@inproceedings{sehgal_bhavya_chivukula_zhai_mallavarapu_2024, title={Exploring AI-powered Multimodal Analogies for Science Education}, booktitle={Seventeenth International Conference on Educational Data Mining (EDM 2024)}, author={Sehgal, S. and Bhavya, B. and Chivukula, K. and Zhai, C. and Mallavarapu, A.}, year={2024} }
 @inbook{mallavarapu_walker_kelley_gardner_roschelle_uzzo_2024, series={Studies in Computational Intelligence}, title={Network Based Methodology for Characterizing Interdisciplinary Expertise in Emerging Research}, ISBN={9783031534980 9783031534997}, ISSN={1860-949X 1860-9503}, url={http://dx.doi.org/10.1007/978-3-031-53499-7_10}, DOI={10.1007/978-3-031-53499-7_10}, booktitle={Complex Networks & Their Applications XII}, publisher={Springer Nature Switzerland}, author={Mallavarapu, Aditi and Walker, Erin and Kelley, Cassandra and Gardner, Shari and Roschelle, Jeremy and Uzzo, Stephen}, editor={Cherifi, H. and Rocha, L.M. and Cherifi, C. and Donduran, M.Editors}, year={2024}, pages={121–132}, collection={Studies in Computational Intelligence} }
 @book{prado_ouyang_risha_ferguson_gardner_a._kelley_martin_glazer_hampton_et al._2024, title={Unveiling the Value of Exploration: Insights from NSF-Funded Research on Emerging Technologies for Teaching and Learning}, url={https://circls.org/unveiling-the-value-of-exploration-executive-summary}, note={Insights from NSF-Funded Research on Emerging Technologies for Teaching and Learning [Report]. Digital Promise.}, journal={Digital Promise Global}, author={Prado, Y. and Ouyang, S. and Risha, Z. and Ferguson, C. and Gardner, S. and A., Mallavarapu and Kelley, C. and Martin, W. and Glazer, K. and Hampton, S. and et al.}, year={2024}, month={Oct} }
 @book{mallavarapu_gardner_2023, title={Existing Partnership Trends in the CIRCLS Community. In Partnerships for Change: Transforming Research on Emergent Learning Technologies}, url={https://circls.org/partnerships-for-change-existing-partnership-trends-in-the-circls-community}, journal={Digital Promise Global}, institution={Digital Promise}, author={Mallavarapu, A. and Gardner, S.}, year={2023}, pages={11–13} }
 @inproceedings{booth_mallavarapu_2023, title={The DATA Project: Partnering with Youth to Design a Tool for Data Literacy and Advocacy}, booktitle={28th Annual conference - Recentering & Democratizing Knowledge for the Society for Social Work and Research}, author={Booth, J. and Mallavarapu, A.}, year={2023} }
 @inbook{wen_mallavarapu_biehl_walker_babichenko_2023, place={Cham}, series={Lecture Notes of the Institute for Computer Sciences, Social Informatics and Telecommunications Engineering}, title={Understanding Barriers of Missing Data in Personal Informatics Systems}, ISBN={9783031345852 9783031345869}, ISSN={1867-8211 1867-822X}, url={http://dx.doi.org/10.1007/978-3-031-34586-9_40}, DOI={10.1007/978-3-031-34586-9_40}, abstractNote={Advanced personal informatics (PI) tools enable users to collect and reflect on a wide range of personal data. Researchers consider missing data, or discontinuous (sparse) data caused by device malfunctions or human errors, an important barrier for adopting PI tools in their daily routines. While a lot is known about why missing data occurs, less is known about its impact on user reflection or how tools can be designed to mediate/reduce its negative effects in PI systems. In this work, we focused on exploring the importance and impact missing data has on user reflection and extracting insights to improve the design of PI reflection tools. We present a semi-structured interview to investigate the impact of missing data on users' daily usage on two user groups, trainees and maintainers. We then provide design implications for incorporating visualization of estimated data (synthetic data) in the reflection stage, as a potential solution to the missing data problem. In this work, we provided data-driven implications for the design of future PI tools to help users reflect upon and mitigate missing data in their tracking activities.}, booktitle={Pervasive Computing Technologies for Healthcare}, publisher={Springer Nature Switzerland}, author={Wen, Nannan and Mallavarapu, Aditi and Biehl, Jacob and Walker, Erin and Babichenko, Dmitriy}, editor={Tsanas, A. and Triantafyllidis, A.Editors}, year={2023}, pages={603–618}, collection={Lecture Notes of the Institute for Computer Sciences, Social Informatics and Telecommunications Engineering} }
 @article{mallavarapu_lyons_uzzo_2022, title={Exploring the Utility of Social-Network-Derived Collaborative Opportunity Temperature Readings for Informing Design and Research of Large-Group Immersive Learning Environments}, volume={9}, ISSN={1929-7750}, url={http://dx.doi.org/10.18608/jla.2022.7419}, DOI={10.18608/jla.2022.7419}, abstractNote={Large-group (n > 8) co-located collaboration has not been adequately studied because it demands different conceptual framings than those used to study small-group collaboration, while also posing pragmatic constraints on data collection. Working within these pragmatic constraints, we use video data to devise an indicator of the current possibilities for learner collaboration during large-group co-located interactions. We borrow conceptualizations from proxemics and social network analysis to construct collaborative opportunity networks, allowing us to define the concept of collaborative opportunity temperature (COT) readings: a “snapshot” of the current configuration of the different social subgroup structures within a large group, indicating emergent opportunities for collaboration (via talk or shared action) due to proximity. Using a case study of two groups of people (n = 11, n = 12) who interacted with a multi-user museum exhibit, we outline the processes of deriving COT. We show how to quickly detect differences in subgroup configurations that may result from educational interventions and how COT can triangulate with and complement other forms of data (audio transcripts and activity logs) during lengthier analyses. We also outline how COT readings can be used to supply formative feedback on social engagement to learners and be adapted to other learning environments.}, number={1}, journal={Journal of Learning Analytics}, publisher={Society for Learning Analytics Research}, author={Mallavarapu, Aditi and Lyons, Leilah and Uzzo, Stephen}, year={2022}, month={Mar}, pages={53–76} }
 @inproceedings{risha_mallavarapu_farzan_booth_sondel_walker_2022, title={Proposing a Role Based Framework for Data Literacy}, booktitle={International Conference of the Learning Sciences-ICLS}, publisher={International Society of the Learning Sciences}, author={Risha, Z. and Mallavarapu, A. and Farzan, R. and Booth, J. and Sondel, B. and Walker, E.}, year={2022}, pages={1601–1604} }
 @inproceedings{risha_mallavarapu_rosta_jaime_dondal_walker_2022, place={Hiroshima, Japan}, title={Proposing a Role-Based Framework for Data Literacy}, booktitle={Proceedings of the 16th International Conference of the Learning Sciences ICLS 2022}, publisher={International Society of the Learning Sciences}, author={Risha, Z. and Mallavarapu, A. and Rosta, F. and Jaime, B. and Dondal, B. and Walker, E.}, editor={Chinn, C. and Tan, E. and Chan, C. and Kali, Y.Editors}, year={2022} }
 @misc{beheshti_lyons_mallavarapu_thompson_wallingford_uzzo_2021, title={Co-Designing Learning Dashboards for Informal Educators}, ISBN={9780203702345}, url={http://dx.doi.org/10.4324/9780203702345-6}, DOI={10.4324/9780203702345-6}, journal={Design Make Play for Equity, Inclusion, and Agency}, publisher={Routledge}, author={Beheshti, Elham and Lyons, Leilah and Mallavarapu, Aditi and Thompson, Wren and Wallingford, Betty and Uzzo, Stephen}, year={2021}, month={Jun}, pages={61–79} }
 @article{lyons_mallavarapu_2021, title={Collective Usability: Using Simulation Tools to Explore Embodied Design Challenges in Immersive, Shared Mixed-Reality Experiences}, volume={24}, url={http://index.j-ets.net/Published/24_2/ETS_24_2_10.pdf}, number={2}, journal={Educational Technology & Society}, author={Lyons, L. and Mallavarapu, A.}, year={2021}, month={Apr}, pages={120–135} }
 @article{mallavarapu_uzzo_lyons_2021, title={Formative Fugues: Reconceptualizing Formative Feedback for Complex Systems Learning Environments}, volume={2}, number={2}, journal={International Journal of Complexity in Education}, author={Mallavarapu, A. and Uzzo, S. and Lyons, L.}, year={2021}, pages={4–46} }
 @inproceedings{mallavarapu_lyons_uzzo_2021, title={Formative Fugues: Reconceptualizing Formative Feedback for Complex Systems Learning Environments}, volume={2}, number={2}, booktitle={International journal of complexity in education, 2(2)}, author={Mallavarapu, A. and Lyons, L. and Uzzo, S.}, year={2021} }
 @article{humanizing ai research in education by broadening community engagement_2021, url={https://circls.org/educatorcircls/humanizing-ai-research-in-education-by-broadening-community-engagement}, year={2021} }
 @inproceedings{levy cohen_mallavarapu_lyons_uzzo_s._2021, title={Studying Collective Problem-Solving Regulation in an Immersive Open-Ended Museum Exhibit}, url={http://dx.doi.org/10.3102/1691516}, DOI={10.3102/1691516}, booktitle={Proceedings of the 2021 AERA Annual Meeting}, publisher={AERA}, author={Levy Cohen, Rinat and Mallavarapu, A. and Lyons, L. and Uzzo, M and S.}, year={2021} }
 @inproceedings{levy-cohen_mallavarapu_lyons_uzzo_2021, title={Studying Shared Regulation in Immersive Learning Environments}, booktitle={Proceedings of 15th International Conference on Computer-Supported Collaborative Learning – CSCL 2021}, publisher={International Society of the Learning Sciences}, author={Levy-Cohen, R. and Mallavarapu, A. and Lyons, L. and Uzzo, S.}, editor={Hmelo-Silver, C. and de Wever, B. and Oshima, J.Editors}, year={2021}, pages={100–115} }
 @inproceedings{cohen_mallavarapu_lyons_uzzo_2021, title={Studying shared regulation in immersive learning environments}, booktitle={14th International Conference on Computer-Supported Collaborative Learning-CSCL}, author={Cohen, R.L. and Mallavarapu, A. and Lyons, L. and Uzzo, S.}, year={2021} }
 @misc{beheshti_lyons_mallavarapu_wallingford_uzzo_2020, title={Design Considerations for Data-Driven Dashboards: Supporting Facilitation Tasks for Open-Ended Learning}, url={http://dx.doi.org/10.1145/3334480.3382871}, DOI={10.1145/3334480.3382871}, abstractNote={Data-driven dashboards have been increasingly integrated into various contexts, particularly in educational settings. There is a growing need to understand how to design learning dashboards to help educators support learning experiences by providing real-time formative feedback. We are studying the design of a learning dashboard that can support educational facilitation tasks in a museum setting. In our approach, we use discrete facilitation tasks as the cornerstone of our design process. Using this task-based approach, we conducted pilot studies and participatory design sessions to better understand the context of design. In this paper, we offer preliminary findings and design considerations for supporting and digitally augmenting facilitation tasks in a highly interactive, open-ended learning environment.}, journal={Extended Abstracts of the 2020 CHI Conference on Human Factors in Computing Systems}, publisher={ACM}, author={Beheshti, Elham and Lyons, Leilah and Mallavarapu, Aditi and Wallingford, Betty and Uzzo, Stephen}, year={2020}, month={Apr} }
 @inproceedings{mallavarapu_lyons_2020, title={Exploration Maps, Beyond Top Scores: Designing Formative Feedback for Open-Ended Problems}, url={https://par.nsf.gov/servlets/purl/10290783}, booktitle={International Conference on Educational Data Mining (EDM)}, author={Mallavarapu, A. and Lyons, L.}, year={2020}, pages={790–795} }
 @inproceedings{beheshti_lyons_thompson_mallavarapu_uzzo_2020, title={Human-in-the-Loop: Supporting Facilitators' Scaffolding of Visitor Engagement and Learning in Science Museums}, url={http://dx.doi.org/10.3102/1574391}, DOI={10.3102/1574391}, booktitle={Proceedings of the 2020 AERA Annual Meeting}, publisher={AERA}, author={Beheshti, Elham and Lyons, L. and Thompson, W. and Mallavarapu, A. and Uzzo, S. M.}, year={2020} }
 @misc{mallavarapu_lyons_uzzo_thompson_levy-cohen_slattery_2019, title={Connect-to-Connected Worlds}, url={http://dx.doi.org/10.1145/3290605.3300237}, DOI={10.1145/3290605.3300237}, abstractNote={Immersive open-ended museum exhibits promote ludic engagement and can be a powerful draw for visitors, but these qualities may also make learning more challenging. We describe our efforts to help visitors engage more deeply with an interactive exhibit's content by giving them access to visualizations of data skimmed from their use of the exhibit. We report on the motivations and challenges in designing this reflective tool, which positions visitors as a "human in the loop" to understand and manage their engagement with the exhibit. We used an iterative design process and qualitative methods to explore how and if visitors could (1) access and (2) comprehend the data visualizations, (3) reflect on their prior engagement with the exhibit, (4)plan their future engagement with the exhibit, and (5) act on their plans. We further discuss the essential design challenges and the opportunities made possible for visitors through data-driven reflection tools.}, journal={Proceedings of the 2019 CHI Conference on Human Factors in Computing Systems}, publisher={ACM}, author={Mallavarapu, Aditi and Lyons, Leilah and Uzzo, Stephen and Thompson, Wren and Levy-Cohen, Rinat and Slattery, Brian}, year={2019}, month={May} }
 @article{mallavarapu_lyons_slattery_shelley_minor_zellner_2015, title={Developing Computational Methods to Measure and Track Learners’ Spatial Reasoning in an Open-Ended Simulation}, volume={7}, url={https://files.eric.ed.gov/fulltext/EJ1115279.pdf}, number={2}, journal={Journal of Educational Data Mining}, author={Mallavarapu, A. and Lyons, L. and Slattery, B. and Shelley, T. and Minor, E. and Zellner, M.}, year={2015}, pages={49–82} }