Ecosystem: Effects of Multi-Agent-Based Programming Learning on Learning Outcomes, Computational Thinking, and Behavioral Patterns in Higher Education
inferred← citeshttps://doi.org/10.1080/10494820.2022.2042313openalex-snapshot
Learning with virtual reality simulations: direct versus vicarious instructional experience
inferred← citeshttps://doi.org/10.1080/10494820.2024.2308101openalex-snapshot
Promoting young learners’ computational thinking with AI-based robots and the ICAP model in blended learning contexts
inferred← citeshttps://doi.org/10.1080/10494820.2024.2414428openalex-snapshot
The role of learning activities and social presence in synchronous hybrid classrooms: results from a natural experiment
inferred← citeshttps://doi.org/10.1080/10494820.2025.2491628openalex-snapshot
Preparation before collaboration matters: an interactive system coupled with a four-phase pedagogy for collaborative reading
inferred← citeshttps://doi.org/10.1080/10494820.2025.2589399openalex-snapshot
Adult learners’ experiences of learning with interactive video according to technological literacy levels in the context of andragogy and ICAP framework
inferred← citeshttps://doi.org/10.1080/10494820.2026.2702559openalex-snapshot
An ICAP-informed rubric for analyzing students’ questions to generative AI: engagement patterns and dynamics exploration
inferred← citeshttps://doi.org/10.1080/10899995.2023.2186067openalex-snapshot
Comparison of in-person and virtual Grand Canyon undergraduate field trip learning outcomes
inferred← citeshttps://doi.org/10.1080/10899995.2023.2200877openalex-snapshot
Scientific evaluations and plausibility judgements in middle school students’ learning about geoscience topics
inferred← citeshttps://doi.org/10.1080/10963758.2026.2679062openalex-snapshot
Reimagining Engagement in Hospitality Education: How Generative AI Stimulates Curiosity, Motivation, and Learning Outcomes
inferred← citeshttps://doi.org/10.1080/1475939x.2022.2083669openalex-snapshot
Using technology to promote student learning? An analysis of pre- and in-service teachers’ lesson plans
inferred← citeshttps://doi.org/10.1080/15391523.2020.1799455openalex-snapshot
Using digital technology to promote higher education learning: The importance of different learning activities and their relations to learning outcomes
inferred← citeshttps://doi.org/10.1080/15391523.2021.1920518openalex-snapshot
Student engagement in K12 online education during the pandemic: The case of Turkey
inferred← citeshttps://doi.org/10.1080/15391523.2023.2242980openalex-snapshot
A heuristic framework for video-based teaching and learning scenarios in higher education
inferred← citeshttps://doi.org/10.1080/15391523.2025.2456043openalex-snapshot
Students’ prompt patterns and its effects in AI-assisted academic writing: Focusing on students’ level of AI literacy
inferred← citeshttps://doi.org/10.1080/18117295.2022.2115652openalex-snapshot
From the Familiar to the Abstract: Exploring Grade 11 Learners’ Development in Stoichiometry Problem Solving Competency with Exposure to POGIL
inferred← citeshttps://doi.org/10.1080/18117295.2022.2137660openalex-snapshot
Employing Practical Work, Computer Simulations and Feedback: Promoting Introductory Physics Students’ Learning of Circular and Rotational Motion
inferred← citeshttps://doi.org/10.1080/20473869.2024.2410535openalex-snapshot
Enhancing daily living skills in autistic individuals through extended reality: a scoping review
inferred← citeshttps://doi.org/10.1080/2331186x.2026.2629040openalex-snapshot
Mathematics teachers’ cognitive engagement strategies: an ICAP-TS analysis across age, experience, and gender
inferred← citeshttps://doi.org/10.1080/2331186x.2026.2710501openalex-snapshot
Technology integration in physics education: using teachers’ age, gender, and teaching experience to explore differences in cognitive engagement strategies
inferred← citeshttps://doi.org/10.1080/23735082.2026.2742929openalex-snapshot
Professional learning communities: a case study on conditions and processes of collaboration
inferred← citeshttps://doi.org/10.1086/735008openalex-snapshot
The Potential, Reality, and Contextual Pressures Shaping Instructional Practices in a Virtual School
inferred← citeshttps://doi.org/10.1093/oxfordhb/9780199841332.013.52openalex-snapshot
Teaching with Technology
inferred← citeshttps://doi.org/10.1103/physrevphyseducres.18.010106openalex-snapshot
Evaluating the role of student preference in physics lab group equity
inferred← citeshttps://doi.org/10.1103/physrevphyseducres.19.010107openalex-snapshot
Taking on a manager role can support women’s physics lab identity development
inferred← citeshttps://doi.org/10.1108/978-1-80117-494-720221005openalex-snapshot
Meeting Instructional Needs: Delivery of Evidence-Based Special Instruction
inferred← citeshttps://doi.org/10.1108/979-8-88730-047-420251015openalex-snapshot
Theorizing The Emotional Quality of Teaching and Learning Relationships in Stem Faculty Development
inferred← citeshttps://doi.org/10.1108/ils-08-2020-0184openalex-snapshot
“I played a song with the help of a magic banana”: assessing short-term making events
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