Ma. Victoria Almeda

Modeling how incoming knowledge, persistence, affective states, and in-game progress influence student learning from an educational game

Valerie J. Shute, Sidney K. D’Mello, Ryan S. Baker et al. · Computers & Education · 2015 · 123 citations

Stem Education, Affective States, Behavioral Sciences +10

Off-task behavior in elementary school children

Karrie E. Godwin, Ma. Victoria Almeda, Howard Seltman et al. · Learning and Instruction · 2016 · 119 citations

Child Psychology, Behavioral Sciences, Cognitive Development +4

Assessing implicit computational thinking in Zoombinis puzzle gameplay

Elizabeth Rowe, Ma. Victoria Almeda, Jodi Asbell‐Clarke et al. · Computers in Human Behavior · 2021 · 73 citations

Game Ai, Cognitive Science, Computational Thinking +8

Differences in the complexity of math and literacy questions parents pose during storybook reading

Colleen Uscianowski, Ma. Victoria Almeda, Herbert P. Ginsburg · Early Childhood Research Quarterly · 2018 · 62 citations

Mathematics Education, Child Literacy, Children's Literature +10

The elusive relationship between time on-task and learning: not simply an issue of measurement

Karrie E. Godwin, Howard Seltman, Ma. Victoria Almeda et al. · Educational Psychology · 2021 · 59 citations

Educational Psychology, Individual Differences, Education +22