James Minogue

Fitzgerald, M. J., Borland, D., Minogue, J., Brunsen, E., & Peck, T. C. (2024). Which Way to Go: Exploring Force Arrow Placement. PHYSICS TEACHER, 62(1), 24–28. https://doi.org/10.1119/5.0093063

Monahan, R., Vandenberg, J., Gupta, A., Smith, A., Elsayed, R., Fox, K., … Mott, B. (2023). Multimodal CS Education Using a Scaffolded CSCL Environment. PROCEEDINGS OF THE 2023 CONFERENCE ON INNOVATION AND TECHNOLOGY IN COMPUTER SCIENCE EDUCATION, ITICSE 2023, VOL. 2, pp. 645–645. https://doi.org/10.1145/3587103.3594181

Emerson, A., Henderson, N., Min, W., Rowe, J., Minogue, J., & Lester, J. (2021). Multimodal Trajectory Analysis of Visitor Engagement with Interactive Science Museum Exhibits. ARTIFICIAL INTELLIGENCE IN EDUCATION (AIED 2021), PT II, Vol. 12749, pp. 151–155. https://doi.org/10.1007/978-3-030-78270-2_27

Qi, K., Borland, D., Williams, N. L., Jackson, E., Minogue, J., & Peck, T. C. (2020). Augmenting Physics Education with Haptic and Visual Feedback. 2020 IEEE CONFERENCE ON VIRTUAL REALITY AND 3D USER INTERFACES WORKSHOPS (VRW 2020), pp. 439–443. https://doi.org/10.1109/VRW50115.2020.0-183

Qi, K., Borland, D., Jackson, E., Williams, N. L., Minogue, J., & Peck, T. C. (2020). The Impact of Haptic and Visual Feedback on Teaching. 2020 IEEE CONFERENCE ON VIRTUAL REALITY AND 3D USER INTERFACES WORKSHOPS (VRW 2020), pp. 613–614. https://doi.org/10.1109/VRW50115.2020.0-118

Carrier, S. J., Whitehead, A. N., Minogue, J., & Corsi-Kimble, B. S. (2018). Novice Elementary Teachers’ Developing Visions of Effective Science Teaching. Research in Science Education, 50(4), 1521–1545. https://doi.org/10.1007/S11165-018-9742-7

Adams, E. L., Carrier, S. J., Minogue, J., Porter, S. R., McEachin, A., Walkowiak, T. A., & Zulli, R. A. (2017). The development and validation of the Instructional Practices Log in Science: a measure of K-5 science instruction. International Journal of Science Education, 39(3), 335–357. https://doi.org/10.1080/09500693.2017.1282183

Annetta, L. A., & Minogue, J. (2016). Connecting science and engineering education practices in meaningful ways building bridges introduction. Connecting Science and Engineering Education Practices in Meaningful Ways: Building Bridges, 44, VII-.

Minogue, J., & Borland, D. (2016). Investigating Students' Ideas About Buoyancy and the Influence of Haptic Feedback. JOURNAL OF SCIENCE EDUCATION AND TECHNOLOGY, 25(2), 187–202. https://doi.org/10.1007/s10956-015-9585-1

Minogue, J., Borland, D., Russo, M., & Chen, S. T. (2016). Tracing the development of a haptically-enhanced simulation for teaching phase change. CHI PLAY 2016: Proceedings of the Annual Symposium on Computer-Human Interaction in Play Companion, 213–219.

Lester, J. C., Spires, H. A., Nietfeld, J. L., Minogue, J., Mott, B. W., & Lobene, E. V. (2014). Designing game-based learning environments for elementary science education: A narrative-centered learning perspective. INFORMATION SCIENCES, 264, 4–18. https://doi.org/10.1016/j.ins.2013.09.005

Annetta, L., Lamb, R., Minogue, J., Folta, E., Holmes, S., Vallett, D., & Cheng, R. (2014). Safe science classrooms: Teacher training through serious educational games. INFORMATION SCIENCES, 264, 61–74. https://doi.org/10.1016/j.ins.2013.10.028

Minogue, J., Madden, L., Bedward, J., Wiebe, E., & Carter, M. (2010). The Cross-Case Analyses of Elementary Students’ Engagement in the Strands of Science Proficiency. Journal of Science Teacher Education, 21(5), 559–587. https://doi.org/10.1007/s10972-010-9195-y

Minogue, J. (2010). What is the Teacher Doing? What are the Students Doing? An Application of the Draw-a-Science-Teacher-Test. Journal of Science Teacher Education, 21(7), 767–781. https://doi.org/10.1007/s10972-009-9170-7

Wiebe, E., Minogue, J., Jones, M. G., Cowley, J., & Krebs, D. (2009). Haptic feedback and students' learning about levers: unraveling the effect of simulated touch. Computers & Education, 53(2), 667–676. https://doi.org/10.1016/j.compedu.2009.04.004

Annetta, L. A., Minogue, J., Holmes, S. Y., & Cheng, M.-T. (2009). Investigating the impact of video games on high school students' engagement and learning about genetics. COMPUTERS & EDUCATION, 53(1), 74–85. https://doi.org/10.1016/j.compedu.2008.12.020

Minogue, J., & Jones, G. (2009). Measuring the Impact of Haptic Feedback Using the SOLO Taxonomy. International Journal of Science Education, 31(10), 1359–1378. https://doi.org/10.1080/09500690801992862

Tretter, T. R., Jones, M. G., & Minogue, J. (2006). Accuracy of scale conceptions in science: Mental maneuverings across many orders of spatial magnitude. Journal of Research in Science Teaching, 43(10), 1061–1085. https://doi.org/10.1002/tea.20155

Tretter, T. R., Jones, M. G., Andre, T., Negishi, A., & Minogue, J. (2006). Conceptual boundaries and distances: Students' and experts' concepts of the scale of scientific phenomena. Journal of Research in Science Teaching, 43(3), 282–319. https://doi.org/10.1002/tea.20123

Minogue, J., Gail Jones, M., Broadwell, B., & Oppewall, T. (2006). The impact of haptic augmentation on middle school students’ conceptions of the animal cell. Virtual Reality, 10(3-4), 293–305. https://doi.org/10.1007/s10055-006-0052-4

Jones, M. G., Taylor, A., Minogue, J., Broadwell, B., Wiebe, E., & Carter, G. (2006). Understanding Scale: Powers of Ten. Journal of Science Education and Technology, 16(2), 191–202. https://doi.org/10.1007/s10956-006-9034-2

Jones, M. G., Minogue, J., Oppewal, T., Cook, M. P., & Broadwell, B. (2006). Visualizing Without Vision at the Microscale: Students With Visual Impairments Explore Cells With Touch. Journal of Science Education and Technology, 15(5-6), 345–351. https://doi.org/10.1007/s10956-006-9022-6

Jones, M. G., Minogue, J., Tretter, T. R., Negishi, A., & Taylor, R. (2005). Haptic augmentation of science instruction: Does touch matter? Science Education, 90(1), 111–123. https://doi.org/10.1002/sce.20086

Annetta, L. A., & Minogue, J. (2004). The Effect Teaching Experience Has on Perceived Effectiveness of Interactive Television as a Distance Education Model for Elementary School Science Teacher?s Professional Development: Another Digital Divide? Journal of Science Education and Technology, 13(4), 485–494. https://doi.org/10.1007/s10956-004-1469-8