@article{lester_spires_nietfeld_minogue_mott_lobene_2014, title={Designing game-based learning environments for elementary science education: A narrative-centered learning perspective}, volume={264}, ISSN={["1872-6291"]}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-84894486887&partnerID=MN8TOARS}, DOI={10.1016/j.ins.2013.09.005}, abstractNote={Game-based learning environments hold significant promise for STEM education, yet they are enormously complex. Crystal Island: Uncharted Discovery, is a game-based learning environment designed for upper elementary science education that has been under development in our laboratory for the past four years. This article discusses curricular and narrative interaction design requirements, presents the design of the Crystal Island learning environment, and describes its evolution through a series of pilots and field tests. Additionally, a classroom integration study was conducted to initiate a shift towards ecological validity. Results indicated that Crystal Island produced significant learning gains on both science content and problem-solving measures. Importantly, gains were consistent for gender across studies. This finding is key in light of past studies that revealed disproportionate participation by boys within game-based learning environments.}, journal={INFORMATION SCIENCES}, author={Lester, James C. and Spires, Hiller A. and Nietfeld, John L. and Minogue, James and Mott, Bradford W. and Lobene, Eleni V.}, year={2014}, month={Apr}, pages={4–18} }
 @article{lobene_meade_pond_2014, title={Perceived Overqualification: A Multi-Source Investigation of Psychological Predisposition and Contextual Triggers}, volume={149}, ISSN={0022-3980 1940-1019}, url={http://dx.doi.org/10.1080/00223980.2014.967654}, DOI={10.1080/00223980.2014.967654}, abstractNote={ABSTRACT. Although employee (subjective) perceived overqualification (POQ) has recently been explored as a meaningful organizational construct, further work is needed to fully understand it. We extend the theoretical psychological underpinnings of employee POQ and examine both its determinants and outcomes based on established and newly proposed theoretical developments. Four-hundred and fifteen employees completed an online questionnaire and 208 of their supervisors completed corresponding surveys about the employees’ withdrawal behaviors and job-related attitudes, in order to explore potential predictors and outcomes of subjectively experienced POQ. Among the predictors, work conditions (uniform requirements and repetitive tasks) were most strongly associated with POQ. In terms of individual differences, narcissism predicted higher POQ while general mental ability only did when holding other variables constant. In addition, among the outcomes, higher POQ was related to lower job satisfaction and organizational commitment, but was not related to withdrawal behaviors such as truancy, absenteeism, and turnover intentions.}, number={7}, journal={The Journal of Psychology}, publisher={Informa UK Limited}, author={Lobene, Eleni V. and Meade, Adam W. and Pond, Samuel B., III}, year={2014}, month={Oct}, pages={684–710} }
 @inproceedings{rowe_lobene_mott_lester_2014, title={Serious games go informal: a museum-centric perspective on intelligent game-based learning}, volume={8474}, DOI={10.1007/978-3-319-07221-0_51}, abstractNote={Intelligent game-based learning environments show considerable promise for creating effective and engaging learning experiences that are tailored to individuals. To date, much of the research on intelligent game-based learning environments has focused on formal education settings and training. However, intelligent game-based learning environments also offer significant potential for informal education settings, such as museums and science centers. In this paper, we describe Future Worlds, a prototype game-based learning environment for collaborative explorations of sustainability in science museums. We report findings from a study investigating the influence of individual differences on learning and engagement in Future Worlds. Results indicate that learners showed significant gains in sustainability knowledge as well as high levels of engagement. Boys were observed to actively engage with Future Worlds for significantly longer than girls, and young children engaged with the exhibit longer than older children. These findings support the promise of intelligent game-based learning environments that dynamically recognize and adapt to learners’ individual differences during museum learning.}, booktitle={Intelligent tutoring systems, its 2014}, author={Rowe, J. P. and Lobene, E. V. and Mott, B. W. and Lester, J. C.}, year={2014}, pages={410–415} }
 @article{lobene_meade_2013, title={The Effects of Career Calling and Perceived Overqualification on Work Outcomes for Primary and Secondary School Teachers}, volume={40}, ISSN={["1556-0856"]}, DOI={10.1177/0894845313495512}, abstractNote={ While perceived overqualification (POQ) has received increased research attention in recent years, the identification of variables that moderate POQ-outcome relationships is critical to our understanding of how the construct affects career outcomes. This study, involving 170 full-time primary and secondary school educators in a suburban mid-Atlantic school system, found that POQ is negatively related to job satisfaction and affective commitment while positively related to turnover intentions and desire to turnover. While POQ was not significantly related to performance or continuance organizational commitment, the relationships between POQ and both performance and continuance organizational commitment were significantly moderated by the experience of career calling orientation. Generally, the relationship between POQ and performance was stronger, and the relationship between POQ and continuance organizational commitment was weaker, for those with high calling. Additionally, the effects of career calling were considerably stronger than those of POQ for all criteria. The implications surrounding these results, and opportunities for future investigation, are discussed. }, number={6}, journal={JOURNAL OF CAREER DEVELOPMENT}, author={Lobene, Eleni V. and Meade, Adam W.}, year={2013}, month={Dec}, pages={508–530} }