John Nietfeld

EXPLORING AFFORDANCES FOR MULTILINGUAL LEARNERS IN A GAME-BASED LEARNING ENVIRONMENT

Nietfeld, J., & Sperling, R. (2025, November 1). ICERI Proceedings.

THE COMPENSATORY ROLE OF STRATEGY TRAINING ON SCIENCE KNOWLEDGE IN A GAME-BASED LEARNING ENVIRONMENT

Alston-Socha, W., Nietfeld, J., Bradford, R., & Gallagher, K. (2025, November 1). ICERI Proceedings.

THE ROLE OF INTEREST IN GAME-BASED MULTIPLE SOURCE INTEGRATION TASKS

Pesout, O., Sperling, R., & Nietfeld, J. (2025, November 1). ICERI Proceedings.

Examining the effects of a game-based learning environment on fifth graders’ reading comprehension and reading motivation.

Syal, S., & Nietfeld, J. L. (2024, May 9). Journal of Educational Psychology, Vol. 116, pp. 805–819.

TEACHER DECISIONS ABOUT EDUCATIONAL GAME INTEGRATION: THE ROLE OF SUBJECTIVE VALUE, TEACHER EPISTEMIC BELIEFS, AND RESEARCH EVIDENCE

Pesout, O., Nietfeld, J., Sperling, R., Brenkova, B., & Rican, J. (2024, November 1). ICERI Proceedings.

THE INTEGRATION OF A PROBLEM-SOLVING BASED MEASURE OF TRANSFER IN A DIGITAL GAME-BASED LEARNING ENVIRONMENT

Nietfeld, J., Syal, S., & Lewis, M. (2023, March 1). INTED Proceedings.

The effect of a distributed metacognitive strategy intervention on reading comprehension

Urban, M., Urban, K., & Nietfeld, J. L. (2023, January 26). Metacognition and Learning, Vol. 1.

The impact of goal assignment in a game‐based learning environment

Nietfeld, J. L., & Hoffmann, K. F. (2023, December 9). Journal of Computer Assisted Learning, Vol. 12.

Is situational interest a metacognitive risk? An examination of contextual factors in classroom settings

Syal, S., & Nietfeld, J. L. (2022, August 27). Contemporary Educational Psychology, Vol. 10.

Exploring the interplay between attributions and metacognitive monitoring ability in a post-secondary classroom

Spencer, D., Nietfeld, J. L., Cao, L., & Difrancesca, D. (2021, March 17). The Journal of Experimental Education, Vol. 91, pp. 46–61.

How creative am I?: Examining judgments and predictors of creative performance

Pesout, O., & Nietfeld, J. L. (2021, April 25). Thinking Skills and Creativity, Vol. 40.

The Impact of Cooperation and Competition on Metacognitive Monitoring in Classroom Context

Pesout, O., & Nietfeld, J. (2020, April 28). The Journal of Experimental Education, Vol. 89, pp. 237–258.

The impact of cooperation and competition on metacognitive monitoring and performance in a classroom context

Journal of Experimental Education, 89(2), 237–258.

The impact of trace data and motivational self-reports in a game-based learning environment

Syal, S., & Nietfeld, J. L. (2020, July 15). Computers & Education, Vol. 157.

Predicting transfer from a game-based learning environment

Nietfeld, J. L. (2019, December 2). Computers & Education, Vol. 146, p. 103780.

The Impact of Game-Based Learning Design Features on Reading Comprehension and Interest

Nietfeld, J. L. (2019, October 3). PROCEEDINGS OF THE 13TH INTERNATIONAL CONFERENCE ON GAME BASED LEARNING (ECGBL 2019), pp. 1028–1032.

Development and validation of the environmental literacy instrument for adolescents

Environmental Education Research, 25(2), 193–210.

The role of self-regulated learning in digital games

In D. Schunk & J. Greene (Eds.), Handbook of Self-Regulation of Learning and Performance (2nd ed., pp. 271–284). New York, NY: Routledge.

Characterization of mathematics instructional practises for prospective elementary teachers with varying levels of self-efficacy in classroom management and mathematics teaching

Mathematics Education Research Journal, 29(1), 45–72.

DEVELOPING A CLASSROOM TRANSFER ACTIVITY FOR A DIGITAL GAME-BASED LEARNING ENVIRONMENT

Nietfeld, J., & Vladimirova, E. (2017, March 1). INTED Proceedings, pp. 8179–8185.

Examining the Effects of Task Instructions to Induce Implicit Theories of Intelligence on a Rational Thinking Task

Bråten, I., Lien, A., & Nietfeld, J. (2017, April 1). Zeitschrift Für Psychologie, Vol. 225, pp. 146–156.

Beliefs systems and classroom practices: Identified typologies of elementary school teachers from the United States

Thomson, M. M., & Nietfeld, J. L. (2016, January 19). The Journal of Educational Research, Vol. 109, pp. 360–374.

THE IMPACT OF INTEGRATING A GAME-BASED LEARNING ENVIRONMENT IN CLASSROOMS ON ACHIEVEMENT AND MOTIVATION

Nietfeld, J. (2016, March 1). INTED Proceedings, pp. 4525–4530.

A comparison of high and low achieving students on self-regulated learning variables

DiFrancesca, D., Nietfeld, J. L., & Cao, L. (2015, December 19). Learning and Individual Differences, Vol. 45, pp. 228–236.

Impact of a Service-Learning-Based Community Nutrition Course on Students’ Nutrition Teaching Self-Efficacy

Journal of Nutrition Education and Behavior, 47(4), S4.

Predicting preservice music teachers’ performance success in instrumental courses using self-regulated study strategies and predictor variables

Ersozlu, Z. N., Nietfeld, J. L., & Huseynova, L. (2015, October 11). Music Education Research, Vol. 19, pp. 123–132.

The Development and Validation of the Childhood Obesity Prevention Self-Efficacy (COP-SE) Survey

Cooke, N. K., Nietfeld, J. L., & Goodell, L. S. (2015, April 1). Childhood Obesity, Vol. 11, pp. 114–121.

Designing game-based learning environments for elementary science education: A narrative-centered learning perspective

Information Sciences, 264, 4–18.

Race and Teacher Evaluations as Predictors of Algebra Placement

Faulkner, V. N., Stiff, L. V., Marshall, P. L., Nietfeld, J., & Crossland, C. L. (2014, April 16). Journal for Research in Mathematics Education, Vol. 45, pp. 288–311.

Self-regulation and gender within a game-based learning environment.

Nietfeld, J. L., Shores, L. R., & Hoffmann, K. F. (2014, January 1). Journal of Educational Psychology, Vol. 106, pp. 961–973.

The Impact of Metacognitive Instruction on Creative Problem Solving

The Journal of Experimental Education, 83(3), 291–318.

The role of observation in the recall of informational text

International Journal of Educational Research, 69, 88–97.

Designing game-based learning environments for elementary science education: A narrative-centered learning perspective

Lester, J. C., Spires, H. A., Nietfeld, J. L., Minogue, J., Mott, B. W., & Lobene, E. V. (2013, September 8). Information Sciences, Vol. 264, pp. 4–18.

Situational Interest and Informational Text Comprehension: A Game-Based Learning Perspective

In Lecture Notes in Computer Science (pp. 696–699).

The Role of Sub-problems: Supporting Problem Solving in Narrative-Centered Learning Environments

In Intelligent Tutoring Systems (pp. 464–469).

A typological approach to investigate the teaching career decision: Motivations and beliefs about teaching of prospective teacher candidates

Teaching and Teacher Education, 28(3), 324–335.

Giftedness and Metacognition

Snyder, K. E., Nietfeld, J. L., & Linnenbrink-Garcia, L. (2011, July 1). Gifted Child Quarterly, Vol. 55, pp. 181–193.

Elementary teachers' use and perception of rewards in the classroom

Hoffmann, K. F., Huff, J. D., Patterson, A. S., & Nietfeld, J. L. (2009, January 5). Teaching and Teacher Education, Vol. 25, pp. 843–849.

Using strategy instruction and confidence judgments to improve metacognitive monitoring

Metacognition and Learning, 4(2), 161–176.

The Perceptions of Success Inventory for Beginning Teachers: Measuring its psychometric properties

Teaching and Teacher Education, 24(6), 1551–1563.

A test of theoretical models that account for information processing demands

Nietfeld, J. L., Finney, S. J., Schraw, G., & McCrudden, M. T. (2006, September 19). Contemporary Educational Psychology, Vol. 32, pp. 499–515.

The effect of distributed monitoring exercises and feedback on performance and monitoring accuracy

Metacognition and Learning, 2, 159–179.

The effect of distributed monitoring exercises and feedback on performance, monitoring accuracy, and self-efficacy

Metacognition and Learning, 1(2), 159–179.

Metacognitive monitoring accuracy and student performance in the postsecondary classroom

Journal of Experimental Education, 74(1), 28-.

An examination of metacognitive strategy use and monitoring skills by competitive middle distance runners

Journal of Applied Sport Psychology, Vol. 15, pp. 307–320.