Chi, M. T. H. (2013). Learning from observing experts. In J. J. Staszewski (Ed.), Expertise and skill acquisition: The impact of William G. Chase (pp. 1-28). New York, NY: Psychology Press.
Wylie, R., & Chi, M. T. H. (2014). The Self-explanation principle in multimedia learning. In R. E. Mayer (Ed.), The Cambridge handbook of multimedia learning (2nd ed., pp. 413-432). New York, NY: Cambridge University Press.
Muldner, K., Burleson, W., Chi, M. T. H. (2014). Learning from self-explaining emergent phenomena. Proceedings of International Conference of the Learning Sciences, 847-854.
Wylie, R., & Chi, M. T. H. (2014). The Self-explanation principle in multimedia learning. In R. E. Mayer (Ed.), The Cambridge handbook of multimedia learning (2nd ed., pp. 413-432). New York, NY: Cambridge University Press.
Muldner, K., Burleson, W., & Chi, M. T. H. (2014). Learning from self-explaining emergent phenomena. Proceedings of International Conference of the Learning Sciences, ICLS, 2(January), 847-854.
Chi, M. T. H., & Wylie, R. (2014). The ICAP framework: Linking cognitive engagement to active learning outcomes. Educational Psychologist, 49, 219-243 (lead article).
Chi, M. T. H., & Menekse, M. (2015). Dialogue patterns that promote learning. In L. B. Resnick, C. Asterhan, & S. N. Clarke (Eds.), Socializing intelligence through academic talk and dialogue (Ch. 21, pp. 263-274). Washington, DC: AERA.
Chi, M. T. H., & Menekse, M. (2015). Dialogue patterns that promote learning. In L. B. Resnick, C. Asterhan, & S. N. Clarke (Eds.), Socializing intelligence through academic talk and dialogue (Ch. 21, pp. 263-274). Washington, DC: AERA.
Henderson, J. B., Langneheim, E., & Chi, M.T.H. (2017). Addressing robust misconceptions through the ontological distinction between sequential and emergent processes. In B. Sherin, T. Amin, & O. Levrini (Eds), Converging and Complementary Perspectives on Conceptual Change (pp 26-33). London: Routledge Taylor & Francis.
Chi, M. T. H., Kang, S., & Yaghmourian, D. L. (2017). Why students learn more from dialogue- than monologue-videos: Analyses of peer interactions. Journal of the Learning Sciences, 26, 10-50.