Christopher A. Was

Stress and Academic Performance: Empirical Evidence from University Students

The task rule congruency effect in task switching reflects activated long-term memory.

Control and interference in task switching—A review.

Improving social competence through character education

Smartphone addiction among university students in the light of some variables

The Beauty of Character Education on Preschool Children's Parent-child Relationship

Task engagement, learner motivation and avatar identities of struggling English language learners in the 3D virtual world

Personalized visualizations to promote young learners' SRL

Toward a model for acceptance of MOOCs in higher education: the modified UTAUT model for Saudi Arabia

The Relationship Between Cell Phone Use and Academic Performance in a Sample of U.S. College Students

The influence of computer self-efficacy, metacognitive self-regulation and self-esteem on student engagement in online learning programs: Evidence from the virtual world of Second Life

Past, present, and future of smart learning: a topic-based bibliometric analysis

Effects of peer assessment within the context of spherical video-based virtual reality on EFL students’ English-Speaking performance and learning perceptions

Investigating learning outcomes and subjective experiences in 360-degree videos

Teori Stres: Stimulus, Respons, dan Transaksional

Available but unattended conceptual information in working memory: Temporarily active semantic content or persistent memory for prior operations?

Evaluating character education programs and missing the target: A critique of existing research

Mind wandering, control failures, and social media distractions in online learning

Even after thirteen class exams, students are still overconfident: the role of memory for past exam performance in student predictions

Goals, Efficacy and Metacognitive Self-Regulation A Path Analysis