Guido Makransky
Guido Makransky
Professor of Psychology, University of Copnhagen
Verified email at - Homepage
Cited by
Cited by
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
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
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
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
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, 1-22, 2021
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
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
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
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
Investigating the process of learning with desktop virtual reality: A structural equation modeling approach
G Makransky, GB Petersen
Computers & Education 134, 15-30, 2019
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
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
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, 1-9, 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
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
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
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
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
Benefits of taking a virtual field trip in immersive virtual reality: Evidence for the immersion principle in multimedia learning
G Makransky, RE Mayer
Educational Psychology Review 34 (3), 1771-1798, 2022
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
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