"I remember how to do it": exploring upper elementary students' collaborative regulation while pair programming using epistemic network analysis
Vandenberg, J., Lynch, C., Boyer, K. E., & Wiebe, E. (2022, March 11). COMPUTER SCIENCE EDUCATION.
Prompting collaborative and exploratory discourse: An epistemic network analysis study
Vandenberg, J., Zakaria, Z., Tsan, J., Iwanski, A., Lynch, C., Boyer, K. E., & Wiebe, E. (2021, August 7). INTERNATIONAL JOURNAL OF COMPUTER-SUPPORTED COLLABORATIVE LEARNING.
Peeking through the Classroom Window : A Detailed Data-Driven Analysis on the Usage of a Curriculum Integrated Math Game in Authentic Classrooms
LAK20: THE TENTH INTERNATIONAL CONFERENCE ON LEARNING ANALYTICS & KNOWLEDGE, pp. 625–634.
2019 journal article
High-precision characterization of the neutron light output of stilbene along the directions of maximum and minimum response
NUCLEAR INSTRUMENTS & METHODS IN PHYSICS RESEARCH SECTION A-ACCELERATORS SPECTROMETERS DETECTORS AND ASSOCIATED EQUIPMENT, 927, 313–319.
"I Think We Should...": Analyzing Elementary Students' Collaborative Processes for Giving and Taking Suggestions
SIGCSE'18: PROCEEDINGS OF THE 49TH ACM TECHNICAL SYMPOSIUM ON COMPUTER SCIENCE EDUCATION, pp. 622–627.
Learning Curve Analysis in a Large-Scale, Drill-and-Practice Serious Math Game: Where Is Learning Support Needed?
In Lecture Notes in Computer Science (pp. 436–449).
2015 conference paper
Data-driven worked examples improve retention and completion in a logic tutor
Artificial intelligence in education, aied 2015, 9112, 726–729.
Re-evaluating LARGO in the Classroom: Are Diagrams Better Than Text for Teaching Argumentation Skills?
In Intelligent Tutoring Systems (pp. 90–100).