@article{vandenberg_zakaria_tsan_iwanski_lynch_boyer_wiebe_2021, title={Prompting collaborative and exploratory discourse: An epistemic network analysis study}, volume={8}, ISSN={["1556-1615"]}, DOI={10.1007/s11412-021-09349-3}, journal={INTERNATIONAL JOURNAL OF COMPUTER-SUPPORTED COLLABORATIVE LEARNING}, author={Vandenberg, Jessica and Zakaria, Zarifa and Tsan, Jennifer and Iwanski, Anna and Lynch, Collin and Boyer, Kristy Elizabeth and Wiebe, Eric}, year={2021}, month={Aug} }
 @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} }
 @article{tsan_rodriguez_boyer_lynch_2018, title={"I Think We Should...": Analyzing Elementary Students' Collaborative Processes for Giving and Taking Suggestions}, DOI={10.1145/3159450.3159507}, abstractNote={Collaboration plays an essential role in computer science. While there is growing recognition that learners of all ages can benefit from collaborative learning, little is known about how elementary-age children engage in collaborative problem solving in computer science. This paper reports on the analysis of a dataset of elementary students collaborating on a programming project. We found that children tend to make several different types of suggestions. In turn, their partners address those suggestions in different ways such as by implementing them directly in code or by replying through dialogue. We observe that students regularly accept or reject suggestions without explanation or explicit acknowledgement and that it is often unclear whether they understand the substance of the suggestion. These behaviors may inhibit the development of a shared understanding between the partners and limit the value of the collaborative process. These results can inform instructional practice and the development of new adaptive tools that facilitate productive collaborative problem solving in computer science.}, journal={SIGCSE'18: PROCEEDINGS OF THE 49TH ACM TECHNICAL SYMPOSIUM ON COMPUTER SCIENCE EDUCATION}, author={Tsan, Jennifer and Rodriguez, Fernando J. and Boyer, Kristy Elizabeth and Lynch, Collin}, year={2018}, pages={622–627} }
 @inproceedings{tsan_rodriguez_boyer_lynch_2017, title={Let's work together: Improving block-based environments by supporting synchronous collaboration}, DOI={10.1109/blocks.2017.8120411}, abstractNote={Block-based programming environments are a good way to teach beginners how to code, in part because they eliminate syntax errors and provide visual feedback. However, many of the existing environments do not explicitly support synchronous collaboration. Collaboration is a critical component of computer science practice and CS education. We therefore argue that features to support collaboration could significantly enhance existing and new block-based programming environments. We review existing block-based programming environments, suggest design ideas for supporting synchronous collaboration, and evaluate environments that currently support some of these features.}, booktitle={2017 IEEE Blocks and Beyond Workshop (B&B)}, author={Tsan, J. and Rodriguez, F. J. and Boyer, K. E. and Lynch, C.}, year={2017}, pages={53–56} }
 @inproceedings{tsan_boyer_2015, title={Supporting K-5 learners with dialogue systems}, volume={9112}, booktitle={Artificial intelligence in education, aied 2015}, author={Tsan, J. and Boyer, K. E.}, year={2015}, pages={873–876} }