| Informative tools for characterizing individual differences in learning: Latent class, latent profile, and latent transition analysis M Hickendorff, PA Edelsbrunner, J McMullen, M Schneider, K Trezise Learning and Individual Differences 66, 4-15, 2018 | 328 | 2018 |
| Effects of a mathematics game-based learning environment on primary school students' adaptive number knowledge B Brezovszky, J McMullen, K Veermans, MM Hannula-Sormunen, ... Computers & Education 128, 63-74, 2019 | 241 | 2019 |
| Cultivating mathematical skills: From drill-and-practice to deliberate practice E Lehtinen, M Hannula-Sormunen, J McMullen, H Gruber ZDM 49, 625-636, 2017 | 130 | 2017 |
| Modeling the developmental trajectories of rational number concept (s) J McMullen, E Laakkonen, M Hannula-Sormunen, E Lehtinen Learning and Instruction 37, 14-20, 2015 | 122 | 2015 |
| Assessing fraction knowledge by a digital game M Ninaus, K Kiili, J McMullen, K Moeller Computers in Human Behavior 70, 197-206, 2017 | 95 | 2017 |
| Preschool spontaneous focusing on numerosity predicts rational number conceptual knowledge 6 years later J McMullen, MM Hannula-Sormunen, E Lehtinen Zdm 47, 813-824, 2015 | 84 | 2015 |
| Acceptance of game-based learning and intrinsic motivation as predictors for learning success and flow experience M Ninaus, K Moeller, J McMullen, K Kiili International Journal of Serious Games 4 (3), 15-30, 2017 | 75 | 2017 |
| Adaptive number knowledge: Exploring the foundations of adaptivity with whole-number arithmetic J McMullen, B Brezovszky, G Rodríguez-Aflecht, N Pongsakdi, ... Learning and Individual Differences 47, 172-181, 2016 | 75 | 2016 |
| Adaptive number knowledge and its relation to arithmetic and pre-algebra knowledge J McMullen, B Brezovszky, MM Hannula-Sormunen, K Veermans, ... Learning and Instruction 49, 178-187, 2017 | 65 | 2017 |
| Spontaneous focusing on quantitative relations in the development of children's fraction knowledge J McMullen, MM Hannula-Sormunen, E Lehtinen Cognition and Instruction 32 (2), 198-218, 2014 | 64 | 2014 |
| Spontaneous focusing on quantitative relations as a predictor of the development of rational number conceptual knowledge. J McMullen, MM Hannula-Sormunen, E Laakkonen, E Lehtinen Journal of Educational Psychology 108 (6), 857, 2016 | 57 | 2016 |
| Spontaneous focusing on numerosity in preschool as a predictor of mathematical skills and knowledge in the fifth grade CE Nanu, J McMullen, P Munck, MM Hannula-Sormunen, ... Journal of Experimental Child Psychology 169, 42-58, 2018 | 49 | 2018 |
| Flow experience and situational interest in game-based learning: Cousins or identical twins K Kiili, A Lindstedt, A Koskinen, H Halme, M Ninaus, J McMullen International Journal of Serious Games 8 (3), 93-114, 2021 | 48 | 2021 |
| Young children's recognition of quantitative relations in mathematically unspecified settings JA McMullen, MM Hannula-Sormunen, E Lehtinen The Journal of Mathematical Behavior 32 (3), 450-460, 2013 | 45 | 2013 |
| Early developmental trajectories toward concepts of rational numbers M Kainulainen, J McMullen, E Lehtinen Cognition and Instruction 35 (1), 4-19, 2017 | 42 | 2017 |
| Distinguishing adaptive from routine expertise with rational number arithmetic J McMullen, MM Hannula-Sormunen, E Lehtinen, RS Siegler Learning and Instruction 68, 101347, 2020 | 41 | 2020 |
| The strength and direction of the difficulty adaptation affect situational interest in game-based learning A Koskinen, J McMullen, M Hannula-Sormunen, M Ninaus, K Kiili Computers & Education 194, 104694, 2023 | 39 | 2023 |
| The role of rational number density knowledge in mathematical development J McMullen, J Van Hoof Learning and Instruction 65, 101228, 2020 | 39 | 2020 |
| Does the emotional design of scaffolds enhance learning and motivational outcomes in game‐based learning? A Koskinen, J McMullen, M Ninaus, K Kiili Journal of Computer Assisted Learning 39 (1), 77-93, 2023 | 38 | 2023 |
| Individual differences in fraction arithmetic learning DW Braithwaite, ER Leib, RS Siegler, J McMullen Cognitive psychology 112, 81-98, 2019 | 38 | 2019 |
Minna Hannula-SormunenUniversity of TurkuVerified email at utu.fi
