Jake McMullen

Informative tools for characterizing individual differences in learning: Latent class, latent profile, and latent transition analysis (2018)

Learning and Individual Differences

Marian Hickendorff, Peter A. Edelsbrunner, Jake McMullen, Michael Schneider, Kelly Trezise

(Vertaisarvioitu alkuperäisartikkeli tai data-artikkeli tieteellisessä aikakauslehdessä (A1))

Profiles of rational number knowledge in Finnish and Flemish students – A multigroup latent class analysis (2018)

Learning and Individual Differences

Jake McMullen, Jo Van Hoof, Tine Degrande, Lieven Verschaffel, Wim Van Dooren

(Vertaisarvioitu alkuperäisartikkeli tai data-artikkeli tieteellisessä aikakauslehdessä (A1))

Spontaneous focusing on numerosity in preschool as a predictor of mathematical skills and knowledge in the fifth grade (2018)

Journal of Experimental Child Psychology

Cristina E. Nanu, Jake McMullen, Petriina Munck, Minna M. Hannula-Sormunen; Pipari Study group

(Vertaisarvioitu alkuperäisartikkeli tai data-artikkeli tieteellisessä aikakauslehdessä (A1))

Latent variable mixture models in research on learning and individual differences (2018)

Learning and Individual Differences

Jake McMullen, Marian Hickendorff

(Vertaisarvioitu alkuperäisartikkeli tai data-artikkeli tieteellisessä aikakauslehdessä (A1))

Cultivating mathematical skills: from drill-and-practice to deliberate practice (2017)

ZDM

Lehtinen E, Hannula-Sormunen M, McMullen J, Gruber H

(Vertaisarvioitu alkuperäisartikkeli tai data-artikkeli tieteellisessä aikakauslehdessä (A1))

Voluntary vs Compulsory Playing Contexts: Motivational, Cognitive, and Game Experience Effects (2017)

Simulation and Gaming

Gabriela Rodriguez-Aflecht, Tomi Jaakkola, Jake McMullen, Minna Hannula-Sormunen, Erno Lehtinen

(Vertaisarvioitu alkuperäisartikkeli tai data-artikkeli tieteellisessä aikakauslehdessä (A1))

Assessing fraction knowledge by a digital game (2017)

Computers in Human Behavior

Manuel Ninaus, Kristian Kiili, Jake McMullen, Korbinian Moeller

(Vertaisarvioitu alkuperäisartikkeli tai data-artikkeli tieteellisessä aikakauslehdessä (A1))

Spontaneous focusing on quantitative relations as a predictor of rational number and algebra knowledge (2017)

Contemporary Educational Psychology

McMullen Jake, Hannula-Sormunen Minna M., Lehtinen Erno

(Vertaisarvioitu alkuperäisartikkeli tai data-artikkeli tieteellisessä aikakauslehdessä (A1))

Adaptive number knowledge and its relation to arithmetic and pre-algebra knowledge (2017)

Learning and Instruction

McMullen Jake, Brezovszky Boglárka, Hannula-Sormunen Minna M., Veermans Koen, Rodrígues-Aflecht Gabriela, Pongsakdi Nonmanut, Lehtinen Erno

(Vertaisarvioitu alkuperäisartikkeli tai data-artikkeli tieteellisessä aikakauslehdessä (A1))

Acceptance of Game-Based Learning and Intrinsic Motivation as Predictors for Learning Success and Flow Experience (2017)

International Journal of Serious Games

Manuel Ninaus, Korbinian Moeller, Jake McMullen, Kristian Kiili

(Vertaisarvioitu alkuperäisartikkeli tai data-artikkeli tieteellisessä aikakauslehdessä (A1))

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Informative tools for characterizing individual differences in learning: Latent class, latent profile, and latent transition analysis (2018)

Profiles of rational number knowledge in Finnish and Flemish students – A multigroup latent class analysis (2018)

Spontaneous focusing on numerosity in preschool as a predictor of mathematical skills and knowledge in the fifth grade (2018)

Latent variable mixture models in research on learning and individual differences (2018)

Cultivating mathematical skills: from drill-and-practice to deliberate practice (2017)

Voluntary vs Compulsory Playing Contexts: Motivational, Cognitive, and Game Experience Effects (2017)

Assessing fraction knowledge by a digital game (2017)

Spontaneous focusing on quantitative relations as a predictor of rational number and algebra knowledge (2017)

Adaptive number knowledge and its relation to arithmetic and pre-algebra knowledge (2017)

Acceptance of Game-Based Learning and Intrinsic Motivation as Predictors for Learning Success and Flow Experience (2017)