@inbook{estrada_harper-gampp_delgado_mathenge_peterson_chen_wu_2024, title={Co-Designing a Science Lesson with VR in Middle School Science}, booktitle={Leveraging Embodied Cognition Using Virtual Reality in Middle School Science Education (related paper set).}, publisher={National Association of Research in Science Teaching}, author={Estrada, E. and Harper-Gampp, T. and Delgado, C. and Mathenge, R. and Peterson, M. and Chen, K.B. and Wu, L.}, year={2024} }
 @inproceedings{harper-gampp_alharbi_delgado_peterson_chen_2024, title={Does Shrinking and Growing in VR Induce Awe among Young Students?}, booktitle={Proceedings of the 18th International Conference of the Learning Sciences. International Society of the Learning Sciences}, author={Harper-Gampp, T. and Alharbi, K. and Delgado, C. and Peterson, M. and Chen, K.B.}, editor={Lindgren, R. and Asino, T. and Kyza, E. A. and Look, C. and Keifert, D. T. and Suárex, E.Editors}, year={2024} }
 @inproceedings{delgado_harper-gampp_mathenge_peterson_chen_2024, title={Impact of VR Science Lesson on Students’ Knowledge of Scale}, booktitle={Leveraging Embodied Cognition Using Virtual Reality in Middle School Science Education (related paper set). National Association of Research in Science Teaching 2024}, author={Delgado, C. and Harper-Gampp, T. and Mathenge, R. and Peterson, M. and Chen, K.B.}, year={2024} }
 @inbook{mathenge_kulasingam_harper-gampp_delgado_peterson_chen_2024, title={Impact of a VR Science Lesson on Reform-Oriented Nature of Science Instruction}, booktitle={Leveraging Embodied Cognition Using Virtual Reality in Middle School Science Education (related paper set). National Association of Research in Science Teaching 2024}, publisher={National Association of Research in Science Teaching}, author={Mathenge, R. and Kulasingam, R. and Harper-Gampp, T. and Delgado, C. and Peterson, M. and Chen, K.B.}, editor={Harper-Gampp, T. and Delgado, C. and Mathenge, R.Editors}, year={2024} }
 @inbook{harper-gampp_delgado_peterson_chen_mathenge_planchart_kulasingam_2024, title={Student Impressions about a VR Science Lesson}, booktitle={Leveraging Embodied Cognition Using Virtual Reality in Middle School Science Education (related paper set). National Association of Research in Science Teaching 2024}, publisher={National Association of Research in Science Teaching}, author={Harper-Gampp, T. and Delgado, C. and Peterson, M. and Chen, K.B. and Mathenge, R. and Planchart, R. and Kulasingam, R.}, editor={Harper-Gampp, T. and Delgado, C. and Mathenge, R.Editors}, year={2024} }
 @inproceedings{harper-gampp_delgado_peterson_chen_2023, title={Designing and Developing an Instrument to Assess Scale Cognition}, booktitle={National Association for Research in Science Teaching}, author={Harper-Gampp, T. and Delgado, C. and Peterson, M. and Chen, K.B.}, year={2023} }
 @misc{sekelsky_2023, title={Preserving theoretically-grounded functions across media platforms in interaction design}, url={http://dx.doi.org/10.21606/iasdr.2023.500}, DOI={10.21606/iasdr.2023.500}, abstractNote={Designers often address the continuity of user experiences across various media platforms. Features are the focus of media development. But the media-dependency of features means that truly preserving the essence of one feature across media platforms, in a process of cross-media translation, can result in superficially dissimilar features. We describe function mapping as an aid in this translation, in which design features are derived from theoretical assertions, and in turn an understanding of underlying functions permits the translation of features to other media platforms. We demonstrate this in a case study of translation from a VR installation, to portable VR, and then to a website. We also compare similar environments on the same media platform (i.e., two websites), one which was developed through function mapping, and the other which was not. This crystallizes the impact of function mapping, which achieves a theoretical form of equivalency across media platforms.}, journal={IASDR 2023: Life-Changing Design}, publisher={Design Research Society}, author={Sekelsky, Brian}, year={2023}, month={Oct} }
 @inproceedings{harper-gampp_delgado_peterson_chen_2023, title={Refining a Panel of Experts Validation Methodology for Instrument Development}, booktitle={American Education Research Association}, author={Harper-Gampp, T. and Delgado, C. and Peterson, M. and Chen, K.B.}, year={2023} }
 @article{wu_sekelsky_peterson_gampp_delgado_chen_2023, title={Scale Worlds: Iterative refinement, evaluation, and theory-usability balance of an immersive virtual learning environment}, volume={67}, ISSN={1071-1813 2169-5067}, url={http://dx.doi.org/10.1177/21695067231192534}, DOI={10.1177/21695067231192534}, abstractNote={ Feedback-based iterative refinement is important in the development of any human-computer interface. The present work aims to evaluate and iteratively refine an immersive learning environment called Scale Worlds (SW), delivered via a head-mounted display (HMD). SW is a virtual learning environment encompassing scientific entities of a wide range of sizes that enables students an embodied experience while learning size and scale. Five usability experts performed think aloud while carrying out four interactive tasks in SW and compared three different design options during A/B testing. Improvement features based on the feedback from an earlier SW usability evaluation as well as HMD-specific features were examined. Usability experts completed the post-study system usability questionnaire, the NASA task load index, and a bipolar laddering survey that collected subjective perception of specific SW features. Results show that the progress panel (an improvement feature) was informative while the instructions (another improvement feature) caused clutter. The experts indicated clear usability preferences during A/B testing, which helped resolve three sets of theory-usability conflicts. The overall assessment of SW paved a path for theory-usability balance and provided valuable insights for designing and evaluating usability in immersive virtual learning environments. }, number={1}, journal={Proceedings of the Human Factors and Ergonomics Society Annual Meeting}, publisher={SAGE Publications}, author={Wu, Linfeng and Sekelsky, Brian and Peterson, Matthew and Gampp, Tyler and Delgado, Cesar and Chen, Karen B.}, year={2023}, month={Sep}, pages={2382–2388} }
 @article{wu_chen_sekelsky_peterson_harper-gampp_delgado_2023, title={Shrink or grow the kids? Scale cognition in an immersive virtual environment for K-12 summer camp}, url={http://dx.doi.org/10.1109/vrw58643.2023.00203}, DOI={10.1109/VRW58643.2023.00203}, abstractNote={Virtual reality (VR) has been widely used for education and affords embodied learning experiences. Here we describe: Scale Worlds (SW), an immersive virtual environment to allow users to shrink or grow by powers of ten (10X) and experience entities from molecular to astronomical levels; and students' impressions and outcomes from experiencing SW in a CAVE (Figure 1) during experiential summer outreach sessions. Data collected from post-visit surveys of 69 students, and field observations, revealed that VR technologies: enabled interactive learning experiences; encouraged active engagement and discussions among participating students; enhanced the understanding of size and scale; and increased interest in STEM careers.}, journal={2023 IEEE CONFERENCE ON VIRTUAL REALITY AND 3D USER INTERFACES ABSTRACTS AND WORKSHOPS, VRW}, publisher={IEEE}, author={Wu, Linfeng and Chen, Karen B. and Sekelsky, Brian and Peterson, Matthew and Harper-Gampp, Tyler and Delgado, Cesar}, year={2023}, pages={721–722} }
 @article{peterson_anderson_rondinelli_armstrong_2023, title={The Pictorial Trapezoid: Adapting McCloud’s Big Triangle for Creative Semiotic Precision in Generative Text-to-Image AI}, volume={57}, number={3}, journal={Visible Language}, author={Peterson, M. and Anderson, A.L. and Rondinelli, K. and Armstrong, H.}, year={2023}, pages={6–51} }
 @misc{delgado_harper-gampp_peterson_chen_2023, title={Virtual Reality Induces Awe but Possibly Not Accommodation}, ISSN={1814-9316}, url={http://dx.doi.org/10.22318/icls2023.115633}, DOI={10.22318/icls2023.115633}, abstractNote={Awe is a transformative emotion associated with positive educational and psychological outcomes, and is caused by experiences of vastness that induce accommodation.Vast VR scenes have been found to elicit awe.We examined self-reported causes of awe among grade 3-8 studentsa previously unstudied age group regarding awein a virtual environment portraying entities over 20 orders of magnitude from atom to Sun.Most students reported feeling awe, around half specifically enough to be coded based on a priori categories drawn from the literature.Vastness of scale (including both large and small entities, and large differences in scale) was the most common cause of awe.Surprisingly, no student responses were related to accommodation.Vastness of evolution and degree of immersion were identified as novel causes of awe.Thus, even young children can experience awe in VR, opening possibilities for productive VR in education at the elementary school level.}, journal={Proceedings of the 17th International Conference of the Learning Sciences - ICLS 2023}, publisher={International Society of the Learning Sciences}, author={Delgado, Cesar and Harper-Gampp, Tyler and Peterson, Matthew and Chen, Karen B.}, year={2023}, month={Oct} }
 @article{peterson_2022, title={Design Exploration as a Research Discovery Phase: Integrating the Graduate Design Thesis with Research in the Social Sciences}, volume={3}, ISSN={2572-7001}, url={http://dx.doi.org/10.3998/dialectic.14932326.0003.101}, DOI={10.3998/dialectic.14932326.0003.101}, abstractNote={Contemporary research problems are complex, and design must better integrate with the social sciences to have an equal part in addressing them.The terminal master's degree in design (usually an MFA or MDes in the United States) can prepare students for this integration, but doing so requires that design activity be adapted to ultimately contribute to evidence-based research, rather than remaining unchanged and retroactively deemed to be a form of research.To achieve this end, I present design-based discovery, a model of design inquiry that situates design within the theory development cycle as theory building, not theory testing.Design-based discovery has recently been codified in a master's program in graphic design at a public research university in the US.In this article, I outline six investigation components that together represent this model, and support these with examples.Notably, the investigation components include a standardized format for research questions, as well as the derivation of design principles from processes that involve exploration rather than those that yield solutions.This model can readily be adopted in other master's programs with the requisite resources, which has the potential to make design essential within research universities.}, number={1}, journal={Dialectic}, publisher={University of Michigan Library}, author={Peterson, Matthew}, year={2022}, month={Jan} }
 @inproceedings{gampp_delgado_peterson_chen_2022, title={Embodied Cognition in Virtual Reality to Support Learning of Scale}, booktitle={International Collaboration toward Educational Innovation for All: Overarching Research, Development, and Practice}, publisher={International Society of the Learning Sciences}, author={Gampp, T. and Delgado, C. and Peterson, M. and Chen, K.B.}, editor={Chinn, C. and Tan, E. and Chan, C. and Kali, Y.Editors}, year={2022}, pages={1900–1901} }
 @article{peterson_2022, title={How to Do Things with Pictures: Imagery in Visual Media as Workspace}, volume={29}, ISSN={1555-1393 1555-1407}, url={http://dx.doi.org/10.1080/15551393.2021.2021083}, DOI={10.1080/15551393.2021.2021083}, abstractNote={Some imagery in visual media permits readers to extend their minds, reducing the processing demands of a given task. Six kinds of pictures are identified that provide information as a space for external cognition. Computational imagery promotes the quantitative comparison of entities. Distinctive imagery promotes qualitative comparison. Categorical imagery suggests a category with a set of similar entities. Integrative imagery presents related entities that can be combined into one mental model. Procedural imagery describes a system’s function through cause-effect relationships among entities or components. Narrative imagery, with six distinct strategies, shows an entity changing over time. A corresponding structural framework of imagery permits a careful deconstruction of pictures into units of meaning: concepts, entities, components, attributes, adjuncts, and configurations.}, number={1}, journal={Visual Communication Quarterly}, publisher={Informa UK Limited}, author={Peterson, Matthew}, year={2022}, month={Jan}, pages={3–16} }
 @article{wu_sekelsky_peterson_gampp_delgado_chen_2022, title={Immersive virtual environment for scale cognition and learning: Expert-based evaluation for balancing usability versus cognitive theories}, volume={66}, ISSN={2169-5067 1071-1813}, url={http://dx.doi.org/10.1177/1071181322661094}, DOI={10.1177/1071181322661094}, abstractNote={ While scale cognition and learning is a crosscutting concept that pervades science and can aid students in making connections across disciplines, students struggle to conceptualize and consider scales that go far beyond their everyday world experience. Virtual reality technology affords embodied learning experiences, which enable students to physically engage in learning activities in an environment with rich information. Scale Worlds is a virtual learning environment implemented in an immersive CAVE, which portrays scientific entities of a wide range of sizes. A user can scale themself up or down by powers of ten, in order to experience entities from an atom to the Sun. This paper reports on an expert-based usability evaluation of Scale Worlds, including three sets of A/B testing, by five usability experts. Outcomes of the usability evaluation will inform the refinement of Scale Worlds. The evaluation provides insights for usability evaluation and design in immersive virtual environments. }, number={1}, journal={Proceedings of the Human Factors and Ergonomics Society Annual Meeting}, publisher={SAGE Publications}, author={Wu, Linfeng and Sekelsky, Brian and Peterson, Matthew and Gampp, Tyler and Delgado, Cesar and Chen, Karen B.}, year={2022}, month={Sep}, pages={1972–1976} }
 @article{peterson_2022, title={Persistent Failure and Occasional Success: The Realities of Evidence-Based Interdisciplinary Scholarship by Design Faculty at Research Universities}, volume={56}, number={2}, journal={Visible Language}, author={Peterson, M.}, year={2022}, pages={8–53} }
 @article{peterson_delgado_tang_bordas_norville_2021, title={A taxonomy of cognitive image functions for science curriculum materials: identifying and creating 'performative' visual displays}, volume={43}, ISSN={["1464-5289"]}, DOI={10.1080/09500693.2020.1868609}, abstractNote={ABSTRACT Pedagogical content knowledge of science teachers includes knowledge of representational forms, such as visual displays. Past research has provided a general means to evaluate pictures, but is not fine-grained on features internal to pictures. Furthermore, many existing picture function typologies consider pictures as subservient to text, though pictures have their own explanatory power. We here adapt a general ‘performative’ image function typology into a science-specific taxonomy of cognitive image functions with fine-grained distinctions of design strategies related to interpretative processes. The authors, including science educators and graphic designers, refined and expanded functions of imagery using visual displays in science textbooks following a constant comparison method. The resulting performative image function taxonomy consists of a structural framework that distinguishes conceptual elements internal to pictures (i.e. concepts, entities, components, attributes, adjuncts, configurations); a process model that identifies three interpretative phases necessary to understand visual displays (i.e. approach, activity, outcome); and 17 functions across the interpretative phases. We demonstrate these functions through analysis of and modifications to visual displays from science textbooks. Many of the modifications presented here can be repeated with rudimentary drawing over existing illustrations (e.g. arrows, dividing lines, labels), and they are thus accessible to science teachers and students.}, number={2}, journal={INTERNATIONAL JOURNAL OF SCIENCE EDUCATION}, author={Peterson, Matthew and Delgado, Cesar and Tang, Kok-Sing and Bordas, Clement and Norville, Kayla}, year={2021}, month={Jan}, pages={314–343} }
 @article{peterson_tober_littlejohn_hill_2020, title={Anticipating Gaze-Based HCI Applications with the Tech Receptivity Interval: Eye Tracking as Input}, volume={54}, number={1/2}, journal={Visible Language}, author={Peterson, M. and Tober, B. and Littlejohn, D. and Hill, M.}, year={2020}, pages={99–127} }
 @inproceedings{wise_peterson_2020, title={Easy on the Eye: An Eye-Tracking Analysis of Attention to and Comprehension of Visual Metaphor Structures in Advertising}, booktitle={International Communication Association 70th Annual Conference Proceedings}, author={Wise, K. and Peterson, M.}, year={2020} }
 @inbook{tober_peterson_2020, title={Vertical Studio}, booktitle={Collaboration and Design Education}, publisher={Bloomsbury Academic}, author={Tober, B. and Peterson, M.}, editor={Lane, M.M. and Tegtmeyer, R.Editors}, year={2020}, pages={142–151} }
 @article{peterson_gonzales crisp_2019, title={The 2020 MGD Final Project (and Other Endings}, journal={MGD Bulletin}, author={Peterson, M. and Gonzales Crisp, D.}, year={2019}, pages={52–57} }
 @inproceedings{delgado_peterson_2018, title={An Enhanced Framework for Scale Cognition Leveraging Visual Metaphor Theory and Analogical Reasoning Theory}, volume={3}, booktitle={Rethinking Learning in the Digital Age: Making the Learning Sciences Count; 13th International Conference of the Learning Sciences}, publisher={International Society of the Learning Sciences}, author={Delgado, C. and Peterson, M.}, editor={Kay, J. and Luckin, R.Editors}, year={2018}, pages={1607–1608} }
 @article{peterson_2019, title={Aspects of visual metaphor: an operational typology of visual rhetoric for research in advertising}, volume={38}, ISSN={["1759-3948"]}, DOI={10.1080/02650487.2018.1447760}, abstractNote={ABSTRACT Metaphor is routinely expressed through pictures in contemporary advertising. Earlier work on visual rhetoric in advertising sought direct analogues for the tropes and schemes specific to verbal rhetoric. More recently, theory has developed out of characteristics particular to pictures, culminating in a typology of visual rhetoric by Phillips and McQuarrie. Subsequent work by Šorm and Steen considers processing stages in metaphorical interpretation. Phillips and McQuarrie's typology is adapted and expanded here in order to better describe the variation found in ads that utilize visual metaphor and its allies, thus identifying a range of examples that confound the original. A new processing model that directly addresses visual features described in the expanded typology is outlined, which builds on ideas from Šorm and Steen, but represents a distinct framework. Additional variables are identified that advertising researchers should either investigate or control in experimental studies of visual metaphor.}, number={1}, journal={INTERNATIONAL JOURNAL OF ADVERTISING}, author={Peterson, Matthew O.}, year={2019}, month={Jan}, pages={67–96} }
 @article{littlejohn_peterson_2018, title={Can Eyes Be Windows to the Soul-ution?}, journal={MGD Bulletin}, author={Littlejohn, D. and Peterson, M.}, year={2018}, pages={14–21} }
 @article{peterson_gonzales crisp_2018, title={The First Year of the MGD III Program}, journal={MGD Bulletin}, author={Peterson, M. and Gonzales Crisp, D.}, year={2018}, pages={22–26} }
 @article{peterson_2019, title={The production of narrative through static imagery: examples from a peculiar medieval illustration}, volume={18}, ISSN={["1741-3214"]}, DOI={10.1177/1470357217749998}, abstractNote={ Certain images perform upon and with their readers. Among the performative capabilities of imagery is narrative function, where the reader actively constructs a sense of time from an otherwise static surface. An extraordinary medieval illustration of Saint Margaret’s emergence from the belly of a dragon is used to demonstrate a range of narrative imagery. Consideration is given to the original conditions of this ‘Margaretene’, especially its medieval readership. This exemplar then contributes to a form of creative analysis, where other extant narrative strategies are utilized to visually ‘tell’ the same story. The result – a series of illustrations rendered by artist James Wisdom – permits a most direct comparison of six narrative strategies. The strategies outlined are graphic projective, partitioned, graphic repetitive, natural repetitive, intrafigural, and evidentiary. Certain trends emerge when the strategies are arranged in an axis based on naturalism. The reader must be more astute as strategies utilize more naturalistic scenes and thus become less dependent upon learned conventions and the repetition of figures. }, number={2}, journal={VISUAL COMMUNICATION}, author={Peterson, Matthew}, year={2019}, month={May}, pages={279–293} }
 @inproceedings{wise_peterson_xiong_wang_2017, title={How Different Visual Metaphors Influence Resource Allocation and Memory for Advertisements}, booktitle={Interventions: Communication Research and Practice (ICA 2017 Conference) Proceedings}, author={Wise, K. and Peterson, M. and Xiong, S. and Wang, X.}, year={2017} }
 @article{peterson_2017, title={How Imagery Models Interpretation: The Classification of Image Function}, journal={MGD Bulletin}, author={Peterson, M.}, year={2017}, pages={44–47} }
 @article{peterson_2017, title={How to Do Things with Pictures: The Experience of Challenging Imagery in Visual Media}, volume={I}, ISSN={2572-7001}, url={http://dx.doi.org/10.3998/dialectic.14932326.0001.202}, DOI={10.3998/dialectic.14932326.0001.202}, abstractNote={Some imagery poses an interpretational challenge that must be met in order to fully process it in the context of goal­oriented visual media. Evaluations of such imagery can only be considered in terms of a reader’s experience, an interpretational sequence that plays out in time. Pictures that are “challenging,” as discussed here, qualify as “integral experiences” according to Dewey: they have meaning, they are best understood as processes rather than elements, and they promote conceptual change in a reader. Four kinds of pictures that represent challenges to the reader are identified: problematic, linguistic and creative imagery, and visual metaphor. The experiential impacts of text–picture relationships are discussed. Boundary examples of imagery are addressed to distinguish challenging imagery from other types and to establish the distinction of “performa­ tive” imagery, that which instigates and targets particular interpretational processes. The types of challenging pictures presented here qualify as performative in that they do more than repeat textual content or offer a moment of distraction. Copyright © 2017, Dialectic and the AIGA Design Educators Community (DEC). All rights reserved.}, number={2}, journal={Dialectic}, publisher={University of Michigan Library}, author={Peterson, Matthew}, year={2017}, month={Oct} }
 @article{peterson_wise_ren_wang_yao_2016, title={Memorable Metaphor: How Different Elements of Visual Rhetoric Affect Resource Allocation and Memory for Advertisements}, volume={38}, ISSN={1064-1734 2164-7313}, url={http://dx.doi.org/10.1080/10641734.2016.1233155}, DOI={10.1080/10641734.2016.1233155}, abstractNote={ABSTRACT This article explores how different uses of visual metaphor affect cognitive resource allocation and memory for pictorial advertisements. Metaphor is ubiquitous in advertising, and metaphors are often expressed entirely through imagery. Based on Phillips and McQuarrie's seminal typology of visual metaphor, we selected advertisements that featured either juxtaposition or fusion structures. We then conducted a within-subjects experiment in which thirty-six participants viewed a series of juxtaposition and fusion ads. While viewing each ad, participants were prompted to respond to a series of visual probes. Their reaction times to these probes served as an indicator of cognitive resource allocation. Afterward, we assessed participants’ recognition and free recall accuracy. Reaction time data showed that fusion ads required greater cognitive resource allocation and yielded more accurate recall than juxtaposition ads. These results are discussed in terms of both theories of visual metaphor and limited capacity models of cognition.}, number={1}, journal={Journal of Current Issues & Research in Advertising}, publisher={Informa UK Limited}, author={Peterson, Matthew and Wise, Kevin and Ren, Yilin and Wang, Zongyuan and Yao, Jiachen}, year={2016}, month={Dec}, pages={65–74} }
 @article{peterson_2016, title={Schemes for Integrating Text and Image in the Science Textbook: Effects on Comprehension and Situational Interest}, volume={11}, number={6}, journal={International Journal of Environmental and Science Education}, author={Peterson, M.O.}, year={2016}, pages={1365–1385} }
 @inproceedings{peterson_2015, title={How Imagery Can Directly Model the Reader’s Construction of Narrative (Including an Extraordinary Medieval Illustration}, booktitle={13th Annual Hawaii International Conference on Arts and Humanities Proceedings}, author={Peterson, M.}, year={2015} }
 @inproceedings{peterson_2015, title={How Imagery Models Interpretation: The Classification of Image Function}, booktitle={13th Annual Hawaii International Conference on Arts and Humanities Proceedings}, author={Peterson, M.}, year={2015} }
 @book{peterson_wise_lindgren_cox_mathayas_2015, title={Understanding and Implementing Visual Metaphor}, institution={Illinois Learning Sciences Design Initiative (ILSDI)}, author={Peterson, M. and Wise, K. and Lindgren, R. and Cox, D. and Mathayas, N.}, year={2015} }
 @inproceedings{peterson_tober_2014, title={An Update on the Vertical Studio Implementation at the University of Illinois}, booktitle={2014 UCDA Design Education Summit Abstracts and Proceedings}, author={Peterson, M. and Tober, B.}, year={2014} }
 @inproceedings{peterson_tober_2014, title={Institutionalizing the Vertical Studio: Curriculum, Pedagogy, and the Logistics of Core Classes with Mixed-Level Students}, booktitle={Connecting Dots Conference Proceedings. AIGA Design Educators Conference}, author={Peterson, M. and Tober, B.}, year={2014} }
 @article{peterson_2014, title={The Integration of Text and Image and Its Impact on Reader Interest}, volume={48}, number={1}, journal={Visible Language}, author={Peterson, M.O.}, year={2014}, pages={22–39} }
 @inproceedings{peterson_2014, title={The Integration of Text and Image, Its Cognitive Impacts for Learning with Media, and Science Instruction: A Ph.D in Design Study}, booktitle={Connecting Dots Conference Proceedings. AIGA Design Educators Conference}, author={Peterson, M.}, year={2014} }
 @inproceedings{peterson_2014, title={To Teach Image by Its Function: Structuring Image Making for Graphic Design Students According to Cognitive Outcomes}, booktitle={2014 UCDA Design Education Summit Abstracts and Proceedings}, author={Peterson, M.}, year={2014} }
 @inproceedings{tober_peterson_2013, title={One-on-One with iPads in a ‘Vertical’ Graphic Design Studio Course}, booktitle={2013 UCDA Design Education Summit Abstracts and Proceedings}, author={Tober, B. and Peterson, M.}, year={2013} }
 @inbook{peterson_2010, title={Gaining Flexibility through Special Topics}, booktitle={Designing Flexible Curricula / Synopsis of the 2020 Forecast: Creating the Future of Learning}, author={Peterson, M.}, editor={Davis, M.Editor}, year={2010}, month={Oct} }
 @misc{peterson_2008, title={The Cuckoo Bird and the Keyboard}, url={https://designobserver.com/feature/the-cuckoo-bird-and-the-keyboard/5137}, journal={Design Observer}, author={Peterson, M.}, year={2008}, month={Mar} }
 @article{peterson_2008, title={Utilizing the Performative Nature of Print Media for Active Learning}, volume={15}, ISSN={1447-9494 1447-9540}, url={http://dx.doi.org/10.18848/1447-9494/cgp/v15i07/45540}, DOI={10.18848/1447-9494/cgp/v15i07/45540}, number={7}, journal={The International Journal of Learning: Annual Review}, publisher={Common Ground Research Networks}, author={Peterson, Matthew}, year={2008}, pages={19–26} }
 @article{davis_peterson_cunningham_harjula_2007, title={MAKING SENSE OF DESIGN RESEARCH: THE SEARCH FOR A DATABASE}, volume={1}, ISSN={1749-3463 1749-3471}, url={http://dx.doi.org/10.1080/17493460701800272}, DOI={10.1080/17493460701800272}, abstractNote={If you are a design researcher or graduate student who enters the keyword “branding” into the typical university library catalogue search engine, you will be as likely to yield books on cattle as on corporate identity. Or if you are a practitioner and want to locate one of the doctoral dissertations on design, completed in a handful of research-oriented PhD programs around the world, you will need a pretty good idea of the title or researcher’s name to find it. And if you are design faculty and find it necessary to access work in non-design disciplines that might be relevant to your scholarship, you will be on your own to winnow the titles from hundreds of books within a Library of Congress topical category to find something truly useful to design. In other words, there are no current databases on design research and few design-sensitive keywords that drive other disciplinary search engines. This work proposes a solution to that dilemma.}, number={3}, journal={Artifact}, publisher={IUScholarWorks}, author={Davis, Meredith and Peterson, Matthew and Cunningham, Kelly and Harjula, Steven}, year={2007}, month={Dec}, pages={142–148} }
 @article{peterson_2007, title={The Emerging Pattern of Species Loss: An Interactive Pattern that (Nearly) Doesn’t Repeat}, journal={Speak Up.}, publisher={Speak Up}, author={Peterson, M.}, year={2007} }
 @phdthesis{peterson, place={Raleigh, NC}, title={Comprehension with Instructional Media for Middle School Science: Holistic Performative Design Strategy and Cognitive Load}, school={North Carolina State University}, author={Peterson, M.} }
 @inproceedings{harper-gampp_delgado_peterson_chen_mathenge_planchart_kulasingam_wu, title={Scale Reasoning in Immersive Virtual Reality: Capturing Middle School Students' Learning}, booktitle={American Educational Research Association Symposium}, author={Harper-Gampp, T. and Delgado, C. and Peterson, M. and Chen, K.B. and Mathenge, R. and Planchart, R. and Kulasingam, R. and Wu, L.} }