@inproceedings{buffum_ying_zheng_boyer_wiebe_mott_blackburn_lester_2018, title={Introducing the Computer Science Concept of Variables in Middle School Science Classrooms}, ISBN={9781450351034}, url={http://dx.doi.org/10.1145/3159450.3159545}, DOI={10.1145/3159450.3159545}, abstractNote={The K-12 Computer Science Framework has established that students should be learning about the computer science concept of variables as early as middle school, although the field has not yet determined how this and other related concepts should be introduced. Secondary school computer science curricula such as Exploring CS and AP CS Principles often teach the concept of variables in the context of algebra, which most students have already encountered in their mathematics courses. However, when strategizing how to introduce the concept at the middle school level, we confront the reality that many middle schoolers have not yet learned algebra. With that challenge in mind, this position paper makes a case for introducing the concept of variables in the context of middle school science. In addition to an analysis of existing curricula, the paper includes discussion of a day-long pilot study and the consequent teacher feedback that further supports the approach. The CS For All initiative has increased interest in bringing computer science to middle school classrooms; this paper makes an argument for doing so in a way that can benefit students' learning of both computer science and core science content.}, booktitle={Proceedings of the 49th ACM Technical Symposium on Computer Science Education - SIGCSE '18}, publisher={ACM Press}, author={Buffum, Philip Sheridan and Ying, Kimberly Michelle and Zheng, Xiaoxi and Boyer, Kristy Elizabeth and Wiebe, Eric N. and Mott, Bradford W. and Blackburn, David C. and Lester, James C.}, year={2018}, pages={906–911} }
 @article{buffum_frankosky_boyer_wiebe_mott_lester_2016, title={Collaboration and Gender Equity in Game-Based Learning for Middle School Computer Science}, volume={18}, ISSN={1521-9615}, url={http://dx.doi.org/10.1109/MCSE.2016.37}, DOI={10.1109/mcse.2016.37}, abstractNote={Game-based learning environments can deliver robust learning gains and have a significant capacity to engage students. Yet, they can unintentionally disadvantage students with less prior game experience. This article presents evidence that a collaborative gameplay approach can effectively address this problem at the middle school level. In an iterative, designed-based research study, the authors first used an experimental pilot study to investigate the nature of collaboration in the Engage game-based learning environment and then deployed Engage in a full classroom study to measure its effectiveness at supporting all students during computer science learning. In early phases of the intervention, male students outpaced female peers in learning gains. However, female students caught up during a multiweek classroom implementation. These findings provide evidence that gender differences could dissipate over time within collaborative game-based learning experiences in computer science.}, number={2}, journal={Computing in Science & Engineering}, publisher={Institute of Electrical and Electronics Engineers (IEEE)}, author={Buffum, Philip Sheridan and Frankosky, Megan and Boyer, Kristy Elizabeth and Wiebe, Eric N. and Mott, Bradford W. and Lester, James C.}, year={2016}, month={Mar}, pages={18–28} }
 @inproceedings{buffum_frankosky_boyer_wiebe_mott_lester_2015, title={Leveraging collaboration to improve gender equity in a game-based learning environment for middle school computer science}, DOI={10.1109/respect.2015.7296496}, abstractNote={Game-based learning environments can deliver robust learning gains and also have a unique capacity to engage students. Yet they can unintentionally disadvantage students with less prior gaming experience. This is especially concerning in computer science education, as certain underrepresented groups (such as female students) may on average have less prior experience with games. This paper presents evidence that a collaborative gameplay approach can successfully address this problem at the middle school level. In an iterative, designed-based research study, we first used an experimental pilot study to investigate the nature of collaboration in the Engage game-based learning environment, and then deployed Engage in a full classroom study to measure its effectiveness at serving all students. In earlier phases of the intervention, male students outpaced their female peers in learning gains. However, female students caught up during a multi-week classroom implementation. These findings provide evidence that a collaborative gameplay approach may, over time, compensate for gender differences in experience and lead to equitable learning experiences within game-based learning environments for computer science education.}, booktitle={2015 Research in Equity and Sustained Participation in Engineering, Computing, and Technology (RESPECT)}, author={Buffum, P. S. and Frankosky, M. and Boyer, K. E. and Wiebe, Eric and Mott, B. and Lester, J.}, year={2015} }
 @article{buffum_boyer_wiebe_mott_lester_2015, title={Mind the Gap: Improving Gender Equity in Game-Based Learning Environments with Learning Companions}, volume={9112}, ISBN={["978-3-319-19772-2"]}, ISSN={["1611-3349"]}, DOI={10.1007/978-3-319-19773-9_7}, abstractNote={Game-based learning environments hold great promise for engaging learners. Yet game mechanics can initially pose barriers for students with less prior gaming experience. This paper examines game-based learning for a population of middle school learners in the US, where female students tend to have less gaming experience than male students. In a pilot study with an early version of Engage, a game-based learning environment for middle school computer science education, female students reported higher initial frustration. To address this critical issue, we developed a prototype learning companion designed specifically to reduce frustration through the telling of autobiographical stories. In a pilot study of two 7th grade classrooms, female students responded especially positively to the learning companion, eliminating the gender gap in reported frustration. The results suggest that introducing learning companions can directly contribute to making the benefits of game-based learning equitable for all learners.}, journal={ARTIFICIAL INTELLIGENCE IN EDUCATION, AIED 2015}, author={Buffum, Philip Sheridan and Boyer, Kristy Elizabeth and Wiebe, Eric N. and Mott, Bradford W. and Lester, James C.}, year={2015}, pages={64–73} }