VitalSource Research

Can Learning Science Make Online Learning Easier?
learning-science

Featured Research

This work is part of our commitment to create effective learning environments based on learning science and prove their effectiveness through research and constant iterative improvement.

Research Areas

The Doer Effect: Practice Causes Learning

The Doer Effect is the learning science principle that students who do practice as they read (learn by doing) have higher learning gains than those who only read. In this video, Dr. Rachel Van Campenhout, Ed.D., explains how we created an unprecedented scaling of the Doer Effect with Bookshelf CoachMe®.

 

Recent Publications

Search our catalog of recent publications authored by our team.

2025
AI-Generated Questions in Context: A Contextualized Investigation Using Platform Data, Student Feedback, and Faculty Observations

The 17th International Conference on Computer Supported Education

profile Rachel Van Campenhout, Nick Brown, and Benny G. Johnson (2025)
Automatic Question Generation
2025
AI principles in practice with a learning engineering framework

The 17th International Conference on Computer Supported Education

profile Rachel Van Campenhout, Nick Brown, and Benny G. Johnson (2025)
Automatic Question Generation
2025
Intrinsic and contextual factors impacting student ratings of automatically generated questions: A large-scale data analysis

The Journal of Educational Data Mining

profile Jeffrey S. Dittel, Benny G. Johnson, and Rachel Van Campenhout (2025)
Automatic Question Generation
2025
AI-Generated questions in an OER textbook: Evaluating the performance of formative practice

Presented at the 10th IAFOR International Conference on Education

profile Rachel Van Campenhout, Michelle Clark, & Benny G. Johnson (2025)
Automatic Question Generation
2024
Automatically generated practice in the classroom: Exploring performance and impact across courses

Proceedings of the 32nd International Conference on Software, Telecommunications and Computer Networks (SoftCOM 2024)

profile Rachel Van Campenhout, Michelle Clark, Benny G. Johnson, Melissa Deininger, Shannon Harper, Kelly G. Odenweller, & Erin Wilgenbusch (2024)
Automatic Question Generation Instructor Implementation
2024
Are students reading? How formative practice impacts reading behaviors in etextbooks

Proceedings of the Eleventh ACM Conference on Learning @ Scale (L@S'24)

profile Nick Brown, Rachel Van Campenhout, Michelle Clark, and Benny G. Johnson (2024)
Instructor Implementation
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