| Adding immersive virtual reality to a science lab simulation causes more presence but less learning G Makransky, TS Terkildsen, RE Mayer Learning and instruction 60, 225-236, 2019 | 727 | 2019 |
| Critical Values for Yen’s Q3: Identification of Local Dependence in the Rasch Model Using Residual Correlations KB Christensen, G Makransky, M Horton Applied psychological measurement 41 (3), 178-194, 2017 | 394 | 2017 |
| A structural equation modeling investigation of the emotional value of immersive virtual reality in education G Makransky, L Lilleholt Educational Technology Research and Development 66 (5), 1141-1164, 2018 | 339 | 2018 |
| Improving biotech education through gamified laboratory simulations MT Bonde, G Makransky, J Wandall, MV Larsen, M Morsing, H Jarmer, ... Nature biotechnology 32 (7), 694-697, 2014 | 255 | 2014 |
| Investigating the effect of pre-training when learning through immersive virtual reality and video: A media and methods experiment OA Meyer, MK Omdahl, G Makransky Computers & Education 140, 103603, 2019 | 244 | 2019 |
| Motivational and cognitive benefits of training in immersive virtual reality based on multiple assessments G Makransky, S Borre‐Gude, RE Mayer Journal of Computer Assisted Learning 35 (6), 691-707, 2019 | 228 | 2019 |
| Development and validation of the Multimodal Presence Scale for virtual reality environments: A confirmatory factor analysis and item response theory approach G Makransky, L Lilleholt, A Aaby Computers in Human Behavior 72, 276-285, 2017 | 181 | 2017 |
| The cognitive affective model of immersive learning (CAMIL): A theoretical research-based model of learning in immersive virtual reality. G Makransky, GB Petersen Educational Psychology Review, 2021 | 178 | 2021 |
| Early productive vocabulary predicts academic achievement 10 years later D Bleses, G Makransky, PS Dale, A Højen, BA Ari Applied Psycholinguistics 37 (6), 1461-1476, 2016 | 154 | 2016 |
| Virtual simulations as preparation for lab exercises: Assessing learning of key laboratory skills in microbiology and improvement of essential non-cognitive skills G Makransky, MW Thisgaard, H Gadegaard PloS one 11 (6), e0155895, 2016 | 149 | 2016 |
| Investigating the process of learning with desktop virtual reality: A structural equation modeling approach G Makransky, GB Petersen Computers & Education 134, 15-30, 2019 | 137 | 2019 |
| Simulation based virtual learning environment in medical genetics counseling: an example of bridging the gap between theory and practice in medical education G Makransky, MT Bonde, JSG Wulff, J Wandall, M Hood, PA Creed, ... BMC medical education 16 (1), 1-9, 2016 | 137 | 2016 |
| Testing vocational interests and personality as predictors of person-vocation and person-job fit KH Ehrhart, G Makransky Journal of Career Assessment 15 (2), 206-226, 2007 | 135 | 2007 |
| Immersive virtual reality increases liking but not learning with a science simulation and generative learning strategies promote learning in immersive virtual reality. G Makransky, NK Andreasen, S Baceviciute, RE Mayer Journal of Educational Psychology 113 (4), 719, 2021 | 125 | 2021 |
| A gender matching effect in learning with pedagogical agents in an immersive virtual reality science simulation G Makransky, P Wismer, RE Mayer Journal of Computer Assisted Learning 35 (3), 349-358, 2019 | 109 | 2019 |
| The virtual field trip: Investigating how to optimize immersive virtual learning in climate change education GB Petersen, S Klingenberg, RE Mayer, G Makransky British Journal of Educational Technology 51 (6), 2099-2115, 2020 | 89 | 2020 |
| Can an immersive virtual reality simulation increase students’ interest and career aspirations in science? G Makransky, GB Petersen, S Klingenberg British Journal of Educational Technology 51 (6), 2079-2097, 2020 | 75 | 2020 |
| Virtual learning simulations in high school: Effects on cognitive and non-cognitive outcomes and implications on the development of STEM academic and career choice M Thisgaard, G Makransky Frontiers in psychology 8, 805, 2017 | 71 | 2017 |
| Role of subjective and objective measures of cognitive processing during learning in explaining the spatial contiguity effect G Makransky, TS Terkildsen, RE Mayer Learning and Instruction 61, 23-34, 2019 | 67 | 2019 |
| Psychometric properties of the parent and teacher ADHD Rating Scale (ADHD-RS) measurement invariance across gender, age, and informant G Makransky, N Bilenberg Assessment 21 (6), 694-705, 2014 | 62 | 2014 |
Richard E MayerUniversity of California, Santa BarbaraVerified email at psych.ucsb.edu
