@article{mott_gupta_vandenberg_chakraburty_ottenbreit-leftwich_hmelo-silver_scribner_lee_glazewski_lester_2024, title={AI Planning is Elementary: Introducing Young Learners to Automated Problem Solving}, DOI={10.1145/3649405.3659503}, journal={PROCEEDINGS OF THE 2024 CONFERENCE INNOVATION AND TECHNOLOGY IN COMPUTER SCIENCE EDUCATION, VOL 2, ITICSE 2024}, author={Mott, Bradford and Gupta, Anisha and Vandenberg, Jessica and Chakraburty, Srijita and Ottenbreit-Leftwich, Anne and Hmelo-Silver, Cindy and Scribner, Adam and Lee, Seung and Glazewski, Krista and Lester, James}, year={2024}, pages={811–811} }
 @article{vandenberg_mott_2023, title={"AI teaches itself": Exploring Young Learners' Perspectives on Artificial Intelligence for Instrument Development}, DOI={10.1145/3587102.3588778}, abstractNote={Children encounter and use artificial intelligence (AI) with regularity, but the depth of their understanding of AI is often limited. In service of growing an AI and technology-literate K-12 population, it is important for young learners to engage in AI learning activities early and often. To foster the design of AI curricula, it is essential to understand what young children already know and how they feel about AI. The nascent field of AI-related self-report instrument development focuses largely on adult populations or AI's use in specific contexts, such as medicine. There remains a critical need to develop an AI attitudinal survey for young learners (ages 9 to 11). Building upon the extant survey development work of those in education and AI, we have designed a brief survey on students' self-efficacy for AI, interest and motivation toward AI, and attitudes toward AI. We used cognitive interviewing processes to ensure the items in the survey were readable and understandable by young students. Preliminary findings indicate young students have mixed understanding of what AI is, what it can do, and how they feel about AI. We discuss implications for researchers and practitioners and provide an overview of our continuing efforts to validate this instrument.}, journal={PROCEEDINGS OF THE 2023 CONFERENCE ON INNOVATION AND TECHNOLOGY IN COMPUTER SCIENCE EDUCATION, ITICSE 2023, VOL 1}, author={Vandenberg, Jessica and Mott, Bradford}, year={2023}, pages={485–490} }
 @article{rachmatullah_vandenberg_shin_wiebe_2023, title={Cross-Country Variation in (Binary) Gender Differences in Secondary School Students' CS Attitudes: Re-Validating and Generalizing a CS Attitudes Scale}, volume={23}, ISSN={["1946-6226"]}, url={https://doi.org/10.1145/3630014}, DOI={10.1145/3630014}, abstractNote={The current study compared American, Korean, and Indonesian middle and high school students’ CS attitudes. Concurrently, this study also examined whether the items in the CS attitudes scale exhibit country and gender measurement biases. We gathered data on CS attitudes from middle and high school students in the US, Korea, and Indonesia. The participating students took the same (translated) previously validated CS attitudes scale. We ran a unidimensional IRT, differential item functioning (DIF), a two-way ANOVA, and the Kruskal-Wallis H test. Despite the valid instrument, we found it inappropriate as is for international comparison studies because students from different countries interpreted some items differently. We then compared gender-based differences in CS attitudes across countries. The results revealed no significant differences between males and females in the Indonesian middle school data, whereas male students had significantly higher CS attitudes than female students in both American and Korean student data. Furthermore, we found the same pattern in gender differences in Korean and Indonesian high school students’ CS attitudes scores as in the middle school study. These findings underscore the importance of a country’s sociocultural context in influencing gap and diversity in secondary school students’ CS attitudes.}, number={4}, journal={ACM TRANSACTIONS ON COMPUTING EDUCATION}, author={Rachmatullah, Arif and Vandenberg, Jessica and Shin, Sein and Wiebe, Eric}, year={2023}, month={Dec} }
 @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{monahan_vandenberg_gupta_smith_elsayed_fox_cheuoua_ringstaff_minogue_oliver_et al._2023, title={Multimodal CS Education Using a Scaffolded CSCL Environment}, url={https://doi.org/10.1145/3587103.3594181}, DOI={10.1145/3587103.3594181}, abstractNote={There is a growing need for 21st-century workers to be digitally literate and to possess computational thinking and collaborative problem-solving skills. Computer-supported collaborative learning (CSCL) focused on computational thinking can guide students toward the co-development of these skills. In this work, we present our approach to integrating virtual and physical learning modalities into InfuseCS, a CSCL environment. InfuseCS uses problem-based learning scenarios to situate upper elementary school students (ages 8 to 11) in a CSCL setting to foster their computational thinking and science knowledge construction as they collaborate to create digital narratives.}, journal={PROCEEDINGS OF THE 2023 CONFERENCE ON INNOVATION AND TECHNOLOGY IN COMPUTER SCIENCE EDUCATION, ITICSE 2023, VOL. 2}, author={Monahan, Robert and Vandenberg, Jessica and Gupta, Anisha and Smith, Andy and Elsayed, Rasha and Fox, Kimkinyona and Cheuoua, Aleata Hubbard and Ringstaff, Cathy and Minogue, James and Oliver, Kevin and et al.}, year={2023}, pages={645–645} }
 @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_lynch_boyer_wiebe_2022, title={"I remember how to do it": exploring upper elementary students' collaborative regulation while pair programming using epistemic network analysis}, volume={3}, ISSN={["1744-5175"]}, url={https://doi.org/10.1080/08993408.2022.2044672}, DOI={10.1080/08993408.2022.2044672}, abstractNote={ABSTRACT Background and Context Students’ self-efficacy toward computing affect their participation in related tasks and courses. Self-efficacy is likely influenced by students’ initial experiences and exposure to computer science (CS) activities. Moreover, student interest in a subject likely informs their ability to effectively regulate their learning in that domain. One way to enhance interest in CS is through using collaborative pair programming. Objective We wanted to explore upper elementary students’ self-efficacy for and conceptual understanding of CS as manifest in collaborative and regulated discourse during pair programming. Method We implemented a five-week CS intervention with 4th and 5th grade students and collected self-report data on students’ CS attitudes and conceptual understanding, as well as transcripts of dyads talking while problem solving on a pair programming task. Findings The students’ self-report data, organized by dyad, fell into three categories based on the dyad’s CS self-efficacy and conceptual understanding scores. Findings from within- and cross-case analyses revealed a range of ways the dyads’ self-efficacy and CS conceptual understanding affected their collaborative and regulated discourse. Implications Recommendations for practitioners and researchers are provided. We suggest that upper elementary students learn about productive disagreement and how to peer model. Additionally, our findings may help practitioners with varied ways to group their students.}, journal={COMPUTER SCIENCE EDUCATION}, publisher={Informa UK Limited}, author={Vandenberg, Jessica and Lynch, Collin and Boyer, Kristy Elizabeth and Wiebe, Eric}, year={2022}, month={Mar} }
 @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{vandenberg_gupta_smith_elsayed_fox_cheuoua_minogue_oliver_ringstaff_mott_2023, title={Supporting Upper Elementary Students in Multidisciplinary Block-Based Narrative Programming}, url={https://doi.org/10.1145/3545947.3576345}, DOI={10.1145/3545947.3576345}, abstractNote={Digital storytelling, which combines traditional storytelling with digital tools, has seen growing popularity as a means of creating motivating problem-solving activities in K-12 education. Though an attractive potential solution to integrating language arts skills across topic areas such as computational thinking and science, better understanding of how to structure and support these activities is needed to increase adoption by teachers. Building on prior research on block-based programming for interactive storytelling, we present initial results from a study of 28 narrative programs created by upper elementary students that were collected in both classroom and extracurricular contexts. The narrative programs are evaluated across multiple dimensions to better understand the types of narrative programs being created by the students, characteristics of the students who created the narratives, and what types of support could most benefit the students in their narrative program construction. In addition to analyzing the student-created narrative programs, we also provide recommendations for promising system-generated and instructor-led supports.}, journal={PROCEEDINGS OF THE 54TH ACM TECHNICAL SYMPOSIUM ON COMPUTER SCIENCE EDUCATION, VOL 2, SIGCSE 2023}, author={Vandenberg, Jessica and Gupta, Anisha and Smith, Andy and ElSayed, Rasha and Fox, Kimkinyona and Cheuoua, Aleata Hubbard and Minogue, James and Oliver, Kevin and Ringstaff, Cathy and Mott, Bradford}, year={2023}, pages={1401–1401} }
 @article{rachmatullah_vandenberg_wiebe_2022, title={Toward More Generalizable CS and CT Instruments: Examining the Interaction of Country and Gender at the Middle Grades Level}, DOI={10.1145/3502718.3524790}, abstractNote={The lack of gender diversity in the computer science (CS) field and workforce is a well-documented challenge that many, but not all, countries face. Such a challenge may tie to socio-cultural issues that have impacted K-12 CS education, eventually creating a gender gap in CS performance and attitudes. The current study compared American and Indonesian middle school students' computational thinking (CT) skills and CS attitudes. Concurrently, this study also examined whether the items in the instruments we used exhibit country, gender, or prior CS experience measurement biases. A total of 592 American n = 242 and Indonesian n = 350 middle school students took a CT assessment and CS attitudes scale. Differential item functioning (DIF) was used to detect biased items, and a two-way ANOVA was utilized to examine the interaction effects of country and gender in the two constructs. The results showed some items were flagged as having country-specific DIF. The results also indicated that the American students had higher CT scores than Indonesian students. However, Indonesian students obtained higher CS attitudes scores compared to American students. Further results showed a significant gender difference in CS attitudes in the American samples; however, such a significant difference was not found in the Indonesian sample. These findings underscore the importance of a country's socio-cultural context in influencing gender diversity in the CS field.}, journal={PROCEEDINGS OF THE 27TH ACM CONFERENCE ON INNOVATION AND TECHNOLOGY IN COMPUTER SCIENCE EDUCATION, ITICSE 2022, VOL 1}, author={Rachmatullah, Arif and Vandenberg, Jessica and Wiebe, Eric}, year={2022}, pages={179–185} }
 @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{peddycord-liu_catete_vandenberg_barnes_lynch_rutherford_2019, title={A Field Study of Teachers Using a Curriculum-integrated Digital Game}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-85067602037&partnerID=MN8TOARS}, DOI={10.1145/3290605.3300658}, abstractNote={We present a new framework describing how teachers use ST Math, a curriculum-integrated, year-long educational game, in 3rd-4th grade classrooms. We combined authentic classroom observations with teacher interviews to identify teacher needs and practices. Our findings extended and contrasted with prior work on teachers' behaviors around classroom games, identifying differences likely arising from a digital platform and year-long curricular integration. We suggest practical ways that curriculum-integrated games can be designed to help teachers support effective classroom culture and practice.}, journal={CHI 2019: PROCEEDINGS OF THE 2019 CHI CONFERENCE ON HUMAN FACTORS IN COMPUTING SYSTEMS}, publisher={ACM Press}, author={Peddycord-Liu, Zhongxiu and Catete, Veronica and Vandenberg, Jessica and Barnes, Tiffany and Lynch, Collin F. and Rutherford, Teomara}, year={2019} }