@article{vandenberg_min_catete_boulden_mott_2023, title={Leveraging Game Design Activities for Middle Grades AI Education in Rural Communities}, url={https://doi.org/10.1145/3582437.3587193}, DOI={10.1145/3582437.3587193}, abstractNote={The ever pervasive nature of artificial intelligence (AI) in our world necessitates a focus on fostering an AI literate society. Young children, those aged 11 to 14, are at a critical point in developing their dispositions toward and perceptions of science, technology, engineering, and mathematics (STEM), which influences their future education and career interests. Youth in rural areas are in particular need of access to AI learning opportunities to prepare them for the future workforce; digital games may be one way to attract young, rural students to STEM education and careers. In this paper, we explore how to introduce rural middle grades students to foundational AI concepts through digital game design activities. To inform our efforts and to establish an understanding of what these student populations as well as their teachers know about AI and games, we conducted a set of interviews and focus groups. In brief, students’ awareness and understanding of AI varied significantly, whereas teachers had limited knowledge of AI. Moreover, students shared great interest in playing and designing games. In support of our findings, we are developing a set of game design activities around five core AI concepts and ensuring the activities are of interest to our rural students.}, journal={PROCEEDINGS OF THE 18TH INTERNATIONAL CONFERENCE ON THE FOUNDATIONS OF DIGITAL GAMES, FDG 2023}, author={Vandenberg, Jessica and Min, Wookhee and Catete, Veronica and Boulden, Danielle and Mott, Bradford}, year={2023} }
 @article{vandenberg_min_gupta_catete_boulden_mott_2023, title={Toward AI-infused Game Design Activities for Rural Middle Grades Students}, url={https://doi.org/10.1145/3587103.3594199}, DOI={10.1145/3587103.3594199}, abstractNote={The ubiquity of artificial intelligence (AI) in everyday life suggests the need to ensure young students know about AI, its uses and limitations, and its benefits and risks, while enabling them to develop expertise in using AI-driven technologies. To support rural middle grades students and educators in learning and teaching AI concepts, we are designing AI-focused learning activities centered around the creation of digital gameplay experiences. To inform our designs, we conducted educator interviews and student focus groups to gain insights into their understanding of AI, their computer science background, and their knowledge and interest in gaming. Building on findings from these interviews and focus groups, we have designed a set of hands-on activities to elicit deeper feedback from students and educators on their preferences, points of confusion, and interests. In this work, we present our initial AI-infused game design activities.}, journal={PROCEEDINGS OF THE 2023 CONFERENCE ON INNOVATION AND TECHNOLOGY IN COMPUTER SCIENCE EDUCATION, ITICSE 2023, VOL. 2}, author={Vandenberg, Jessica and Min, Wookhee and Gupta, Anisha and Catete, Veronica and Boulden, Danielle and Mott, Bradford}, year={2023}, pages={644–644} }
 @article{vandenberg_min_catete_boulden_mott_2023, title={Promoting AI Education for Rural Middle Grades Students with Digital Game Design}, url={https://doi.org/10.1145/3545947.3576333}, DOI={10.1145/3545947.3576333}, abstractNote={The demand is growing for a populace that is literate in Artificial Intelligence (AI); such literacy centers on enabling individuals to evaluate, collaborate with, and effectively use AI. Because the middle school years are a critical time for developing youths' perceptions and dispositions toward STEM, creating engaging AI learning experiences for middle grades students (ages 11 to 14) is paramount. The need for providing enhanced access to AI learning opportunities is especially pronounced in rural areas, which are typically underserved and underresourced. Inspired by prior research that game design holds significant potential for cultivating student interest and knowledge in computer science, we are designing, developing, and iteratively refining an AI-centered development environment that infuses AI learning into game design activities. In this work, we review design principles for game design interventions focused on middle grades computer science education and explore how to introduce AI learning experiences into interactive game design activities. We also discuss results from our initial co-design sessions with middle grades students and teachers in rural communities.}, journal={PROCEEDINGS OF THE 54TH ACM TECHNICAL SYMPOSIUM ON COMPUTER SCIENCE EDUCATION, VOL 2, SIGCSE 2023}, author={Vandenberg, Jessica and Min, Wookhee and Catete, Veronica and Boulden, Danielle and Mott, Bradford}, year={2023}, pages={1388–1388} }
 @article{mutch-jones_boulden_gasca_lord_wiebe_reichsman_2021, title={Co-teaching with an immersive digital game: supporting teacher-game instructional partnerships}, volume={5}, ISSN={["1556-6501"]}, DOI={10.1007/s11423-021-10000-z}, journal={ETR&D-EDUCATIONAL TECHNOLOGY RESEARCH AND DEVELOPMENT}, author={Mutch-Jones, Karen and Boulden, Danielle C. and Gasca, Santiago and Lord, Trudi and Wiebe, Eric and Reichsman, Frieda}, year={2021}, month={May} }
 @article{boulden_rachmatullah_oliver_wiebe_2021, title={Measuring in-service teacher self-efficacy for teaching computational thinking: development and validation of the T-STEM CT}, volume={26}, ISSN={["1573-7608"]}, url={https://doi.org/10.1007/s10639-021-10487-2}, DOI={10.1007/s10639-021-10487-2}, number={4}, journal={EDUCATION AND INFORMATION TECHNOLOGIES}, publisher={Springer Science and Business Media LLC}, author={Boulden, Danielle Cadieux and Rachmatullah, Arif and Oliver, Kevin M. and Wiebe, Eric}, year={2021}, month={Jul}, pages={4663–4689} }
 @article{zakaria_vandenberg_tsan_boulden_lynch_boyer_wiebe_2022, title={Two-Computer Pair Programming: Exploring a Feedback Intervention to improve Collaborative Talk in Elementary Students.}, volume={32}, ISSN={["1744-5175"]}, url={https://doi.org/10.1080/08993408.2021.1877987}, DOI={10.1080/08993408.2021.1877987}, abstractNote={ABSTRACT Background and Context Researchers and practitioners have begun to incorporate collaboration in programming because of its reported instructional and professional benefits. However, younger students need guidance on how to collaborate in environments that require substantial interpersonal interaction and negotiation. Previous research indicates that feedback fosters students’ productive collaboration. Objective This study employs an intervention to explore the role instructor-directed feedback plays on elementary students’ dyadic collaboration during 2-computer pair programming. Method We used a multi-study design, collecting video data on students’ dyadic collaboration. Study 1 qualitatively explored dyadic collaboration by coding video transcripts of four dyads which guided the design of Study 2 that examined conversation of six dyads using MANOVA and non-parametric tests. Findings Result from Study 2 showed that students receiving feedback used productive conversation categories significantly higher than the control condition in the sample group considered. Results are discussed in terms of group differences in specific conversation categories. Implications Our study highlights ways to support students in pair programming contexts so that they can maximize the benefits afforded through these experiences.}, number={1}, journal={COMPUTER SCIENCE EDUCATION}, publisher={Informa UK Limited}, author={Zakaria, Zarifa and Vandenberg, Jessica and Tsan, Jennifer and Boulden, Danielle Cadieux and Lynch, Collin F. and Boyer, Kristy Elizabeth and Wiebe, Eric N.}, year={2022}, month={Jan}, pages={3–29} }
 @article{vandenberg_tsan_boulden_zakaria_lynch_boyer_wiebe_2020, title={Elementary Students' Understanding of CS Terms}, volume={20}, ISSN={["1946-6226"]}, DOI={10.1145/3386364}, abstractNote={
            The language and concepts used by curriculum designers are not always interpreted by children as designers intended. This can be problematic when researchers use self-reported survey instruments in concert with curricula, which often rely on the implicit belief that students’ understanding aligns with their own. We report on our refinement of a validated survey to measure upper elementary students’ attitudes and perspectives about computer science (CS), using an iterative, design-based research approach informed by educational and psychological cognitive interview processes. We interviewed six groups of students over three iterations of the instrument on their understanding of CS concepts and attitudes toward coding. Our findings indicated that students could not explain the terms 
            computer programs 
            nor 
            computer science
             as expected. Furthermore, they struggled to understand how coding may support their learning in other domains. These results may guide the development of appropriate CS-related survey instruments and curricular materials for K–6 students.
          }, number={3}, journal={ACM TRANSACTIONS ON COMPUTING EDUCATION}, author={Vandenberg, Jessica and Tsan, Jennifer and Boulden, Danielle and Zakaria, Zarifa and Lynch, Collin and Boyer, Kristy Elizabeth and Wiebe, Eric}, year={2020}, month={Sep} }
 @inproceedings{lytle_cateté_dong_boulden_akram_houchins_barnes_wiebe_2019, place={Chengdu, Sichuan, China}, title={CEO: A Triangulated Evaluation of a Modeling-Based CT-Infused CS Activity for Non-CS Middle Grade Students}, ISBN={9781450362597}, url={http://dx.doi.org/10.1145/3300115.3309527}, DOI={10.1145/3300115.3309527}, abstractNote={With the increased demand for introducing computational thinking (CT) in K-12 classrooms, educational researchers are developing integrated lesson plans that can teach CT fundamentals in non-computing specific classrooms. Although these lessons reach more students through the core curriculum, proper evaluation methods are needed to ensure the quality of the design and integration. As part of a research practice partnership, we work to infuse research-backed curricula into science courses. We find a three-pronged approach of evaluation can help us make better decisions on how to improve experimental curricula for active classrooms. This CEO model uses three data sources (student code traces, exit ticket responses, and field observations) as a triangulated approach that can be used to identify programming behavior among novice developers, preferred task ordering for the assignment, and scaffolding recommendations to teachers. This approach allows us to evaluate the practical implementations of our initiative and create a focused approach for designing more effective lessons.}, booktitle={Proceedings of the ACM Conference on Global Computing Education  - CompEd '19}, publisher={ACM Press}, author={Lytle, Nicholas and Cateté, Veronica and Dong, Yihuan and Boulden, Danielle and Akram, Bita and Houchins, Jennifer and Barnes, Tiffany and Wiebe, Eric}, year={2019}, pages={58–64} }
 @article{catete_lytle_dong_boulden_akram_houchins_barnes_wiebe_lester_mott_et al._2018, title={Infusing Computational Thinking into Middle Grade Science Classrooms: Lessons Learned}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-85056713650&partnerID=MN8TOARS}, DOI={10.1145/3265757.3265778}, abstractNote={There is a growing need to present all students with an opportunity to learn computer science and computational thinking (CT) skills during their primary and secondary education. Traditionally, these opportunities are available outside of the core curriculum as stand-alone courses often taken by those with preparatory privilege. Researchers have identified the need to integrate CT into core classes to provide equitable access to these critical skills. We have worked in a research-practice partnership with two magnet middle schools focused on digital sciences to develop and implement computational thinking into life sciences classes. In this report, we present initial lessons learned while conducting our design-based implementation research on integrating computational thinking into middle school science classes. These case studies suggest that several factors including teacher engagement, teacher attitudes, student prior experience with CS/CT, and curriculum design can all impact student engagement in integrated science-CT lessons.}, journal={WIPSCE'18: PROCEEDINGS OF THE 13TH WORKSHOP IN PRIMARY AND SECONDARY COMPUTING EDUCATION}, publisher={ACM Press}, author={Catete, Veronica and Lytle, Nicholas and Dong, Yihuan and Boulden, Danielle and Akram, Bita and Houchins, Jennifer and Barnes, Tiffany and Wiebe, Eric and Lester, James and Mott, Bradford and et al.}, year={2018}, pages={109–114} }