@book{gaweda_2022, title={Encouraging Student Practice Using Nudge Theory Recommendations During Study and Struggle}, publisher={North Carolina State University}, author={Gaweda, Adam Matthew}, year={2022} }
 @inproceedings{gaweda_lynch_2022, title={Exploration of the Week-by-Week ICAP Transitions by Students}, booktitle={Proceedings of the 53rd ACM Technical Symposium on Computer Science Education V. 2}, author={Gaweda, Adam M and Lynch, Collin F}, year={2022}, pages={1088–1088} }
 @article{gaweda_lynch_2022, title={Exploration of theWeek-by-Week ICAP Transitions by Students}, DOI={10.1145/3478432.3499068}, abstractNote={CS courses often use a variety of learning activities to assist students while learning concepts. These activities' levels of engagement can be categorized through the ICAP framework as Interactive, Constructive, Active, and Passive respectfully. For this work, we categorize learning activities from an online professional development course and analyzed the probabilities of transitioning between ICAP modalities on a week-by-week basis. This poster presents our analysis on which ICAP modes students visited during each week of the course. We found the majority of students would review Passive materials before Interactive activities, then repeating this process. The second most common transition followed the ICAP Framework, selecting activities with increasing levels of engagement. Contrary to our assumptions, students primarily worked on 'new' materials, rather than 'review' previous activities.}, journal={PROCEEDINGS OF THE 53RD ACM TECHNICAL SYMPOSIUM ON COMPUTER SCIENCE EDUCATION (SIGCSE 2022), VOL 2}, author={Gaweda, Adam M. and Lynch, Collin F.}, year={2022}, pages={1088–1088} }
 @article{ma_ruiz_brown_diaz_gaweda_celepkolu_boyer_lynch_wiebe_2022, title={It's Challenging but Doable: Lessons Learned from a Remote Collaborative Coding Camp for Elementary Students}, DOI={10.1145/3478431.3499327}, abstractNote={The COVID-19 pandemic shifted many U.S. schools from in-person to remote instruction. While collaborative CS activities had become increasingly common in classrooms prior to the pandemic, the sudden shift to remote learning presented challenges for both teachers and students in implementing and supporting collaborative learning. Though some research on remote collaborative CS learning has been conducted with adult learners, less has been done with younger learners such as elementary school students. This experience report describes lessons learned from a remote after-school camp with 24 elementary school students who participated in a series of individual and paired learning activities over three weeks. We describe the design of the learning activities, participant recruitment, group formation, and data collection process. We also provide practical implications for implementation such as how to guide facilitators, pair students, and calibrate task difficulty to foster collaboration. This experience report contributes to the understanding of remote CS learning practices, particularly for elementary school students, and we hope it will provoke methodological advancement in this important area.}, journal={PROCEEDINGS OF THE 53RD ACM TECHNICAL SYMPOSIUM ON COMPUTER SCIENCE EDUCATION (SIGCSE 2022), VOL 1}, author={Ma, Yingbo and Ruiz, Julianna Martinez and Brown, Timothy D. and Diaz, Kiana-Alize and Gaweda, Adam M. and Celepkolu, Mehmet and Boyer, Kristy Elizabeth and Lynch, Collin F. and Wiebe, Eric}, year={2022}, pages={342–348} }
 @article{gaweda_lynch_2021, title={Student Practice Sessions Modeled as ICAP Activity Silos.}, journal={International Educational Data Mining Society}, publisher={ERIC}, author={Gaweda, Adam M and Lynch, Collin F}, year={2021} }
 @inproceedings{gaweda_lynch_2021, title={TYPOS: A Computer Science Exercise Platform}, booktitle={Symposium on Computer Science Education}, author={Gaweda, Adam M. and Lynch, Collin F.}, year={2021} }
 @inproceedings{gaweda_lynch_seamon_oliveira_deliwa_2020, title={Typing Exercises as Interactive Worked Examples for Deliberate Practice in CS Courses}, booktitle={In Proceedings of the Twenty-Second Australasian Computing Education Conference}, author={Gaweda, Adam M and Lynch, Collin F and Seamon, Nathan and Oliveira, Gabriel and Deliwa, Alay}, year={2020}, pages={1–9} }
 @misc{gaweda_lynch_2019, title={Giving Students Canned Code using Typing Exercises}, url={http://dx.doi.org/10.1145/3287324.3293836}, DOI={10.1145/3287324.3293836}, abstractNote={A significant issue Computer Science students face are syntax errors. This poster presents two studies on the use of typing exercises. In a usability and interaction study, 14 students were asked to complete typing, fill in the blank, and self-explanation style exercises. Fill in the blank were similar to typing exercises with 1 line of code omitted. Self-explanation exercises were graded on whether the student could adequately describe how the source code of a program worked. Students with "Poor"-labeled self-explanations experienced more typing errors and took more time completing exercises. In a semester-long study, 99 students in a CS2 course completed 538 submissions of 66 weekly typing exercises. Students were divided into four categories: users that joined but never used the platform, users that barely used the platform, regular viewers of exercises, and regular completers of exercises. Regular completers earned a minimum final letter grade of a B, compared to 90% regular viewers, 76% from barely used, and 81% from never used. Regular completers were not simply high performing students that did additional work, as 40% of regular completers scored a C or lower on the course's first midterm exam. Based on these findings, students who used the system performed similarly or better than students who did not. While not the only source of practice, typing exercises (and other novel exercises) can serve as a viable tool for teaching Computer Science and boosting low-performing students' abilities.}, journal={Proceedings of the 50th ACM Technical Symposium on Computer Science Education}, publisher={ACM}, author={Gaweda, Adam M. and Lynch, Collin F.}, year={2019}, month={Feb} }
 @misc{gaweda_patterson_2011, title={Individual identification based on facial dynamics during expressions using active-appearance-based Hidden Markov Models}, url={http://dx.doi.org/10.1109/fg.2011.5771351}, DOI={10.1109/fg.2011.5771351}, abstractNote={Determining identity of a person is a continually growing subfield of computational intelligence. Measurable biological characteristics, or biometrics, are used to quantify the physical features of an individual for use as a means of identification. There have been psychological studies recently that suggest a new biometric — facial dynamics. In this work, the hypothesis is that facial dynamics of an individual face could be used as an effective biometric for person identification. The method described here applies Stacked Active Shape Models for automated face detection and labeling, Active Appearance Models for feature extraction, and Hidden Markov Models for data analysis. Individual models are constructed for each person in this scenario and used to test identification with new video of facial expressions of the same individuals. Results confirm the hypothesis and demonstrate the efficacy of the potential approach.}, journal={Face and Gesture 2011}, publisher={IEEE}, author={Gaweda, Adam and Patterson, Eric}, year={2011}, month={Mar} }
 @inproceedings{patterson_gaweda_2010, title={Toward Using Dynamics of Facial Expressions and Gestures for Person Identification}, booktitle={IASTED International Conference on Computational Intelligence}, author={Patterson, Eric and Gaweda, A.}, year={2010} }