@article{huang_han_villanueva_liu_zhu_ramani_peppler_2024, title={Deepening children’s STEM learning through making and creative writing}, url={https://doi.org/10.1016/j.ijcci.2024.100651}, DOI={10.1016/j.ijcci.2024.100651}, abstractNote={Current trends demonstrate that researchers and K-12 educators are moving towards integrating computational thinking (CT) concepts outside of the computer science (CS) classroom (Lee et al., 2020). However, one of the present challenges includes a lack of engaging learning content and instruction for translating computational concepts that non-CS instructors can bring into their classrooms. Our research team developed the Grove-Blockly platform, a website that employs block-based programming and physical computing elements with simulations to support CT learning and IoT practices. We designed a 5-day workshop with the National Writing Project for students to engage in STEAM learning through making and creative writing. By examining students' learning through the processes and outcomes of making, coding, and creative writing, we aim to better understand how learning occurs at the intersections of making, writing, and computing. The findings show students' positive learning outcomes of CT and physical computing from the workshop. Mainly, students gained a deeper understanding of IoT elements (e.g., sensors, actuators) through the process of making and creative writing. This work provides empirical evidence on how students learn CT and computational practices through making and creative writing. Finally, we discuss how the engagement of STEAM practices supports and empowers students' learning of CT and physical computing through the creation of e-crafts by students.}, journal={International Journal of Child-Computer Interaction}, author={Huang, Joey and Han, Ariel and Villanueva, Ana and Liu, Ziyi and Zhu, Zhengzhe and Ramani, Karthik and Peppler, Kylie}, year={2024}, month={Jun} }
 @inproceedings{yankova_huang_vitiello_speer_orta-martinez_rose_peppler_2023, place={Montreal, Canada}, title={"Where is the Zaxis?”: Negotiating understanding of servo rotation through gestures and tools}, booktitle={17th International Conference of the Learning Sciences (ICLS)}, publisher={International Society of the Learning Sciences}, author={Yankova, N. and Huang, J. and Vitiello, R. and Speer, S. and Orta-Martinez, M. and Rose, C. and Peppler, K.}, editor={Blikstein, P. and Aalst, J.V. and Kizito, R. and Brennan, K.Editors}, year={2023}, pages={1254–1257} }
 @inproceedings{huang_cawelti_peppler_2023, place={Montreal, Canada}, title={Exploring algorithm building through designing and making kinetic sculpture}, booktitle={17th International Conference of the Learning Sciences (ICLS)}, publisher={International Society of the Learning Sciences}, author={Huang, J. and Cawelti, L. and Peppler, K.}, editor={Blikstein, P. and Aalst, J.V. and Kizito, R. and Brennan, K.Editors}, year={2023}, pages={1494–1497} }
 @misc{zhu_liu_zhang_zhu_huang_villanueva_qian_peppler_ramani_2023, title={LearnIoTVR: An End-to-End Virtual Reality Environment Providing Authentic Learning Experiences for Internet of Things}, url={http://dx.doi.org/10.1145/3544548.3581396}, DOI={10.1145/3544548.3581396}, abstractNote={The rapid growth of Internet-of-Things (IoT) applications has generated interest from many industries and a need for graduates with relevant knowledge. An IoT system is comprised of spatially distributed interactions between humans and various interconnected IoT components. These interactions are contextualized within their ambient environment, thus impeding educators from recreating authentic tasks for hands-on IoT learning. We propose LearnIoTVR, an end-to-end virtual reality (VR) learning environment which helps students to acquire IoT knowledge through immersive design, programming, and exploration of real-world environments empowered by IoT (e.g., a smart house). The students start the learning process by installing virtual IoT components we created in different locations inside the VR environment so that the learning will be situated in the same context where the IoT is applied. With our custom-designed 3D block-based language, students can program IoT behaviors directly within VR and get immediate feedback on their programming outcome. In the user study, we evaluated the learning outcomes among students using LearnIoTVR with a pre- and post-test to understand to what extent does engagement in LearnIoTVR lead to gains in learning programming skills and IoT competencies. Additionally, we examined what aspects of LearnIoTVR support usability and learning of programming skills compared to a traditional desktop-based learning environment. The results from these studies were promising. We also acquired insightful user feedback which provides inspiration for further expansions of this system.}, journal={Proceedings of the 2023 CHI Conference on Human Factors in Computing Systems}, publisher={ACM}, author={Zhu, Zhengzhe and Liu, Ziyi and Zhang, Youyou and Zhu, Lijun and Huang, Joey and Villanueva, Ana M and Qian, Xun and Peppler, Kylie and Ramani, Karthik}, year={2023}, month={Apr} }
 @inproceedings{speer_huang_yankova_rose_peppler_orta-martinez_2023, place={Montreal, Canada}, title={RoboLoom: Collaboratively re- crafting CS education}, booktitle={3rd Annual Meeting of the International Society of the Learning Sciences (ISLS) Annual Meeting 2023}, publisher={International Society of the Learning Sciences}, author={Speer, S. and Huang, J. and Yankova, N. and Rose, C. and Peppler, K. and Orta-Martinez, M.}, editor={Slotta, J.D. and E., CharlesEditors}, year={2023}, pages={31–34} }
 @inproceedings{speer_garcia-alonzo_huang_yankova_rosé_peppler_mccann_martinez_2023, title={SPEERLoom: An Open-Source Loom Kit for Interdisciplinary Engagement in Math, Engineering, and Textiles}, url={https://doi.org/10.1145/3586183.3606724}, DOI={10.1145/3586183.3606724}, abstractNote={Weaving is a fabrication process that is grounded in mathematics and engineering: from the binary, matrix-like nature of the pattern drafts weavers have used for centuries, to the punch card programming of the first Jacquard looms. This intersection of disciplines provides an opportunity to ground abstract mathematical concepts in a concrete and embodied art, viewing this textile art through the lens of engineering. Currently, available looms are not optimized to take advantage of this opportunity to increase mathematics learning by providing hands-on interdisciplinary learning in collegiate classrooms. In this work, we present SPEERLoom: an open-source, robotic Jacquard loom kit designed to be a tool for interweaving cloth fabrication, mathematics, and engineering to support interdisciplinary learning in the classroom. We discuss the design requirements and subsequent design of SPEERLoom. We also present the results of a pilot study in a post-secondary class finding that SPEERLoom supports hands-on, interdisciplinary learning of math, engineering, and textiles.}, author={Speer, Samantha and Garcia-Alonzo, Ana P and Huang, Joey and Yankova, Nickolina and Rosé, Carolyn and Peppler, Kylie A and Mccann, James and Martinez, Melisa Orta}, year={2023}, month={Oct} }
 @misc{vitiello_huang_speer_yankova_peppler_orta-martinez_rosé_2023, title={Studying Interdisciplinary Collaboration as a Core Skill}, ISSN={1573-4552}, url={http://dx.doi.org/10.22318/cscl2023.153494}, DOI={10.22318/cscl2023.153494}, abstractNote={At its core, collaboration is about bringing diverse perspectives together to create something new.Diversity may arise along a multiplicity of dimensions, leading to some very similar challenges, and other dimension-specific challenges, each of which require discrete skills to address.Interdisciplinary collaboration, while understudied, has particular workplace relevance.This research seeks to understand what is specific to interdisciplinary collaboration as part of a broader agenda to operationalize key underlying skills that enable interdisciplinary collaboration and subsequently assess and support interdisciplinary collaboration, both in the classroom and in the workplace.The aim of this poster presentation is to engage the community in an intellectual exchange about underlying questions to inform work in progress.}, journal={Proceedings of the International Conference on Computer-supported for Collaborative Learning}, publisher={International Society of the Learning Sciences}, author={Vitiello, Rosanna and Huang, Joey and Speer, Samantha and Yankova, Nickolina and Peppler, Kylie and Orta-Martinez, Melisa and Rosé, Carolyn P.}, year={2023}, month={Oct} }
 @inproceedings{ojeda-ramirez_cawelti_huang_peppler_2023, place={Montreal, Canada}, title={Tools dictate the divide: entrenched gendered practices in the making of kinetic sculptures}, booktitle={17th International Conference of the Learning Sciences (ICLS)}, publisher={International Society of the Learning Sciences}, author={Ojeda-Ramirez, S. and Cawelti, L. and Huang, J. and Peppler, K.}, editor={Blikstein, P. and Aalst, J.V. and Kizito, R. and Brennan, K.Editors}, year={2023}, pages={1964–1966} }
 @inproceedings{peppler_huang_2023, place={Montreal, Canada}, title={Visual Learning Analytics to Upskill Aerospace Engineers in Advanced Manufacturing}, booktitle={17th International Conference of the Learning Sciences (ICLS)}, publisher={International Society of the Learning Sciences}, author={Peppler, K. and Huang, J.}, editor={Blikstein, P. and Aalst, J.V. and Kizito, R. and Brennan, K.Editors}, year={2023}, pages={1900–1902} }
 @article{jiang_huang_lee_2023, title={Visualizing qualitative data: unpacking the complexities and nuances of technology-supported learning processes}, volume={7}, ISSN={1042-1629 1556-6501}, url={http://dx.doi.org/10.1007/s11423-023-10272-7}, DOI={10.1007/s11423-023-10272-7}, journal={Educational technology research and development}, publisher={Springer Science and Business Media LLC}, author={Jiang, Shiyan and Huang, Joey and Lee, Hollylynne S.}, year={2023}, month={Jul} }
 @book{peppler_huang_2022, title={CAREER: Designing a New Nexus: Examining the Social Construction of Electronics and Computing Toolkits to Broaden Participation and Deepen Learning}, author={Peppler, K. and Huang, J.}, year={2022} }
 @inproceedings{huang_han_sedas_telfer-radzat_peppler_2022, place={Hiroshima, Japan}, title={Crafting paper circuits: Gendered materials for circuitry learning}, booktitle={International Collaboration toward Educational Innovation for All: International Society of the Learning Sciences (ISLS) Annual Meeting 2022 (pp.1293-1296}, publisher={International Society of the Learning Sciences}, author={Huang, J. and Han, A. and Sedas, M. and Telfer-Radzat, K. and Peppler, K.}, editor={Oshima, J. and Mochizuki, T. and Hayashi, Y.Editors}, year={2022}, pages={1293–1296} }
 @book{borner_heimlich_kennedy_peppler_uzzo_huang_2022, title={Data Visualization Literacy: Research and Tools that Advance Public Understanding of Scientific Data}, author={Borner, K. and Heimlich, J. and Kennedy, B. and Peppler, K. and Uzzo, S. and Huang, J.}, year={2022} }
 @article{huang_parker_2022, title={Developing computational thinking collaboratively: the nexus of computational practices within small groups}, volume={33}, ISSN={0899-3408 1744-5175}, url={http://dx.doi.org/10.1080/08993408.2022.2039488}, DOI={10.1080/08993408.2022.2039488}, abstractNote={ABSTRACT Background and Context Computational thinking (CT) is a critical part of computing education in middle school. The existing practices of collaboration and collaborative design activities at this education level pairs well with CT practices, but this interaction has previously been under-explored in the existing literature. Objective In this study, we investigate whether students can learn CT through collaborative design activities and what patterns emerge over time and across instructional phases. Method We coded 6.3 hours of video observations for CT practices to create visualizations of 10-second segments of middle school students programming together. We use these visualizations to unpack nuances regarding how students demonstrate CT practices. Additionally, we provide three vignettes to highlight the interactions between students within and across the three instructional phases. Findings The findings suggest that middle school students can learn CT concepts and practices through collaborative design activities. The results demonstrate the patterns of CT practices and detail the transitions between each CT practice over time within a small group. Implications This study applies novel analysis techniques on student interaction data to examine CT through collaborative design. By bridging a CT framework with collaborative design activities, this study enhances the understanding of CT in collaborating, learning, and creating computing project-based designs.}, number={3}, journal={Computer Science Education}, publisher={Informa UK Limited}, author={Huang, Joey and Parker, Miranda C.}, year={2022}, month={Apr}, pages={342–374} }
 @inproceedings{huang_2022, place={Hiroshima, Japan}, title={Exploring social interactions to promote computational thinking practices}, booktitle={International Collaboration toward Educational Innovation for All: International Society of the Learning Sciences (ISLS) Annual Meeting 2022}, publisher={International Society of the Learning Sciences}, author={Huang, J.}, editor={Oshima, J. and Mochizuki, T. and Hayashi, Y.Editors}, year={2022}, pages={607–608} }
 @misc{keune_bermúdez_dahn_huang_peppler_2022, title={Performing Mathematics Through Crafting: A workshop from a Constructionist Approach}, url={https://clalliance.org/blog/performing-mathematics-through-crafting-a-workshop-from-a-constructionist-approach/}, journal={Connected Learning Alliance}, author={Keune, A. and Bermúdez, D. and Dahn, M. and Huang, J. and Peppler, K.}, year={2022}, month={Nov} }
 @book{peppler_rose_martinez_huang_2022, title={ReCrafting Computer Science: Concretizing Computational Thinking Through Tangible Fiber Crafts}, author={Peppler, K. and Rose, C. and Martinez, M. and Huang, J.}, year={2022} }
 @inproceedings{ipsita_erickson_dong_huang_bushinski_saradhi_villanueva_peppler_redick_ramani_2022, title={Towards Modeling of Virtual Reality Welding Simulators to Promote Accessible and Scalable Training}, url={http://dx.doi.org/10.1145/3491102.3517696}, DOI={10.1145/3491102.3517696}, abstractNote={The US manufacturing industry is currently facing a welding workforce shortage which is largely due to inadequacy of widespread welding training. To address this challenge, we present a Virtual Reality (VR)-based training system aimed at transforming state-of-the-art-welding simulations and in-person instruction into a widely accessible and engaging platform. We applied backward design principles to design a low-cost welding simulator in the form of modularized units through active consulting with welding training experts. Using a minimum viable prototype, we conducted a user study with 24 novices to test the system’s usability. Our findings show (1) greater effectiveness of the system in transferring skills to real-world environments as compared to accessible video-based alternatives and, (2) the visuo-haptic guidance during virtual welding enhances performance and provides a realistic learning experience to users. Using the solution, we expect inexperienced users to achieve competencies faster and be better prepared to enter actual work environments.}, booktitle={CHI Conference on Human Factors in Computing Systems}, publisher={ACM}, author={Ipsita, Ananya and Erickson, Levi and Dong, Yangzi and Huang, Joey and Bushinski, Alexa K and Saradhi, Sraven and Villanueva, Ana M and Peppler, Kylie A and Redick, Thomas S and Ramani, Karthik}, year={2022}, month={Apr} }
 @inproceedings{han_keune_huang_peppler_2022, place={Hiroshima, Japan}, title={Visualizing Family Engagement in Museum Settings}, booktitle={International Collaboration toward Educational Innovation for All: International Society of the Learning Sciences (ISLS) Annual Meeting 2022}, publisher={International Society of the Learning Sciences}, author={Han, A. and Keune, A. and Huang, J. and Peppler, K.}, editor={Oshima, J. and Mochizuki, T. and Hayashi, Y.Editors}, year={2022}, pages={1094–1095} }
 @book{ramani_elmqvist_peppler_huang_quinn_redick_2021, title={B1 (Future Jobs and AI): Skill-XR: An affordable and scalable X-Reality (XR) platform for skills training and analytics in manufacturing workforce education}, author={Ramani, K. and Elmqvist, N. and Peppler, K. and Huang, J. and Quinn, A. and Redick, T.}, year={2021} }
 @book{peppler_huang_2021, title={Future of Work at the Human-Technology Frontier (FW-HTF): Pre-skilling workers, understanding labor force implications and designing future factory human-robot workflows using a physical simulation platform}, author={Peppler, K. and Huang, J.}, year={2021} }
 @inproceedings{villanueva_liu_zhu_du_huang_peppler_ramani_2021, title={RobotAR: An Augmented Reality Compatible Teleconsulting Robotics Toolkit for Augmented Makerspace Experiences}, url={http://dx.doi.org/10.1145/3411764.3445726}, DOI={10.1145/3411764.3445726}, abstractNote={Distance learning is facing a critical moment finding a balance between high quality education for remote students and engaging them in hands-on learning. This is particularly relevant for project-based classrooms and makerspaces, which typically require extensive trouble-shooting and example demonstrations from instructors. We present RobotAR, a teleconsulting robotics toolkit for creating Augmented Reality (AR) makerspaces. We present the hardware and software for an AR-compatible robot, which behaves as a student’s voice assistant and can be embodied by the instructor for teleconsultation. As a desktop-based teleconsulting agent, the instructor has control of the robot’s joints and position to better focus on areas of interest inside the workspace. Similarly, the instructor has access to the student’s virtual environment and the capability to create AR content to aid the student with problem-solving. We also performed a user study which compares current techniques for distance hands-on learning and an implementation of our toolkit.}, booktitle={Proceedings of the 2021 CHI Conference on Human Factors in Computing Systems}, publisher={ACM}, author={Villanueva, Ana M and Liu, Ziyi and Zhu, Zhengzhe and Du, Xin and Huang, Joey and Peppler, Kylie A and Ramani, Karthik}, year={2021}, month={May} }
 @book{ramani_redick_ebert_peppler_huang_2020, title={Convergence Accelerator (C-Accel) Phase I (RAISE): Skill-LeARn: Affordable and accessible augmented reality platform for scaling up manufacturing workforce, skilling, and education}, author={Ramani, K. and Redick, T. and Ebert, D. and Peppler, K. and Huang, J.}, year={2020} }
 @inproceedings{huang_2020, place={Dublin, Ireland}, title={Exploring Computational Thinking Practices through Collaborative Design Activities}, note={conference cancelled, proceedings published).}, booktitle={Exploring, Testing and Extending our Understanding of Constructionism: Constructionism 2020}, publisher={ACM}, author={Huang, J.}, editor={In C. Girvan, J. R. ByrneEditor}, year={2020}, pages={92–93} }
 @book{peppler_huang_2020, title={Future of Work at the Human-Technology Frontier (FW-HTF): Pre-skilling workers, understanding labor Force implications and designing future factory human-robot workflows using a physical simulation platform}, author={Peppler, K. and Huang, J.}, year={2020} }
 @book{peppler_huang_richey_ginda_börner_quinlan_hart_2020, title={Key principles for workforce upskilling via online learning: A learning analytics study of a professional course in additive manufacturing}, url={https://arxiv.org/abs/2008.06610}, DOI={10.48550/arXiv.2008.06610}, abstractNote={Effective adoption of online platforms for teaching, learning, and skill development is essential to both academic institutions and workplaces. Adoption of online learning has been abruptly accelerated by COVID19 pandemic, drawing attention to research on pedagogy and practice for effective online instruction. Online learning requires a multitude of skills and resources spanning from learning management platforms to interactive assessment tools, combined with multimedia content, presenting challenges to instructors and organizations. This study focuses on ways that learning sciences and visual learning analytics can be used to design, and to improve, online workforce training in advanced manufacturing. Scholars and industry experts, educational researchers, and specialists in data analysis and visualization collaborated to study the performance of a cohort of 900 professionals enrolled in an online training course focused on additive manufacturing. The course was offered through MITxPro, MIT Open Learning is a professional learning organization which hosts in a dedicated instance of the edX platform. This study combines learning objective analysis and visual learning analytics to examine the relationships among learning trajectories, engagement, and performance. The results demonstrate how visual learning analytics was used for targeted course modification, and interpretation of learner engagement and performance, such as by more direct mapping of assessments to learning objectives, and to expected and actual time needed to complete each segment of the course. The study also emphasizes broader strategies for course designers and instructors to align course assignments, learning objectives, and assessment measures with learner needs and interests, and argues for a synchronized data infrastructure to facilitate effective just in time learning and continuous improvement of online courses.}, number={2008.066102008.06610}, author={Peppler, K. and Huang, J. and Richey, C.M. and Ginda, M. and Börner, K. and Quinlan, H. and Hart, A.J.}, year={2020} }
 @inproceedings{lee_stamatis_pacheco_roque_widman_wingert_wegemer_huang_2020, place={Nashville, TN, USA}, title={Partnering for equity: Research practice partnerships and community contexts}, url={https://repository.isls.org//handle/1/6643}, booktitle={The interdisciplinarity of the learning sciences: International conference of the learning sciences (ICLS) 2020}, author={Lee, U.-S. and Stamatis, M.K. and Pacheco, J. and Roque, R. and Widman, S. and Wingert, K. and Wegemer, M.C. and Huang, J.}, editor={Gresalfi, M. and Horn, I.Editors}, year={2020}, pages={2631–2632} }
 @inproceedings{huang_peppler_2019, place={Lyon, France}, title={Studying Computational Thinking Through Collaborative Design Activities with Scratch}, booktitle={A wide lens: Combining Embodied, Enactive, Extended, and Embedded Learning in Collaborative Settings: International Conference on Computer Supported Collaborative Learning (CSCL) 2019}, publisher={International Society of the Learning Sciences}, author={Huang, J. and Peppler, K.}, editor={Lund, K. and Lavoué, E. and Niccolai, G.P.Editors}, year={2019}, pages={933–935} }
 @article{huang_hmelo-silver_jordan_gray_frensley_newman_stern_2018, title={Scientific discourse of citizen scientists: Models as a boundary object for collaborative problem solving}, volume={87}, ISSN={0747-5632}, url={http://dx.doi.org/10.1016/j.chb.2018.04.004}, DOI={10.1016/j.chb.2018.04.004}, abstractNote={In this study, we examine the nature of scientific discourse among participants enrolled in two citizen science projects as they engage in collaborative modeling and problem solving. Specifically, we explore the nature of their conversation as they use, the Mental Modeler, an online collaborative modeling tool to facilitate science engagement, systems-thinking and reasoning. This paper applies an analytical approach that uses visual representations and the discourse around building these representations to understand the shifts in scientific discourse and interpret complex interaction patterns between participants and facilitators in the computer-based learning environment. Findings suggest that the Mental Modeler serves as a boundary object that empowers participants and facilitators to collaboratively engage with scientific topics and practices through the development of scientific discourse and deeper learning in problem solving contexts. Findings shows patterns for group modeling in terms of shifting from bottom-up level to top-down level of discussions. In addition, the results show greater group collaboration and interaction when participants engage in the discussion by using the Mental Modeler to plan and model the citizen science projects.}, journal={Computers in Human Behavior}, publisher={Elsevier BV}, author={Huang, Joey and Hmelo-Silver, Cindy E. and Jordan, Rebecca and Gray, Steven and Frensley, Troy and Newman, Greg and Stern, Marc J.}, year={2018}, month={Oct}, pages={480–492} }
 @inproceedings{huang_gomoll_tolar_hmelo-silver_sabanovic_2018, place={London, UK}, title={Visualizing Complex Classrooms Through Real Time Observations}, booktitle={Rethinking Learning in the Digital Age: Making the Learning Sciences Count, 13th International Conference of the Learning Sciences (ICLS) 2018}, publisher={International Society of the Learning Sciences}, author={Huang, J. and Gomoll, A. and Tolar, E. and Hmelo-Silver, C.E. and Sabanovic, S.}, editor={Kay, J. and Luckin, R.Editors}, year={2018} }
 @article{frensley_crall_stern_jordan_gray_prysby_newman_hmelo-silver_mellor_huang_2017, title={Bridging the Benefits of Online and Community Supported Citizen Science: A Case Study on Motivation and Retention with Conservation-Oriented Volunteers}, volume={2}, ISSN={2057-4991}, url={http://dx.doi.org/10.5334/cstp.84}, DOI={10.5334/cstp.84}, abstractNote={This study explores the motivations and barriers for participation and persistence in an innovative citizen science pilot project with Virginia Master Naturalist volunteers. The project combines self-guided online training, in-person meetings, and collaboration through social networking and “mental modeling” to support on-the-ground development and execution of citizen science projects developed by participants. Results suggest that the two strongest motivators for volunteers to participate in the project were an interest in the environment and an interest in protecting a local natural resource. Our findings indicate that volunteers with more prior experience participating in citizen science projects and those with higher gross incomes were more likely to persist in the project. Our data also suggest that decisions to persist or drop out of the project were influenced by volunteers’ time commitment, their ability to use the online tools, the perceived relevance of the resources, and the saliency of the project. Projects that arose from pre-existing environmental issues seemed to be more salient and may have enhanced volunteer persistence. We discuss the influence of our findings and the implications for the development of future citizen science projects.}, number={1}, journal={Citizen Science: Theory and Practice}, publisher={Ubiquity Press, Ltd.}, author={Frensley, T. and Crall, Alycia and Stern, Marc and Jordan, Rebecca and Gray, Steven and Prysby, Michelle and Newman, Greg and Hmelo-Silver, Cindy and Mellor, David and Huang, Joey}, year={2017}, month={Aug}, pages={4} }
 @book{jordan_hmelo-silver_stern_gray_newman_crall_huang_2017, title={DIP: Sustaining ecological communities through citizen science and online collaboration}, author={Jordan, R. and Hmelo-Silver, C. and Stern, M. and Gray, S. and Newman, G. and Crall, A. and Huang, J.}, year={2017} }
 @inproceedings{huang_hmelo-silver_jordan_frensley_gray_newman_2017, place={Philadelphia, PA}, title={Scientific Discourse of Citizen Scientists: A Collaborative Modeling as a Boundary Object}, booktitle={Making a Difference: Prioritizing Equity and Access in CSCL, 12th International Conference on Computer Supported Collaborative Learning (CSCL) 2017}, publisher={International Society of the Learning Sciences}, author={Huang, J. and Hmelo-Silver, C. and Jordan, R. and Frensley, T. and Gray, S. and Newman, G.}, editor={Smith, B.K. and Borge, M. and Mercier, E. and Lim, K.Y.Editors}, year={2017}, pages={399–406} }
 @article{gray_jordan_crall_newman_hmelo-silver_huang_novak_mellor_frensley_prysby_et al._2017, title={Combining participatory modelling and citizen science to support volunteer conservation action}, volume={208}, ISSN={0006-3207}, url={http://dx.doi.org/10.1016/j.biocon.2016.07.037}, DOI={10.1016/j.biocon.2016.07.037}, abstractNote={The popularity of both citizen science and participatory modelling has given way to a growing number of case studies that all outline the benefits of more inclusive forms of conservation planning. Citizen science offers volunteers the opportunity to engage in environmental research while participatory modelling engages individuals in community-level environmental decision-making. Although both of these public-science collaborations are often said to lead to improved environmental decision-making, evidence for these outcomes in the peer reviewed literature remains sparse. We suggest that combining these fields has promise for developing community-supported research leading to conservation action. To demonstrate this approach, we present the infrastructure and use of a participatory modelling software called Mental Modeler (http://www.mentalmodeler.org/), used with a citizen science web portal (www.citsci.org) that allows citizen scientists, scientists, and managers to: (1) collaboratively define local conservation issues of shared concern; (2) model and represent assumptions, evidence, and existing information about these issues; (3) run scenarios to discuss potential research or management options; and ultimately (4) co-develop citizen scientific research and conservation plans. Using case study data from two community groups working on locally-defined issues related to land management practices in the US, we demonstrate how coordinated learning through modelling practices can lead to the development of self-organized and co-created conservation action. We conclude that the development of online modelling tools holds strong promise for the fields of both citizen science and conservation biology.}, journal={Biological Conservation}, publisher={Elsevier BV}, author={Gray, Steven and Jordan, Rebecca and Crall, Alycia and Newman, Greg and Hmelo-Silver, Cindy and Huang, Joey and Novak, Whitney and Mellor, David and Frensley, Troy and Prysby, Michelle and et al.}, year={2017}, month={Apr}, pages={76–86} }
 @inproceedings{duncan_huang_2016, title={Connecting badges: Exploring the utility of digital badges for learning in affinity spaces}, url={https://journals.uic.edu/ojs/index.php/spir/article/view/8506/6776}, note={Retrieved online via:}, booktitle={Selected Papers of Internet Research}, author={Duncan, S.C. and Huang, J.}, year={2016} }
 @inproceedings{huang_duncan_2016, title={Educational roles and structures of interaction in a Minecraft affinity space}, volume={11}, booktitle={Games+Learning+Society 11}, author={Huang, J. and Duncan, S.C.}, editor={Caldwell, K. and Seyler, S. and Ochsner, A. and Steinkuehler, C.Editors}, year={2016}, pages={525–526} }
 @inproceedings{duncan_huang_2016, title={“About as Educational as Minecraft Can Get”: Youth Framings of Games and Learning in an Affinity Space}, url={http://creativitylabs.com/pubs/2014_Huang_EducationalMinecraft-Affinity.pdf}, booktitle={Games + Learning + Society}, author={Duncan, S.C. and Huang, C.J.}, editor={Williams and Steinkuehler, C.Editors}, year={2016}, pages={82–88} }
 @inproceedings{duncan_georgen_cook_huang_2016, title={“I have to tell you something”: How narrative and pretend play intersect in story games}, volume={11}, booktitle={Games+Learning+Society 11}, author={Duncan, S. and Georgen, C. and Cook, L. and Huang, J.}, editor={Caldwell, K. and Seyler, S. and Ochsner, A. and Steinkuehler, C.Editors}, year={2016}, pages={67–74} }
 @inproceedings{hmelo-silver_jordan_novak_c.j._d._s._a._newman_2015, place={Gothenburg, Sweden}, title={Engaging Citizen Scientists in Model-Based Reasoning}, booktitle={Exploring the Materials Conditions of Learning: Computer Supported Collaborative Learning (CSCL) Conference 2015}, publisher={The International Society of the Learning Sciences}, author={Hmelo-Silver, C.E. and Jordan, R.C. and Novak, W.E.Huang and C.J., Mellor and D., Gray and S., Crall and A. and Newman, G.}, editor={Lindwall, O. and Hakkinen, P. and Koschmann, T. and Tchounikine, P. and Ludvigsen, S.Editors}, year={2015}, pages={693–694} }
 @inproceedings{duncan_huang_georgen_cook_2015, place={Gothenburg, Sweden}, title={Investigating recognition systems in a collaborative, programming-oriented affinity space}, booktitle={Exploring the Materials Conditions of Learning: Computer Supported Collaborative Learning (CSCL) Conference 2015}, publisher={The International Society of the Learning Sciences}, author={Duncan, S.C. and Huang, J. and Georgen, C. and Cook, L.}, editor={Lindwall, O. and Hakkinen, P. and Koschmann, T. and Tchounikine, P. and Ludvigsen, S.Editors}, year={2015}, pages={753–754} }
 @inproceedings{duncan_huang_2014, title={“About as educational as Minecraft can get”: Youth framings of games and learning in an affinity space}, url={http://www.creativitylabs.com/pubs/2014_Huang_EducationalMinecraft-Affinity.pdf}, booktitle={Games+Learning+Society 10}, author={Duncan, S.C. and Huang, C.J.}, editor={Ochsner, A. and Dietmeier, J. and Williams, C. and Steinkuehler, C.Editors}, year={2014}, pages={82–88} }