Kristy Boyer

Vandenberg, J., Lynch, C., Boyer, K. E., & Wiebe, E. (2022, March 11). "I remember how to do it": exploring upper elementary students' collaborative regulation while pair programming using epistemic network analysis. COMPUTER SCIENCE EDUCATION, Vol. 3. https://doi.org/10.1080/08993408.2022.2044672

Ma, Y., Ruiz, J. M., Brown, T. D., Diaz, K.-A., Gaweda, A. M., Celepkolu, M., … Wiebe, E. (2022). It's Challenging but Doable: Lessons Learned from a Remote Collaborative Coding Camp for Elementary Students. PROCEEDINGS OF THE 53RD ACM TECHNICAL SYMPOSIUM ON COMPUTER SCIENCE EDUCATION (SIGCSE 2022), VOL 1, pp. 342–348. https://doi.org/10.1145/3478431.3499327

Zakaria, Z., Vandenberg, J., Tsan, J., Boulden, D. C., Lynch, C. F., Boyer, K. E., & Wiebe, E. N. (2022). Two-Computer Pair Programming: Exploring a Feedback Intervention to improve Collaborative Talk in Elementary Students. COMPUTER SCIENCE EDUCATION, 32(1), 3–29. https://doi.org/10.1080/08993408.2021.1877987

Tian, X., Wiggins, J. B., Fahid, F. M., Emerson, A., Bounajim, D., Smith, A., … Lester, J. (2021). Modeling Frustration Trajectories and Problem-Solving Behaviors in Adaptive Learning Environments for Introductory Computer Science. ARTIFICIAL INTELLIGENCE IN EDUCATION (AIED 2021), PT II, Vol. 12749, pp. 355–360. https://doi.org/10.1007/978-3-030-78270-2_63

Vandenberg, J., Zakaria, Z., Tsan, J., Iwanski, A., Lynch, C., Boyer, K. E., & Wiebe, E. (2021, August 7). Prompting collaborative and exploratory discourse: An epistemic network analysis study. INTERNATIONAL JOURNAL OF COMPUTER-SUPPORTED COLLABORATIVE LEARNING, Vol. 8. https://doi.org/10.1007/s11412-021-09349-3

Ma, Y., Wiggins, J. B., Celepkolu, M., Boyer, K. E., Lynch, C., & Wiebe, E. (2021). The Challenge of Noisy Classrooms: Speaker Detection During Elementary Students' Collaborative Dialogue. ARTIFICIAL INTELLIGENCE IN EDUCATION (AIED 2021), PT I, Vol. 12748, pp. 268–281. https://doi.org/10.1007/978-3-030-78292-4_22

Vandenberg, J., Tsan, J., Boulden, D., Zakaria, Z., Lynch, C., Boyer, K. E., & Wiebe, E. (2020). Elementary Students' Understanding of CS Terms. ACM TRANSACTIONS ON COMPUTING EDUCATION, 20(3). https://doi.org/10.1145/3386364

Min, W., Park, K., Wiggins, J., Mott, B., Wiebe, E., Boyer, K. E., & Lester, J. (2019). Predicting Dialogue Breakdown in Conversational Pedagogical Agents with Multimodal LSTMs. ARTIFICIAL INTELLIGENCE IN EDUCATION, AIED 2019, PT II, Vol. 11626, pp. 195–200. https://doi.org/10.1007/978-3-030-23207-8_37

Wiggins, J. B., Kulkarni, M., Min, W., Boyer, K. E., Mott, B., Wiebe, E., & Lester, J. (2019). Take the Initiative: Mixed Initiative Dialogue Policies for Pedagogical Agents in Game-Based Learning Environments. ARTIFICIAL INTELLIGENCE IN EDUCATION, AIED 2019, PT II, Vol. 11626, pp. 314–318. https://doi.org/10.1007/978-3-030-23207-8_58

Tsan, J., Rodriguez, F. J., Boyer, K. E., & Lynch, C. (2018). "I Think We Should...": Analyzing Elementary Students' Collaborative Processes for Giving and Taking Suggestions. SIGCSE'18: PROCEEDINGS OF THE 49TH ACM TECHNICAL SYMPOSIUM ON COMPUTER SCIENCE EDUCATION, pp. 622–627. https://doi.org/10.1145/3159450.3159507

Catete, V., Lytle, N., Dong, Y., Boulden, D., Akram, B., Houchins, J., … Boyer, K. (2018). Infusing Computational Thinking into Middle Grade Science Classrooms: Lessons Learned. WIPSCE'18: PROCEEDINGS OF THE 13TH WORKSHOP IN PRIMARY AND SECONDARY COMPUTING EDUCATION, pp. 109–114. https://doi.org/10.1145/3265757.3265778

Buffum, P. S., Ying, K. M., Zheng, X., Boyer, K. E., Wiebe, E. N., Mott, B. W., … Lester, J. C. (2018). Introducing the Computer Science Concept of Variables in Middle School Science Classrooms. Proceedings of the 49th ACM Technical Symposium on Computer Science Education - SIGCSE '18, 906–911. https://doi.org/10.1145/3159450.3159545

Barnes, T., Boyer, K., Hsiao, S. I.-H., Le, N.-T., & Sosnovsky, S. (2017). Preface for the Special Issue on AI-Supported Education in Computer Science. INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE IN EDUCATION, 27(1), 1–4. https://doi.org/10.1007/s40593-016-0123-y

Ezen-Can, A., & Boyer, K. E. (2015). A Tutorial dialogue system for real-time evaluation of unsupervised dialogue act classifiers: Exploring system outcomes. Artificial intelligence in education, aied 2015, 9112, 105–114.

Min, W., Frankosky, M. H., Mott, B. W., Rowe, J. P., Wiebe, E., Boyer, K. E., & Lester, J. C. (2015). DeepStealth: Leveraging Deep Learning Models for Stealth Assessment in Game-Based Learning Environments. ARTIFICIAL INTELLIGENCE IN EDUCATION, AIED 2015, Vol. 9112, pp. 277–286. https://doi.org/10.1007/978-3-319-19773-9_28

Rodriguez, F. J., & Boyer, K. E. (2015). Discovering individual and collaborative problem-solving modes with hidden Markov models. Artificial intelligence in education, aied 2015, 9112, 408–418.

Buffum, P. S., Frankosky, M., Boyer, K. E., Wiebe, E., Mott, B., & Lester, J. (2015). Leveraging collaboration to improve gender equity in a game-based learning environment for middle school computer science. 2015 Research in Equity and Sustained Participation in Engineering, Computing, and Technology (RESPECT). https://doi.org/10.1109/respect.2015.7296496

Buffum, P. S., Boyer, K. E., Wiebe, E. N., Mott, B. W., & Lester, J. C. (2015). Mind the Gap: Improving Gender Equity in Game-Based Learning Environments with Learning Companions. ARTIFICIAL INTELLIGENCE IN EDUCATION, AIED 2015, Vol. 9112, pp. 64–73. https://doi.org/10.1007/978-3-319-19773-9_7

Tsan, J., & Boyer, K. E. (2015). Supporting K-5 learners with dialogue systems. Artificial intelligence in education, aied 2015, 9112, 873–876.

Vail, A. K., Boyer, K. E., Wiebe, E. N., & Lester, J. C. (2015). The Mars and Venus effect: The influence of user gender on the effectiveness of adaptive task support. User modeling, adaptation and personalization, 9146, 265–276.

Vail, A. K., & Boyer, K. E. (2014). Identifying effective moves in tutoring: On the refinement of dialogue act annotation schemes. Intelligent tutoring systems, its 2014, 8474, 199–209.

Grafsgaard, J. F., Wiggins, J. B., Boyer, K. E., Wiebe, E. N., & Lester, J. C. (2013). Automatically Recognizing Facial Indicators of Frustration: A Learning-Centric Analysis. 2013 HUMAINE ASSOCIATION CONFERENCE ON AFFECTIVE COMPUTING AND INTELLIGENT INTERACTION (ACII), pp. 159–165. https://doi.org/10.1109/acii.2013.33

Grafsgaard, J. F., Fulton, R. M., Boyer, K. E., Wiebe, E. N., & Lester, J. C. (2012). Multimodal analysis of the implicit affective channel in computer-mediated textual communication. ICMI '12: Proceedings of the ACM International Conference on Multimodal Interaction, 145–152. https://doi.org/10.1145/2388676.2388708

Grafsgaard, J. F., Lee, S. Y., Mott, B. W., Boyer, K. E., & Lester, J. C. Modeling self-efficacy across age groups with automatically tracked facial expression. Artificial intelligence in education, aied 2015, 9112, 582–585.