@article{wang_limke_bobbadi_isvik_catete_barnes_price_2024, title={Idea Builder: Motivating Idea Generation and Planning for Open-Ended Programming Projects through Storyboarding}, url={https://doi.org/10.1145/3626252.3630872}, DOI={10.1145/3626252.3630872}, abstractNote={In computing classrooms, building an open-ended programming project engages students in the process of designing and implementing an idea of their own choice. An explicit planning process has been shown to help students build more complex and ambitious open-ended projects. However, novices encounter difficulties in exploring and creatively expressing ideas during planning. We present Idea Builder, a storyboarding-based planning system to help novices visually express their ideas. Idea Builder includes three features: 1) storyboards to help students express a variety of ideas that map easily to programming code, 2) animated example mechanics with example actors to help students explore the space of possible ideas supported by the programming environments, and 3) synthesized starter code to help students easily transition from planning to programming. Through two studies with high school coding workshops, we found that students self-reported as feeling creative and feeling easy to communicate ideas; having access to animated example mechanics of an actor help students to build those actors in their plans and projects; and that most students perceived the synthesized starter code from Idea Builder as helpful and time-saving.}, journal={PROCEEDINGS OF THE 55TH ACM TECHNICAL SYMPOSIUM ON COMPUTER SCIENCE EDUCATION, SIGCSE 2024, VOL. 1}, author={Wang, Wengran and Limke, Ally and Bobbadi, Mahesh and Isvik, Amy and Catete, Veronica and Barnes, Tiffany and Price, Thomas W.}, year={2024}, pages={1402–1408} }
 @article{wyatt_fisk_thompson_payton_catete_rorrer_barnes_mcklin_2024, title={Multi-Pronged Pedagogical Approaches to Broaden Participation in Computing and Increase Students' Computing Persistence: A Robustness Analysis of the STARS Computing Corps' Impact on Students' Intentions to Persist in Computing}, url={https://doi.org/10.1145/3626252.3630895}, DOI={10.1145/3626252.3630895}, abstractNote={Multi-pronged programs that involve students in a combination of proven interventions (i.e., tutoring other students, building community, developing skills, etc.) constitute one pedagogical approach to increasing the number and diversity of computing professionals. In this manuscript, we evaluate the efficacy of one such multi-pronged program, the STARS Computing Corps, a Broadening Participation in Computing Alliance program funded by the National Science Foundation. These analyses improve upon previous efforts to assess the efficacy of STARS by examining dosage effects of the program, adding controls for students' initial intentions to pursue computing, and conducting these analyses at various points in a student's participation in STARS. We also conduct analyses to determine the efficacy of various STARS activities. Controlling for students' initial intentions to persist in computing, we find robust evidence that spending more time each week on STARS' activities positively predicts students' intentions to persist in a computing career, and that STARS has a heightened positive impact on Black and Hispanic students. We do not find evidence that the number of semesters a student spends in STARS is predictive of computing persistence, nor do we find differences in the efficacy of various STARS activities. In sum, these results suggest that STARS has a positive impact on students' intentions to persist in computing and that multi-pronged programs like STARS should focus on the intensity of participation (as opposed to the length of participation or a particular activity) to increase students' desire to persist in computing careers.}, journal={PROCEEDINGS OF THE 55TH ACM TECHNICAL SYMPOSIUM ON COMPUTER SCIENCE EDUCATION, SIGCSE 2024, VOL. 1}, author={Wyatt, Lauren Gabrielle and Fisk, Susan Rebecca and Thompson, Clarissa and Payton, Jamie and Catete, Veronica and Rorrer, Audrey and Barnes, Tiffany and McKlin, Tom}, year={2024}, pages={1456–1462} }
 @article{wang_rao_kwatra_milliken_dong_gomes_martin_catete_isvik_barnes_et al._2023, title={A Case Study on When and How Novices Use Code Examples in Open-Ended Programming}, url={https://doi.org/10.1145/3587102.3588774}, DOI={10.1145/3587102.3588774}, abstractNote={Many students rely on examples when learning to program, but they often face barriers when incorporating these examples into their own code and learning the concepts they present. As a step towards designing effective example interfaces that can support student learning, we investigate novices' needs and strategies when using examples to write code. We conducted a study with 12 pairs of high school students working on open-ended game design projects, using a system that allows students to browse examples based on their functionality, and to view and copy the example code. We analyzed interviews, screen recordings, and log data, identifying 5 moments when novices request examples, and 4 strategies that arise when students use examples. We synthesize these findings into principles that can inform the design of future example systems to better support students.}, journal={PROCEEDINGS OF THE 2023 CONFERENCE ON INNOVATION AND TECHNOLOGY IN COMPUTER SCIENCE EDUCATION, ITICSE 2023, VOL 1}, author={Wang, Wengran and Rao, Yudong and Kwatra, Archit and Milliken, Alexandra and Dong, Yihuan and Gomes, Neeloy and Martin, Sarah and Catete, Veronica and Isvik, Amy and Barnes, Tiffany and et al.}, year={2023}, pages={82–88} }
 @article{harred_barnes_fisk_akram_price_yoder_2023, title={Do Intentions to Persist Predict Short-Term Computing Course Enrollments? A Scale Development, Validation, and Reliability Analysis}, url={https://doi.org/10.1145/3545945.3569875}, DOI={10.1145/3545945.3569875}, abstractNote={A key goal of many computer science education efforts is to increase the number and diversity of students who persist in the field of computer science and into computing careers. Many interventions have been developed in computer science designed to increase students' persistence in computing. However, it is often difficult to measure the efficacy of such interventions, as measuring actual persistence by tracking student enrollments and career placements after an intervention is difficult and time-consuming, and sometimes even impossible. In the social sciences, attitudinal research is often used to solve this problem, as attitudes can be collected in survey form around the same time that interventions are introduced and are predictive of behavior. This can allow researchers to assess the potential efficacy of an intervention before devoting the time and energy to conduct a longitudinal analysis. In this paper, we develop and validate a scale to measure intentions to persist in computing, and demonstrate its use in predicting actual persistence as defined by enrolling in another computer science course within two semesters. We conduct two analyses to do this: First, we develop a computing persistence index and test whether our scale has high alpha reliability and whether our scale predicts actual persistence in computing using students' course enrollments. Second, we conduct analyses to reduce the number of items in the scale, to make the scale easy for others to include in their own research. This paper contributes to research on computing education by developing and validating a novel measure of intentions to persist in computing, which can be used by computer science educators to evaluate potential interventions. This paper also creates a short version of the index, to ease implementation.}, journal={PROCEEDINGS OF THE 54TH ACM TECHNICAL SYMPOSIUM ON COMPUTER SCIENCE EDUCATION, VOL 1, SIGCSE 2023}, author={Harred, Rachel and Barnes, Tiffany and Fisk, Susan R. and Akram, Bita and Price, Thomas W. and Yoder, Spencer}, year={2023}, pages={1062–1068} }
 @article{tabarsi_reichert_qualls_price_barnes_2023, title={Exploring Novices' Struggle and Progress during Programming through Data-Driven Detectors and Think-Aloud Protocols}, ISSN={["1943-6092"]}, DOI={10.1109/VL-HCC57772.2023.00029}, abstractNote={Many students struggle when they are first learning to program. Without help, these students can lose confidence and negatively assess their programming ability, which can ultimately lead to dropouts. However, detecting the exact moment of student struggle is still an open question in computing education. In this work, we conducted a think-aloud study with five high-school students to investigate the automatic detection of progressing and struggling moments using a detector algorithm (SPD). SPD classifies student trace logs into moments of struggle and progress based on their similarity to prior students' correct solutions. We explored the extent to which the SPD-identified moments of struggle aligned with expert-identified moments based on novices' verbalized thoughts and programming actions. Our analysis results suggest that SPD can catch students' struggling and progressing moments with a 72.5% F1-score, but room remains for improvement in detecting struggle. Moreover, we conducted an in-depth examination to discover why discrepancies arose between expert-identified and detector-identified struggle moments. We conclude with recommendations for future data-driven struggle detection systems.}, journal={2023 IEEE SYMPOSIUM ON VISUAL LANGUAGES AND HUMAN-CENTRIC COMPUTING, VL/HCC}, author={Tabarsi, Benyamin and Reichert, Heidi and Qualls, Rachel and Price, Thomas and Barnes, Tiffany}, year={2023}, pages={179–183} }
 @article{abdelshiheed_barnes_chi_2023, title={How and When: The Impact of Metacognitive Knowledge Instruction and Motivation on Transfer Across Intelligent Tutoring Systems}, volume={9}, ISSN={1560-4292 1560-4306}, url={http://dx.doi.org/10.1007/s40593-023-00371-0}, DOI={10.1007/s40593-023-00371-0}, journal={International Journal of Artificial Intelligence in Education}, publisher={Springer Science and Business Media LLC}, author={Abdelshiheed, Mark and Barnes, Tiffany and Chi, Min}, year={2023}, month={Sep} }
 @article{shabrina_mostafavi_abdelshiheed_chi_barnes_2023, title={Investigating the Impact of Backward Strategy Learning in a Logic Tutor: Aiding Subgoal Learning Towards Improved Problem Solving}, volume={8}, ISSN={1560-4292 1560-4306}, url={http://dx.doi.org/10.1007/s40593-023-00338-1}, DOI={10.1007/s40593-023-00338-1}, abstractNote={Abstract Learning to derive subgoals reduces the gap between experts and students and makes students prepared for future problem solving. Researchers have explored subgoal-labeled instructional materials in traditional problem solving and within tutoring systems to help novices learn to subgoal. However, only a little research is found on problem-solving strategies in relationship with subgoal learning. Also, these strategies are under-explored within computer-based tutors and learning environments. The backward problem-solving strategy is closely related to the process of subgoaling, where problem solving iteratively refines the goal into a new subgoal to reduce difficulty. In this paper, we explore a training strategy for backward strategy learning within an intelligent logic tutor that teaches logic-proof construction. The training session involved backward worked examples (BWE) and problem solving (BPS) to help students learn backward strategy towards improving their subgoaling and problem-solving skills. To evaluate the training strategy, we analyzed students’ 1) experience with and engagement in learning backward strategy, 2) performance and 3) proof construction approaches in new problems that they solved independently without tutor help after each level of training and in posttest. Our results showed that, when new problems were given to solve without any tutor help, students who were trained with both BWE and BPS outperformed students who received none of the treatment or only BWE during training. Additionally, students trained with both BWE and BPS derived subgoals during proof construction with significantly higher efficiency than the other two groups.}, journal={International Journal of Artificial Intelligence in Education}, publisher={Springer Science and Business Media LLC}, author={Shabrina, Preya and Mostafavi, Behrooz and Abdelshiheed, Mark and Chi, Min and Barnes, Tiffany}, year={2023}, month={Aug} }
 @article{wang_bacher_isvik_limke_sthapit_shi_tabarsi_tran_catete_barnes_et al._2023, title={Investigating the Impact of On-Demand Code Examples on Novices' Open-Ended Programming Projects}, url={https://doi.org/10.1145/3568813.3600141}, DOI={10.1145/3568813.3600141}, abstractNote={Background and Context: Open-ended programming projects encourage novice students to choose and pursue projects based on their own ideas and interests, and are widely used in many introductory programming courses. However, novice programmers encounter challenges exploring and discovering new ideas, implementing their ideas, and applying unfamiliar programming concepts and APIs. Code examples are one of the primary resources students use to apply code usage patterns and learn API knowledge, but little work has investigated the effect of having access to examples on students’ open-ended programming experience. Objectives: In this work, we evaluate the impact of code examples on open-ended programming, through a study with 46 local high school students in a full-day coding workshop. Method: We conducted a controlled study, where half of the students had full access to 37 code examples using an example browser system called Example Helper and the other half had 5 standard, tutorial examples. Findings: We found that students who had access to all 37 code examples used a significantly larger variety of code APIs, perceived the programming as relatively more creative, but also experienced a higher task load. We also found suggestive evidence of a better post-assignment performance from the example group, showing that some students were able to learn and apply the knowledge they learned from examples to a new programming task.}, journal={PROCEEDINGS OF THE 2023 ACM CONFERENCE ON INTERNATIONAL COMPUTING EDUCATION RESEARCH V.1, ICER 2023 V1}, author={Wang, Wengran and Bacher, John and Isvik, Amy and Limke, Ally and Sthapit, Sandeep and Shi, Yang and Tabarsi, Benyamin T. and Tran, Keith and Catete, Veronica and Barnes, Tiffany and et al.}, year={2023}, pages={464–475} }
 @misc{hostetter_abdelshiheed_barnes_chi_2023, title={Leveraging Fuzzy Logic Towards More Explainable Reinforcement Learning-Induced Pedagogical Policies on Intelligent Tutoring Systems}, ISSN={["1544-5615"]}, url={http://dx.doi.org/10.1109/FUZZ52849.2023.10309741}, DOI={10.1109/FUZZ52849.2023.10309741}, abstractNote={Deep Reinforcement Learning (Deep RL) has revolutionized the field of Intelligent Tutoring Systems by providing effective pedagogical policies. However, the “black box” nature of Deep RL models makes it challenging to understand these policies. This study tackles this challenge by applying fuzzy logic to distill knowledge from Deep RL-induced policies into interpretable IF-THEN Fuzzy Logic Controller (FLC) rules. Our experiments show that these FLC policies significantly outperform expert policy and student decisions, demonstrating the effectiveness of our approach. We propose a Temporal Granule Pattern (TGP) mining algorithm to increase the FLC rules' interpretability further. This work highlights the potential of fuzzy logic and TGP analysis to enhance understanding of Deep RL-induced pedagogical policies.}, journal={2023 IEEE International Conference on Fuzzy Systems (FUZZ)}, publisher={IEEE}, author={Hostetter, John Wesley and Abdelshiheed, Mark and Barnes, Tiffany and Chi, Min}, year={2023}, month={Aug} }
 @article{limke_lytle_mahmoud_lin_hill_catete_barnes_2023, title={Participatory Design with Teachers for Block-based Learning with SnapClass}, ISSN={["1943-6092"]}, DOI={10.1109/VL-HCC57772.2023.00028}, abstractNote={As computer science is increasingly taught in secondary schools, tools need to integrate block-based environments into learning platforms. This way, teachers can more effectively lead lessons, help students, and assess students' programs in their classrooms. We conducted a participatory design process with three K-12 computing teachers to understand their struggle and needs for block coding within their classrooms. The teachers identified 14 needs that were not already addressed by our tool, SnapClass. SnapClass, a new web-based learning platform for Snap!, integrates assignments with starter code, executable student submissions, rubric-based assessment, and a gradebook into one platform. The teachers designed prototypes for three features important to their classrooms: assignment differentiation, help-requests, and peer and self-assessment. This paper begins by introducing SnapClass and the motivation for its development. Then through thematic analysis of the session transcripts, we identify the common struggles teachers face while instructing programming and summarize how they would address those struggles through the design of SnapClass.}, journal={2023 IEEE SYMPOSIUM ON VISUAL LANGUAGES AND HUMAN-CENTRIC COMPUTING, VL/HCC}, author={Limke, Ally and Lytle, Nicholas and Mahmoud, Sana and Lin, Maggie and Hill, Marnie and Catete, Veronica and Barnes, Tiffany}, year={2023}, pages={173–178} }
 @article{gransbury_brock_root_catete_barnes_grover_ledeczi_2023, title={Project-Based Software Engineering Curriculum for Secondary Students}, url={https://doi.org/10.1145/3605468.3605501}, DOI={10.1145/3605468.3605501}, abstractNote={Background. Software Engineering (SE) is a new and emerging topic in secondary computer science classrooms. However, a review of the recent literature has identified an overall lack of reporting on the development of SE secondary curriculum. Previous studies also report low student engagement when teaching these concepts. Objectives. In this experience report, we discuss the development of a 9-week, project-based learning (PBL) SE curriculum for secondary students. During this curriculum, students create a socially relevant project in groups of two to three. We discuss displays of participant engagement with CS concepts through the PBL pedagogy and the SE curriculum. Method. We examine participant engagement through group artifact interviews about student experiences during a week-long, virtual summer camp that piloted activities from our curriculum. During this camp, students followed a modified SE life cycle created by the authors of the paper. Findings. Participants showed engagement with the curriculum through various aspects of PBL, such as autonomy, creativity, and personal interest in their project topic. Implications. The lessons learned from this experience report suggest that PBL pedagogy can increase student engagement when teaching CS concepts, and this pedagogy provides detail and structure for future secondary SE curriculum implementations to support educators in the classroom.}, journal={PROCEEDINGS OF THE 18TH WIPSCE CONFERENCE IN PRIMARY AND SECONDARY COMPUTING EDUCATION RESEARCH, WIPSCE 2023}, author={Gransbury, Isabella and Brock, Janet and Root, Emily and Catete, Veronica and Barnes, Tiffany and Grover, Shuchi and Ledeczi, Akos}, year={2023} }
 @inproceedings{hostetter_conati_yang_abdelshiheed_barnes_chi_2023, place={Germany}, title={XAI to Increase the Effectiveness of an Intelligent Pedagogical Agent}, DOI={10.1145/3570945.3607301}, abstractNote={We explore eXplainable AI (XAI) to enhance user experience and understand the value of explanations in AI-driven pedagogical decisions within an Intelligent Pedagogical Agent (IPA). Our real-time and personalized explanations cater to students' attitudes to promote learning. In our empirical study, we evaluate the effectiveness of personalized explanations by comparing three versions of the IPA: (1) personalized explanations and suggestions, (2) suggestions but no explanations, and (3) no suggestions. Our results show the IPA with personalized explanations significantly improves students' learning outcomes compared to the other versions.}, booktitle={Proceedings of the 23rd ACM International Conference on Intelligent Virtual Agents. (IVA’23)}, author={Hostetter, J.W. and Conati, C. and Yang, X. and Abdelshiheed, M. and Barnes, T. and Chi, M.}, year={2023} }
 @article{marwan_akram_barnes_price_2022, title={Adaptive Immediate Feedback for Block-Based Programming: Design and Evaluation}, volume={15}, ISSN={["1939-1382"]}, url={https://doi.org/10.1109/TLT.2022.3180984}, DOI={10.1109/TLT.2022.3180984}, abstractNote={Theories on learning show that formative feedback that is immediate, specific, corrective, and positive is essential to improve novice students’ motivation and learning. However, most prior work on programming feedback focuses on highlighting student's mistakes, or detecting failed test cases after they submit a solution. In this article, we present our adaptive immediate feedback (AIF) system, which uses a hybrid data-driven feedback generation algorithm to provide students with information on their progress, code correctness, and potential errors, as well as encouragement in the middle of programming. We also present an empirical controlled study using the AIF system across several programming tasks in a CS0 classroom. Our results show that the AIF system improved students’ performance, and the proportion of students who fully completed the programming assignments, indicating increased persistence. Our results suggest that the AIF system has potential to scalably support students by giving them real-time formative feedback and the encouragement they need to complete assignments.}, number={3}, journal={IEEE TRANSACTIONS ON LEARNING TECHNOLOGIES}, publisher={Institute of Electrical and Electronics Engineers (IEEE)}, author={Marwan, Samiha and Akram, Bita and Barnes, Tiffany and Price, Thomas W.}, year={2022}, month={Jun}, pages={406–420} }
 @article{brady_broll_stein_jean_grover_catete_barnes_ledeczi_2022, title={Block-based abstractions and expansive services to make advanced computing concepts accessible to novices}, volume={73}, ISSN={["2665-9182"]}, url={https://doi.org/10.1016/j.cola.2022.101156}, DOI={10.1016/j.cola.2022.101156}, abstractNote={Many block-based programming environments have proven to be effective at engaging novices in learning programming. However, most offer only restricted access to the outside world, limiting learners to commands and computing resources built in to the environment. Some allow learners to drag and drop files, connect to sensors and robots locally or issue HTTP requests. But in a world where most of the applications in our daily lives are distributed (i.e., their functionality depends on communicating with other computers or accessing resources and data on the internet), the limited support for beginners to envision and create such distributed programs is a lost opportunity. We argue that it is feasible to create environments with simple yet powerful abstractions that open up distributed computing and other widely-used but advanced computing concepts including networking, the Internet of Things, and cybersecurity to novices. The paper presents the architecture of and design decisions behind NetsBlox, a programming environment that supports these ideas. We show how NetsBlox expands opportunities for learning considerably: NetsBlox projects can access a wealth of online data and web services, and they can communicate with other projects. Moreover, the tool infrastructure enables young learners to collaborate with each other during program construction, whether they share their physical location or study remotely. Importantly, providing access to the wider world will also help counter widespread student perceptions that block-based environments are mere toys, and show that they are capable of creating compelling applications. In this way, NetsBlox offers an illuminating example of how tools can be designed to democratize access to powerful ideas in computing.}, journal={JOURNAL OF COMPUTER LANGUAGES}, author={Brady, Corey and Broll, Brian and Stein, Gordon and Jean, Devin and Grover, Shuchi and Catete, Veronica and Barnes, Tiffany and Ledeczi, Akos}, year={2022}, month={Dec} }
 @article{jocius_o'byrne_albert_joshi_blanton_robinson_andrews_barnes_catete_2022, title={Building a Virtual Community of Practice: Teacher Learning for Computational Thinking Infusion}, volume={4}, ISSN={["1559-7075"]}, DOI={10.1007/s11528-022-00729-6}, abstractNote={The COVID-19 pandemic led to an urgent need for professional development (PD) experiences to support teacher learning across hybrid and digital contexts. This study investigates teachers’ experiences in a Virtual Pivot, a PD workshop designed to support computational thinking integration into disciplinary teaching. Participants were 151 middle and high school content area teachers, including 49 teachers who participated in previous face-to-face workshops. Virtual Pivot employed research-based design principles for virtual teacher PD, including asynchronous and synchronous engagement, explicit instruction in technological tools and scaffolds for teacher collaboration. Data sources included pre-PD surveys (n = 151), post-PD surveys (n = 119), interviews (n = 57) and six-month follow-up surveys (n = 105). Findings describe elements of Virtual Pivot which supported teacher learning and engagement (virtual community of practice, PD structure, during-PD support, pre-PD support and badges). We conclude by discussing this study’s theoretical, methodological and practical contributions for designing and investigating virtual computational thinking PD experiences.}, journal={TECHTRENDS}, author={Jocius, Robin and O'Byrne, W. Ian and Albert, Jennifer and Joshi, Deepti and Blanton, Melanie and Robinson, Richard and Andrews, Ashley and Barnes, Tiffany and Catete, Veronica}, year={2022}, month={Apr} }
 @article{limke_milliken_catete_gransbury_isvik_price_martens_barnes_2022, title={Case Studies on the use of Storyboarding by Novice Programmers}, DOI={10.1145/3502718.3524749}, abstractNote={Our researchers seek to support students in building block-based programming projects that are motivating and engaging as well as valuable practice in learning to code. A difficult part of the programming process is planning. In this research, we explore how novice programmers used a custom-built planning tool, PlanIT, contrasted against how they used storyboarding when planning games. In a three-part study, we engaged novices in planning and programming three games: a maze game, a break-out game, and a mashup of the two. In a set of five case studies, we show how five pairs of students approached the planning and programming of these three games, illustrating that students felt more creative when storyboarding rather than using PlanIT. We end with a discussion on the implications of this work for designing supports for novices to plan open-ended projects.}, journal={PROCEEDINGS OF THE 27TH ACM CONFERENCE ON INNOVATION AND TECHNOLOGY IN COMPUTER SCIENCE EDUCATION, ITICSE 2022, VOL 1}, author={Limke, Ally and Milliken, Alexandra and Catete, Veronica and Gransbury, Isabella and Isvik, Amy and Price, Thomas and Martens, Chris and Barnes, Tiffany}, year={2022}, pages={318–324} }
 @article{gitinabard_heckman_barnes_lynch_2022, title={Designing a Dashboard for Student Teamwork Analysis}, DOI={10.1145/3478431.3499377}, abstractNote={Classroom dashboards are designed to help instructors effectively orchestrate classrooms by providing summary statistics, activity tracking, and other information. Existing dashboards are generally specific to an LMS or platform and they generally summarize individual work, not group behaviors. However, CS courses typically involve constellations of tools and mix on- and offline collaboration. Thus, cross-platform monitoring of individuals and teams is important to develop a full picture of the class. In this work, we describe our work on Concert, a data integration platform that collects data about student activities from several sources such as Piazza, My Digital Hand, and GitHub and uses it to support classroom monitoring through analysis and visualizations. We discuss team visualizations that we have developed to support effective group management and to help instructors identify teams in need of intervention.}, journal={PROCEEDINGS OF THE 53RD ACM TECHNICAL SYMPOSIUM ON COMPUTER SCIENCE EDUCATION (SIGCSE 2022), VOL 1}, author={Gitinabard, Niki and Heckman, Sarah and Barnes, Tiffany and Lynch, Collin}, year={2022}, pages={446–452} }
 @article{maniktala_chi_barnes_2022, title={Enhancing a student productivitymodel for adaptive problem-solving assistance}, ISSN={["1573-1391"]}, DOI={10.1007/s11257-022-09338-7}, abstractNote={Research on intelligent tutoring systems has been exploring data-driven methods to deliver effective adaptive assistance. While much work has been done to provide adaptive assistance when students seek help, they may not seek help optimally. This had led to the growing interest in proactive adaptive assistance, where the tutor provides unsolicited assistance upon predictions of struggle or unproductivity. Determining when and whether to provide personalized support is a well-known challenge called the assistance dilemma. Addressing this dilemma is particularly challenging in open-ended domains, where there can be several ways to solve problems. Researchers have explored methods to determine when to proactively help students, but few of these methods have taken prior hint usage into account. In this paper, we present a novel data-driven approach to incorporate students’ hint usage in predicting their need for help. We explore its impact in an intelligent tutor that deals with the open-ended and well-structured domain of logic proofs. We present a controlled study to investigate the impact of an adaptive hint policy based on predictions of HelpNeed that incorporate students’ hint usage. We show empirical evidence to support that such a policy can save students a significant amount of time in training and lead to improved posttest results, when compared to a control without proactive interventions. We also show that incorporating students’ hint usage significantly improves the adaptive hint policy’s efficacy in predicting students’ HelpNeed, thereby reducing training unproductivity, reducing possible help avoidance, and increasing possible help appropriateness (a higher chance of receiving help when it was likely to be needed). We conclude with suggestions on the domains that can benefit from this approach as well as the requirements for adoption.}, journal={USER MODELING AND USER-ADAPTED INTERACTION}, author={Maniktala, Mehak and Chi, Min and Barnes, Tiffany}, year={2022}, month={Aug} }
 @article{wang_le meur_bobbadi_akram_barnes_martens_price_2022, title={Exploring Design Choices to Support Novices' Example Use During Creative Open-Ended Programming}, DOI={10.1145/3478431.3499374}, abstractNote={Open-ended programming engages students by connecting computing with their real-world experience and personal interest. However, such open-ended programming tasks can be challenging, as they require students to implement features that they may be unfamiliar with. Code examples help students to generate ideas and implement program features, but students also encounter many learning barriers when using them. We explore how to design code examples to support novices' effective example use by presenting our experience of building and deploying Example Helper, a system that supports students with a gallery of code examples during open-ended programming. We deployed Example Helper in an undergraduate CS0 classroom to investigate students' example usage experience, finding that students used different strategies to browse, understand, experiment with, and integrate code examples, and that students who make more sophisticated plans also used more examples in their projects.}, journal={PROCEEDINGS OF THE 53RD ACM TECHNICAL SYMPOSIUM ON COMPUTER SCIENCE EDUCATION (SIGCSE 2022), VOL 1}, author={Wang, Wengran and Le Meur, Audrey and Bobbadi, Mahesh and Akram, Bita and Barnes, Tiffany and Martens, Chris and Price, Thomas}, year={2022}, pages={619–625} }
 @article{akram_fisk_yoder_hunt_price_battestilli_barnes_2022, title={Increasing Students' Persistence in Computer Science through a Lightweight Scalable Intervention}, url={http://dx.doi.org/10.1145/3502718.3524815}, DOI={10.1145/3502718.3524815}, abstractNote={Research has shown that high self-assessment of ability, sense of belonging, and professional role confidence are crucial for students' persistence in computing. As grades in introductory computer science courses tend to be lower than other courses, it is essential to provide students with contextualized feedback about their performance in these courses. Giving students unambiguous and con- textualized feedback is especially important during COVID when many classes have moved online and instructors and students have fewer opportunities to interact. In this study, we investigate the effect of a lightweight, scalable intervention where students received personalized, contextualized feedback from their instructors after two major assignments during the semester. After each intervention, we collected survey data to assess students' self-assessment of computing ability, sense of belonging, intentions to persist in computing, professional role confidence, and the likelihood of stating intention to pursue a major in computer science. To analyze the effectiveness of our intervention, we conducted linear regression and mediation analysis on student survey responses. Our results have shown that providing students with personalized feedback can significantly improve their self-assessment of computing ability, which will significantly improve their intentions to persist in computing. Furthermore, our results have demonstrated that our intervention can significantly improve students' sense of belonging, professional role confidence, and the likelihood of stating an intention to pursue a major in computer science.}, journal={PROCEEDINGS OF THE 27TH ACM CONFERENCE ON INNOVATION AND TECHNOLOGY IN COMPUTER SCIENCE EDUCATION, ITICSE 2022, VOL 1}, publisher={ACM}, author={Akram, Bita and Fisk, Susan and Yoder, Spencer and Hunt, Cynthia and Price, Thomas and Battestilli, Lina and Barnes, Tiffany}, year={2022}, pages={526–532} }
 @misc{abdelshiheed_hostetter_yang_barnes_chi_2022, title={Mixing Backward- with Forward-Chaining for Metacognitive Skill Acquisition and Transfer}, volume={13355}, ISBN={9783031116438 9783031116445}, ISSN={0302-9743 1611-3349}, url={http://dx.doi.org/10.1007/978-3-031-11644-5_47}, DOI={10.1007/978-3-031-11644-5_47}, abstractNote={Metacognitive skills have been commonly associated with preparation for future learning in deductive domains. Many researchers have regarded strategy- and time-awareness as two metacognitive skills that address how and when to use a problem-solving strategy, respectively. It was shown that students who are both strategy- and time-aware (StrTime) outperformed their nonStrTime peers across deductive domains. In this work, students were trained on a logic tutor that supports a default forward-chaining (FC) and a backward-chaining (BC) strategy. We investigated the impact of mixing BC with FC on teaching strategy- and time-awareness for nonStrTime students. During the logic instruction, the experimental students (Exp) were provided with two BC worked examples and some problems in BC to practice how and when to use BC. Meanwhile, their control (Ctrl) and StrTime peers received no such intervention. Six weeks later, all students went through a probability tutor that only supports BC to evaluate whether the acquired metacognitive skills are transferred from logic. Our results show that on both tutors, Exp outperformed Ctrl and caught up with StrTime.}, journal={Lecture Notes in Computer Science}, publisher={Springer International Publishing}, author={Abdelshiheed, Mark and Hostetter, John Wesley and Yang, Xi and Barnes, Tiffany and Chi, Min}, year={2022}, pages={546–552} }
 @article{ju_yang_barnes_chi_2022, title={Student-Tutor Mixed-Initiative Decision-Making Supported by Deep Reinforcement Learning}, volume={13355}, ISBN={["978-3-031-11643-8"]}, ISSN={["1611-3349"]}, DOI={10.1007/978-3-031-11644-5_36}, abstractNote={One fundamental goal of education is to enable students to act independently in the world by continuously adapting and learning. Certain learners are less sensitive to learning environments and can always perform well, while others are more sensitive to variations in learning environments and may fail to learn. We refer to the former as high performers and the latter as low performers. Previous research showed that low performers benefit more from tutor-driven Intelligent Tutoring Systems (ITSs), in which the tutor makes pedagogical decisions, while the high ones often prefer to take control of their own learning by making decisions by themselves. We propose a student-tutor mixed-initiative (ST-MI) decision-making framework which balances allowing students some control over their own learning while ensuring effective pedagogical interventions. In an empirical study, ST-MI significantly improved student learning gains than an Expert-designed, tutor-driven pedagogical policy on an ITS. Furthermore, our ST-MI framework was found to offer low performers the same benefits as the Expert policy, while that for high performers was significantly greater than the Expert policy.}, journal={ARTIFICIAL INTELLIGENCE IN EDUCATION, PT I}, author={Ju, Song and Yang, Xi and Barnes, Tiffany and Chi, Min}, year={2022}, pages={440–452} }
 @article{ausin_maniktala_barnes_chi_2022, title={The Impact of Batch Deep Reinforcement Learning on Student Performance: A Simple Act of Explanation Can Go A Long Way}, ISSN={["1560-4306"]}, url={https://doi.org/10.1007/s40593-022-00312-3}, DOI={10.1007/s40593-022-00312-3}, journal={INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE IN EDUCATION}, author={Ausin, Markel Sanz and Maniktala, Mehak and Barnes, Tiffany and Chi, Min}, year={2022}, month={Nov} }
 @article{maniktala_cody_barnes_chi_2021, title={Avoiding Help Avoidance: Using Interface Design Changes to Promote Unsolicited Hint Usage in an Intelligent Tutor (September, 10.1007/s40593-020-00213-3, 2020)}, volume={31}, ISSN={["1560-4306"]}, DOI={10.1007/s40593-020-00232-0}, abstractNote={A Correction to this paper has been published: https://doi.org/10.1007/s40593-020-00232-0}, number={1}, journal={INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE IN EDUCATION}, author={Maniktala, Mehak and Cody, Christa and Barnes, Tiffany and Chi, Min}, year={2021}, month={Mar}, pages={154–155} }
 @misc{ju_zhou_abdelshiheed_barnes_chi_2021, title={Evaluating Critical Reinforcement Learning Framework in the Field}, volume={12748}, ISBN={9783030782917 9783030782924}, ISSN={0302-9743 1611-3349}, url={http://dx.doi.org/10.1007/978-3-030-78292-4_18}, DOI={10.1007/978-3-030-78292-4_18}, abstractNote={Reinforcement Learning (RL) is learning what action to take next by mapping situations to actions so as to maximize cumulative rewards. In recent years RL has achieved great success in inducing effective pedagogical policies for various interactive e-learning environments. However, it is often prohibitive to identify the critical pedagogical decisions that actually contribute to desirable learning outcomes. In this work, by utilizing the RL framework we defined critical decisions to be those states in which the agent has to take the optimal actions, and subsequently, the Critical policy as carrying out optimal actions in the critical states while acting randomly in others. We proposed a general Critical-RL framework for identifying critical decisions and inducing a Critical policy. The effectiveness of our Critical-RL framework is empirically evaluated from two perspectives: whether optimal actions must be carried out in critical states (the necessary hypothesis) and whether only carrying out optimal actions in critical states is as effective as a fully-executed RL policy (the sufficient hypothesis). Our results confirmed both hypotheses.}, journal={Lecture Notes in Computer Science}, publisher={Springer International Publishing}, author={Ju, Song and Zhou, Guojing and Abdelshiheed, Mark and Barnes, Tiffany and Chi, Min}, year={2021}, pages={215–227} }
 @article{isvik_catete_elmore_barnes_2021, title={Examining Equity in Computing-Infused Lessons Made by Novices}, DOI={10.1109/RESPECT51740.2021.9620700}, abstractNote={In this study, we examine 10 computing-infused lessons with high equity scores created by high school interns. These projects were part of a larger corpus of 90+ projects made in summer 2020 for middle school and high school classrooms and the projects were evaluated using the Teacher Accessibility, Equity, and Content (TEC) rubric. This article examines the observed extensive evidence for equity in these 10 projects to determine how meaningful these equity scores are, what themes are present across projects, and to provide curriculum developers with strategies for ensuring their activities utilize equitable practices to be intentionally inclusive of all students.}, journal={IEEE STCBP RESPECT CONFERENCE: 2021 RESEARCH ON EQUITY AND SUSTAINED PARTICIPATION IN ENGINEERING, COMPUTING, AND TECHNOLOGY (RESPECT)}, author={Isvik, Amy and Catete, Veronica and Elmore, Erynn and Barnes, Tiffany}, year={2021}, pages={157–161} }
 @article{milliken_catete_limke_gransbury_chipman_dong_barnes_2021, title={Exploring and Influencing Teacher Grading for Block-based Programs through Rubrics and the GradeSnap Tool}, DOI={10.1145/3446871.3469762}, abstractNote={This article examines the grading process and profiles of secondary computer science teachers as they assess block-based student programming submissions. Through an iterative design process, we have created a new tool, Gradesnap, which streamlines how teachers can open, review, and evaluate student submissions within the same interface. Our study compares teachers’ grading processes using the different assessment formats, so that we can understand how their grading processes can be augmented or supported to reduce ’pain points’ and to enable teachers to provide more constructive and formative feedback for students. We use a case study approach to examine the experiences and outcomes of four secondary computer science teachers with varied teaching and assessment experience, when grading as usual, grading with a rubric, and grading with GradeSnap. Our study shows that when participants use GradeSnap, they are able to give supportive comments to lower performing and borderline students who need critical feedback to better understand misconceptions. We also discovered that the different grading processes provided a vehicle for reflection for some teachers in understanding their grading goals and how they enact them. This research is the first to examine teacher grading processes for computer science, and highlights the need for teacher preparation and support for providing programming feedback and assessment.}, journal={ICER 2021: PROCEEDINGS OF THE 17TH ACM CONFERENCE ON INTERNATIONAL COMPUTING EDUCATION RESEARCH}, author={Milliken, Alexandra and Catete, Veronica and Limke, Ally and Gransbury, Isabella and Chipman, Hannah and Dong, Yihuan and Barnes, Tiffany}, year={2021}, pages={101–114} }
 @article{isvik_catete_bell_gransbury_barnes_2021, title={Infusing Computing: Moving a Service Oriented Internship Program Online}, DOI={10.1109/RESPECT51740.2021.9620644}, abstractNote={As virtual conferencing technology becomes more common and situations make in-person experiences difficult or unsafe to host, the need for online internships to support sustained participation in computing increases. We investigate the problem of how to provide a meaningful experiential education program in a virtual environment and serve geographically dispersed participants through our experience with moving a service oriented internship program online. Our computer science internship program leverages high school interns' programming skills and classroom experience to assist teachers in developing computing-infused lessons for their classrooms. Using a combination of synchronous and asynchronous activities, we trained our interns in how to make these lessons and helped interns build community amongst themselves. Our interns created over 90 lessons during the summer and helped over 50 teachers create their own lessons at an infusing computing professional development.}, journal={IEEE STCBP RESPECT CONFERENCE: 2021 RESEARCH ON EQUITY AND SUSTAINED PARTICIPATION IN ENGINEERING, COMPUTING, AND TECHNOLOGY (RESPECT)}, author={Isvik, Amy and Catete, Veronica and Bell, Dave and Gransbury, Isabella and Barnes, Tiffany}, year={2021}, pages={199–203} }
 @article{zhou_azizsoltani_ausin_barnes_chi_2021, title={Leveraging Granularity: Hierarchical Reinforcement Learning for Pedagogical Policy Induction}, volume={8}, ISSN={["1560-4306"]}, DOI={10.1007/s40593-021-00269-9}, journal={INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE IN EDUCATION}, author={Zhou, Guojing and Azizsoltani, Hamoon and Ausin, Markel Sanz and Barnes, Tiffany and Chi, Min}, year={2021}, month={Aug} }
 @article{akintunde_limke_barnes_heckman_lynch_2021, title={PEDI - Piazza Explorer Dashboard for Intervention}, ISSN={["1943-6092"]}, DOI={10.1109/VL/HCC51201.2021.9576443}, abstractNote={Analytics about how students navigate online learning tools throughout the duration of an assignment is scarce. Knowledge about how students use online tools before a course's end could positively impact students' learning outcomes. We introduce PEDI (Piazza Explorer Dashboard for Intervention), a tool which analyzes and presents visualizations of forum activity on Piazza, a question and answer forum, to instructors. We outline the design principles and data-informed recommendations used to design PEDI. Our prior research revealed two critical periods in students' forum engagement over the duration of an assignment. Early engagement in the first half of an assignment duration positively correlates with class average performance. Whereas, extremely high engagement toward the deadline predicted lower class average performance. PEDI uses these findings to detect and flag troubling engagement levels and informs instructors through clear visualizations to promote data-informed interventions. By providing insights to instructors, PEDI may improve class performance and pave the way for a new generation of online tools.}, journal={2021 IEEE SYMPOSIUM ON VISUAL LANGUAGES AND HUMAN-CENTRIC COMPUTING (VL/HCC 2021)}, author={Akintunde, Ruth Okoilu and Limke, Ally and Barnes, Tiffany and Heckman, Sarah and Lynch, Collin}, year={2021} }
 @article{broll_ledeczi_stein_jean_brady_grover_catete_barnes_2021, title={Removing the Walls Around Visual Educational Programming Environments}, ISSN={["1943-6092"]}, DOI={10.1109/VL/HCC51201.2021.9576399}, abstractNote={Many block-based programming environments have proven to be effective at engaging novices in learning programming. However, most restrict access to the outside world, limiting learners to commands and computing resources built in to the environment. Some allow learners to drag and drop files, connect to sensors and robots locally or issue HTTP requests. But in a world where most of the applications in our daily lives are distributed (i.e., their functionality depends on communicating with other programs or accessing resources and data on the internet), the lack of support for beginners to envision and create such distributed programs is a lost opportunity. This paper argues that it is not only feasible, but crucial, to create environments with simple yet powerful abstractions that open up distributed computing and other widely used but advanced computing concepts including networking, the Internet of Things, and cybersecurity to novices. By thus removing the walls around our environments, we can expand opportunities for learning considerably: programs can access a wealth of online data and web services, and communicate with other projects. Moreover, these changes can enable young learners to collaborate with each other during program construction whether they share their physical location or study remotely. Importantly, providing access to the wider world will also help counter widespread student perceptions that block-based environments are mere toys, and show that they are capable of creating compelling applications. The paper presents NetsBlox, a programming environment that supports these ideas and shows that tools can be designed to democratize access to powerful ideas in computing.}, journal={2021 IEEE SYMPOSIUM ON VISUAL LANGUAGES AND HUMAN-CENTRIC COMPUTING (VL/HCC 2021)}, author={Broll, Brian and Ledeczi, Akos and Stein, Gordon and Jean, Devin and Brady, Corey and Grover, Shuchi and Catete, Veronica and Barnes, Tiffany}, year={2021} }
 @article{ausin_maniktala_barnes_chi_2021, title={Tackling the Credit Assignment Problem in Reinforcement Learning-Induced Pedagogical Policies with Neural Networks}, volume={12748}, ISBN={["978-3-030-78291-7"]}, ISSN={["1611-3349"]}, url={https://doi.org/10.1007/978-3-030-78292-4_29}, DOI={10.1007/978-3-030-78292-4_29}, abstractNote={Intelligent Tutoring Systems (ITS) provide a powerful tool for students to learn in an adaptive, personalized, and goal-oriented manner. In recent years, Reinforcement Learning (RL) has shown to be capable of leveraging previous student data to induce effective pedagogical policies for future students. One of the most desirable goals of these policies is to maximize student learning gains while minimizing the training time. However, this metric is often not available until a student has completed the entire tutor. For this reason, the reinforcement signal of the effectiveness of the tutor is delayed. Assigning credit for each intermediate action based on a delayed reward is a challenging problem denoted the temporal Credit Assignment Problem (CAP). The CAP makes it difficult for most RL algorithms to assign credit to each action. In this work, we develop a general Neural Network-based algorithm that tackles the CAP by inferring immediate rewards from delayed rewards. We perform two empirical classroom studies, and the results show that this algorithm, in combination with a Deep RL agent, can improve student learning performance while reducing training time.}, journal={ARTIFICIAL INTELLIGENCE IN EDUCATION (AIED 2021), PT I}, author={Ausin, Markel Sanz and Maniktala, Mehak and Barnes, Tiffany and Chi, Min}, year={2021}, pages={356–368} }
 @article{cody_maniktala_lytle_chi_barnes_2021, title={The Impact of Looking Further Ahead: A Comparison of Two Data-driven Unsolicited Hint Types on Performance in an Intelligent Data-driven Logic Tutor}, ISSN={["1560-4306"]}, DOI={10.1007/s40593-021-00237-3}, abstractNote={Research has shown assistance can provide many benefits to novices lacking the mental models needed for problem solving in a new domain. However, varying approaches to assistance, such as subgoals and next-step hints, have been implemented with mixed results. Next-Step hints are common in data-driven tutors due to their straightforward generation from historical student data, as well as research showing positive impacts on student learning. However, there is a lack of research exploring the possibility of extending data-driven methods to provide higher-level assistance. Therefore, we modified our data-driven Next-Step hint generator to provide Waypoints, hints that are a few steps ahead, representing problem-solving subgoals. We hypothesized that Waypoints would benefit students with high prior knowledge, and that Next-Step hints would most benefit students with lower prior knowledge. In this study, we investigated the influence of data-driven hint type, Waypoints versus Next-Step hints, on student learning in a logic proof tutoring system, Deep Thought, in a discrete mathematics course. We found that Next-Step hints were more beneficial for the majority of students in terms of time, efficiency, and accuracy on the posttest. However, higher totals of successfully used Waypoints were correlated with improvements in efficiency and time in the posttest. These results suggest that Waypoint hints could be beneficial, but more scaffolding may be needed to help students follow them.}, journal={INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE IN EDUCATION}, author={Cody, Christa and Maniktala, Mehak and Lytle, Nicholas and Chi, Min and Barnes, Tiffany}, year={2021}, month={May} }
 @article{dong_shabrina_marwan_barnes_2021, title={You Really Need Help: Exploring Expert Reasons for Intervention During Block-based Programming Assignments}, DOI={10.1145/3446871.3469764}, abstractNote={In recent years, research has increasingly focused on developing intelligent tutoring systems that provide data-driven support for students in need of assistance during programming assignments. One goal of such intelligent tutors is to provide students with quality interventions comparable to those human tutors would give. While most studies focused on generating different forms of on-demand support, such as next-step hints and worked examples, at any given moment during the programming assignment, there is a lack of research on why human tutors would provide different forms of proactive interventions to students in different situations. This information is critical to know to allow the intelligent programming environments to select the appropriate type of student support at the right moment. In this work, we studied human tutors’ reasons for providing interventions during two introductory programming assignments in a block-based environment. Three human tutors evaluated a sample of 86 struggling moments identified from students’ log data using a data-driven model. The human tutors specified whether and why an intervention was needed (or not) for each struggling moment. We analyzed the expert tags and their consensus discussions and extracted three main reasons that made the experts decide to intervene: “missing key components to make progress”, “using wrong or unnecessary blocks”, “misusing needed blocks”, “having critical logic errors”, “needing confirmation and next steps”, and “unclear student intention”. We use six case studies to illustrate specific student code trace examples and the tutors’ reasons for intervention. We also discuss the potential types of automatic interventions that could address these cases. Our work sheds light on when and why students might need programming interventions. These insights contribute towards improving the quality of automated, data-driven support in programming learning environments.}, journal={ICER 2021: PROCEEDINGS OF THE 17TH ACM CONFERENCE ON INTERNATIONAL COMPUTING EDUCATION RESEARCH}, author={Dong, Yihuan and Shabrina, Preya and Marwan, Samiha and Barnes, Tiffany}, year={2021}, pages={334–346} }
 @article{maniktala_cody_barnes_chi_2020, title={Avoiding Help Avoidance: Using Interface Design Changes to Promote Unsolicited Hint Usage in an Intelligent Tutor}, volume={30}, ISSN={["1560-4306"]}, DOI={10.1007/s40593-020-00213-3}, abstractNote={Within intelligent tutoring systems, considerable research has investigated hints, including how to generate data-driven hints, what hint content to present, and when to provide hints for optimal learning outcomes. However, less attention has been paid to how hints are presented. In this paper, we propose a new hint delivery mechanism called “Assertions” for providing unsolicited hints in a data-driven intelligent tutor. Assertions are partially-worked example steps designed to appear within a student workspace, and in the same format as student-derived steps, to show students a possible subgoal leading to the solution. We hypothesized that Assertions can help address the well-known hint avoidance problem. In systems that only provide hints upon request, hint avoidance results in students not receiving hints when they are needed. Our unsolicited Assertions do not seek to improve student help-seeking, but rather seek to ensure students receive the help they need. We contrast Assertions with Messages, text-based, unsolicited hints that appear after student inactivity. Our results show that Assertions significantly increase unsolicited hint usage compared to Messages. Further, they show a significant aptitude-treatment interaction between Assertions and prior proficiency, with Assertions leading students with low prior proficiency to generate shorter (more efficient) posttest solutions faster. We also present a clustering analysis that shows patterns of productive persistence among students with low prior knowledge when the tutor provides unsolicited help in the form of Assertions. Overall, this work provides encouraging evidence that hint presentation can significantly impact how students use them and using Assertions can be an effective way to address help avoidance.}, number={4}, journal={INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE IN EDUCATION}, author={Maniktala, Mehak and Cody, Christa and Barnes, Tiffany and Chi, Min}, year={2020}, month={Nov}, pages={637–667} }
 @article{barnes_payton_washington_stukes_peterfreund_dunton_2020, title={Featured Research on Equity and Sustained Participation in Engineering, Computing, and Technology}, volume={22}, ISSN={["1558-366X"]}, DOI={10.1109/MCSE.2020.3010595}, abstractNote={This special issue presents five invited research articles featuring distinguished contributions to the Fourth IEEE Special Technical Community on Broadening Participation (STCBP) Conference for Research on Equity and Sustained Participation in Engineering, Computing, and Technology (RESPECT 2019). The articles advance our understanding of challenges for and evidence-based approaches to advancing diversity, equity, and inclusion in computing education.}, number={5}, journal={COMPUTING IN SCIENCE & ENGINEERING}, author={Barnes, Tiffany and Payton, Jamie and Washington, Nicki and Stukes, Felesia and Peterfreund, Alan and Dunton, Sarah}, year={2020}, pages={4–6} }
 @article{shabrina_akintunde_maniktala_barnes_lynch_rutherford_2020, title={Peeking through the Classroom Window : A Detailed Data-Driven Analysis on the Usage of a Curriculum Integrated Math Game in Authentic Classrooms}, DOI={10.1145/3375462.3375525}, abstractNote={We present a data-driven analysis that provides generalized insights of how a curriculum integrated educational math game gets used as a routinized classroom activity throughout the year in authentic primary school classrooms. Our study relates observations from a field study on Spatial Temporal Math (ST Math) to our findings mined from ST Math students' sequential game play data. We identified features that vary across game play sessions and modeled their relationship with session performance. We also derived data-informed suggestions that may provide teachers with insights into how to design classroom game play sessions to facilitate more effective learning.}, journal={LAK20: THE TENTH INTERNATIONAL CONFERENCE ON LEARNING ANALYTICS & KNOWLEDGE}, author={Shabrina, Preya and Akintunde, Ruth Okoilu and Maniktala, Mehak and Barnes, Tiffany and Lynch, Collin and Rutherford, Teomara}, year={2020}, pages={625–634} }
 @article{price_dong_zhi_paaßen_lytle_cateté_barnes_2019, title={A Comparison of the Quality of Data-Driven Programming Hint Generation Algorithms}, volume={29}, ISSN={1560-4292 1560-4306}, url={http://dx.doi.org/10.1007/s40593-019-00177-z}, DOI={10.1007/s40593-019-00177-z}, number={3}, journal={International Journal of Artificial Intelligence in Education}, publisher={Springer Science and Business Media LLC}, author={Price, Thomas W. and Dong, Yihuan and Zhi, Rui and Paaßen, Benjamin and Lytle, Nicholas and Cateté, Veronica and Barnes, Tiffany}, year={2019}, month={May}, pages={368–395} }
 @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} }
 @inproceedings{lytle_cateté_dong_boulden_akram_houchins_barnes_wiebe_2019, place={Chengdu, Sichuan, China}, title={CEO: A Triangulated Evaluation of a Modeling-Based CT-Infused CS Activity for Non-CS Middle Grade Students}, ISBN={9781450362597}, url={http://dx.doi.org/10.1145/3300115.3309527}, DOI={10.1145/3300115.3309527}, abstractNote={With the increased demand for introducing computational thinking (CT) in K-12 classrooms, educational researchers are developing integrated lesson plans that can teach CT fundamentals in non-computing specific classrooms. Although these lessons reach more students through the core curriculum, proper evaluation methods are needed to ensure the quality of the design and integration. As part of a research practice partnership, we work to infuse research-backed curricula into science courses. We find a three-pronged approach of evaluation can help us make better decisions on how to improve experimental curricula for active classrooms. This CEO model uses three data sources (student code traces, exit ticket responses, and field observations) as a triangulated approach that can be used to identify programming behavior among novice developers, preferred task ordering for the assignment, and scaffolding recommendations to teachers. This approach allows us to evaluate the practical implementations of our initiative and create a focused approach for designing more effective lessons.}, booktitle={Proceedings of the ACM Conference on Global Computing Education  - CompEd '19}, publisher={ACM Press}, author={Lytle, Nicholas and Cateté, Veronica and Dong, Yihuan and Boulden, Danielle and Akram, Bita and Houchins, Jennifer and Barnes, Tiffany and Wiebe, Eric}, year={2019}, pages={58–64} }
 @inproceedings{dong_marwan_catete_price_barnes_2019, place={New York, NY, USA}, title={Defining Tinkering Behavior in Open-ended Block-based Programming Assignments}, ISBN={9781450358903}, url={http://dx.doi.org/10.1145/3287324.3287437}, DOI={10.1145/3287324.3287437}, abstractNote={Tinkering has been shown to have a positive influence on students in open-ended making activities. Open-ended programming assignments in block-based programming resemble making activities in that both of them encourage students to tinker with tools to create their own solutions to achieve a goal. However, previous studies of tinkering in programming discussed tinkering as a broad, ambiguous term, and investigated only self-reported data. To our knowledge, no research has studied student tinkering behaviors while solving problems in block-based programming environments. In this position paper, we propose a definition for tinkering in block-based programming environments as a kind of behavior that students exhibit when testing, exploring, and struggling during problem-solving. We introduce three general categories of tinkering behaviors (test-based, prototype-based, and construction-based tinkering) derived from student data, and use case studies to demonstrate how students exhibited these behaviors in problem-solving. We created the definitions using a mixed-methods research design combining a literature review with data-driven insights from submissions of two open-ended programming assignments in iSnap, a block-based programming environment. We discuss the implication of each type of tinkering behavior for learning. Our study and results are the first in this domain to define tinkering based on student behaviors in a block-based programming environment.}, booktitle={Proceedings of the 50th ACM Technical Symposium on Computer Science Education  - SIGCSE '19}, publisher={ACM Press}, author={Dong, Yihuan and Marwan, Samiha and Catete, Veronica and Price, Thomas and Barnes, Tiffany}, year={2019}, pages={1204–1210} }
 @inproceedings{milliken_cody_catete_barnes_2019, title={Effective Computer Science Teacher Professional Development}, ISBN={9781450368957}, url={http://dx.doi.org/10.1145/3304221.3319779}, DOI={10.1145/3304221.3319779}, abstractNote={The Advanced Placement Computer Science Principles (AP CSP) course has been fully active for 2 years, garnering a large group of diverse students [2], and flaming the need for highly trained CSP teachers, especially in effective practices for diversity and equity. We have conducted summer professional development (PD) workshops from 2012-2018 which have prepared 748 teachers to teach AP CSP using the Beauty and Joy of Computing (BJC) curriculum. To improve equity and readiness for teaching, we have refined our PD by: shortening the PD from 6 weeks to 1 week; developing new, highly scaffolded pre-PD work; and modifying the in-person schedule to incorporate more pedagogy and teaching experiences, while continuing to provide in-depth, hands-on support for teachers to learn the basics of programming. The most recent revisions to our PD schedule resulted in improved post-PD survey results, with teachers from the 2018 cohort planning to adopt more of the BJC curriculum than in past years. From 2017 to 2018, planned adoption rates increased by 13%, resulting in 73% of the 2018 PD participants planning to adopt more than $60%$ of the BJC curriculum and 58% planning to adopt 80-$100% of the BJC curriculum in their classrooms in 2018-2019. In this paper, we discuss the most recent BJC PD implementation and provide evidence of increased teacher self-efficacy in areas including fostering interest in computing for underrepresented populations.}, booktitle={Proceedings of the 2019 ACM Conference on Innovation and Technology in Computer Science Education  - ITiCSE '19}, publisher={ACM Press}, author={Milliken, Alexandra and Cody, Christa and Catete, Veronica and Barnes, Tiffany}, year={2019}, pages={271–277} }
 @inproceedings{lytle_floryan_barnes_2019, title={Effects of a Pathfinding Program Visualization on Algorithm Development}, ISBN={9781450358903}, url={http://dx.doi.org/10.1145/3287324.3287391}, DOI={10.1145/3287324.3287391}, abstractNote={Program Visualizations (PVs) have been used as educational tools to allow students to visually inspect the runtime behavior of their code. However, many of these systems act as low-level visual debuggers not high-level abstractions of program behavior. Additionally, evaluations of these systems tend to focus more on student engagement or opinion in using the system and not on artifacts produced using the system. This paper discusses the effectiveness of a PV developed to aide students in an undergraduate Artificial Intelligence class on a pathfinding homework assignment. Students in 4 semesters of the course were tasked to develop pathfinding algorithms for an agent to navigate worlds in cases of both certain and uncertain world information. Students in 2 semesters of the course were given access to a PV that allowed them to see a visual representation of their agent navigating the world in either information condition. The final agents developed by these students were compared with those developed by students who never received the PV. Comparisons were made on the performance of these agents in both cases of uncertain and certain world information on several test worlds. Student written reports for the Experimental condition were also analyzed. The results showed significant differences in the performance of the algorithms developed in both certain and uncertain world information. Student reflections on using the PV within the written reports provide insight into how the PV informed the design and development of their submission.}, booktitle={Proceedings of the 50th ACM Technical Symposium on Computer Science Education - SIGCSE '19}, publisher={ACM Press}, author={Lytle, Nicholas and Floryan, Mark and Barnes, Tiffany}, year={2019} }
 @inproceedings{zhi_chi_barnes_price_2019, place={New York, NY, USA}, title={Evaluating the Effectiveness of Parsons Problems for Block-based Programming}, ISBN={9781450361859}, url={http://dx.doi.org/10.1145/3291279.3339419}, DOI={10.1145/3291279.3339419}, abstractNote={Parsons problems are program puzzles, where students piece together code fragments to construct a program. Similar to block-based programming environments, Parsons problems eliminate the need to learn syntax. Parsons problems have been shown to improve learning efficiency when compared to writing code or fixing incorrect code in lab studies, or as part of a larger curriculum. In this study, we directly compared Parsons problems with block-based programming assignments in classroom settings. We hypothesized that Parsons problems would improve students' programming efficiency on the lab assignments where they were used, without impacting performance on the subsequent, related homework or the later programming project. Our results confirmed our hypothesis, showing that on average Parsons problems took students about half as much time to complete compared to equivalent programming problems. At the same time, we found no evidence to suggest that students performed worse on subsequent assignments, as measured by performance and time on task. The results indicate that the effectiveness of Parsons problems is not simply based on helping students avoid syntax errors. We believe this is because Parsons problems dramatically reduce the programming solution space, letting students focus on solving the problem rather than having to solve the combined problem of devising a solution, searching for needed components, and composing them together.}, booktitle={Proceedings of the 2019 ACM Conference on International Computing Education Research  - ICER '19}, publisher={ACM Press}, author={Zhi, Rui and Chi, Min and Barnes, Tiffany and Price, Thomas W.}, year={2019}, pages={51–59} }
 @inproceedings{zhi_price_marwan_milliken_barnes_chi_2019, place={New York, NY, USA}, title={Exploring the Impact of Worked Examples in a Novice Programming Environment}, ISBN={9781450358903}, url={http://dx.doi.org/10.1145/3287324.3287385}, DOI={10.1145/3287324.3287385}, abstractNote={Research in a variety of domains has shown that viewing worked examples (WEs) can be a more efficient way to learn than solving equivalent problems. We designed a Peer Code Helper system to display WEs, along with scaffolded self-explanation prompts, in a block-based, novice programming environment called \snap. We evaluated our system during a high school summer camp with 22 students. Participants completed three programming problems with access to WEs on either the first or second problem. We found that WEs did not significantly impact students' learning, but may have impacted students' intrinsic cognitive load, suggesting that our WEs with scaffolded prompts may be an inherently different learning task. Our results show that WEs saved students time on initial tasks compared to writing code, but some of the time saved was lost in subsequent programming tasks. Overall, students with WEs completed more tasks within a fixed time period, but not significantly more. WEs may improve students' learning efficiency when programming, but these effects are nuanced and merit further study.}, booktitle={Proceedings of the 50th ACM Technical Symposium on Computer Science Education  - SIGCSE '19}, publisher={ACM Press}, author={Zhi, Rui and Price, Thomas W. and Marwan, Samiha and Milliken, Alexandra and Barnes, Tiffany and Chi, Min}, year={2019}, pages={98–104} }
 @article{zhou_azizsoltani_ausin_barnes_chi_2019, title={Hierarchical Reinforcement Learning for Pedagogical Policy Induction}, volume={11625}, ISBN={["978-3-030-23203-0"]}, ISSN={["1611-3349"]}, DOI={10.1007/978-3-030-23204-7_45}, abstractNote={In interactive e-learning environments such as Intelligent Tutoring Systems, there are pedagogical decisions to make at two main levels of granularity: whole problems and single steps. Recent years have seen growing interest in data-driven techniques for such pedagogical decision making, which can dynamically tailor students’ learning experiences. Most existing data-driven approaches, however, treat these pedagogical decisions equally, or independently, disregarding the long-term impact that tutor decisions may have across these two levels of granularity. In this paper, we propose and apply an offline, off-policy Gaussian Processes based Hierarchical Reinforcement Learning (HRL) framework to induce a hierarchical pedagogical policy that makes decisions at both problem and step levels. In an empirical classroom study with 180 students, our results show that the HRL policy is significantly more effective than a Deep Q-Network (DQN) induced policy and a random yet reasonable baseline policy.}, journal={ARTIFICIAL INTELLIGENCE IN EDUCATION (AIED 2019), PT I}, author={Zhou, Guojing and Azizsoltani, Hamoon and Ausin, Markel Sanz and Barnes, Tiffany and Chi, Min}, year={2019}, pages={544–556} }
 @article{gitinabard_xu_heckman_barnes_lynch_2019, title={How Widely Can Prediction Models Be Generalized? Performance Prediction in Blended Courses}, volume={12}, ISSN={["1939-1382"]}, url={https://doi.org/10.1109/TLT.2019.2911832}, DOI={10.1109/TLT.2019.2911832}, abstractNote={Blended courses that mix in-person instruction with online platforms are increasingly common in secondary education. These platforms record a rich amount of data on students’ study habits and social interactions. Prior research has shown that these metrics are correlated with students performance in face-to-face classes. However, predictive models for blended courses are still limited and have not yet succeeded at early prediction or cross-class predictions, even for repeated offerings of the same course. In this paper, we use data from two offerings of two different undergraduate courses to train and evaluate predictive models of student performance based on persistent student characteristics including study habits and social interactions. We analyze the performance of these models on the same offering, on different offerings of the same course, and across courses to see how well they generalize. We also evaluate the models on different segments of the courses to determine how early reliable predictions can be made. This paper tells us in part how much data is required to make robust predictions and how cross-class data may be used, or not, to boost model performance. The results of this study will help us better understand how similar the study habits, social activities, and the teamwork styles are across semesters for students in each performance category. These trained models also provide an avenue to improve our existing support platforms to better support struggling students early in the semester with the goal of providing timely intervention.}, number={2}, journal={IEEE TRANSACTIONS ON LEARNING TECHNOLOGIES}, publisher={Institute of Electrical and Electronics Engineers (IEEE)}, author={Gitinabard, Niki and Xu, Yiqiao and Heckman, Sarah and Barnes, Tiffany and Lynch, Collin F.}, year={2019}, pages={184–197} }
 @inproceedings{dong_andrews_cateté_lytle_isvik_barnes_jocius_albert_joshi_robinson_2019, title={Infusing Computing}, ISBN={9781450368957}, url={http://dx.doi.org/10.1145/3304221.3319772}, DOI={10.1145/3304221.3319772}, abstractNote={In summer 2018, we conducted two week-long professional development workshops for 116 middle and high school teachers interested in infusing computational thinking (CT) into their classrooms. Teachers learned to program in Snap!, connect CT to their disciplines, and create infused CT learning segments for their classes. This paper investigates the extent to which teachers were able to successfully infuse CT skills of pattern recognition, abstraction, decomposition, and algorithms into their learning products. In this work, we analyzed 58 teacher-designed programming products to look for common characteristics, such as project type, intended coding requirements for their students, and code features/functionality. Teacher-created products were classified into five types: animation, interactive story, quiz, intended game, and simulation/exploration tools. Coding requirements varied from using and/or explaining provided code, modifying existing code, programming with starter code, to building entire programs. Products were classified according to the extent to which they involved sprite manipulation, questions/answers, event handling, drawing, and control blocks. We found that teachers from different disciplines created products that vary in type, coding requirements, and features to suit their specific needs. Moreover, we found relationships between discipline, project type, and the required coding teachers expected students to do. Our results inform future Infusing Computing Professional Development (PD) to provide more targeted training to support different teacher needs.}, booktitle={Proceedings of the 2019 ACM Conference on Innovation and Technology in Computer Science Education  - ITiCSE '19}, publisher={ACM Press}, author={Dong, Yihuan and Andrews, Ashley and Cateté, Veronica and Lytle, Nicholas and Isvik, Amy and Barnes, Tiffany and Jocius, Robin and Albert, Jennifer and Joshi, Deepti and Robinson, Richard}, year={2019}, pages={278–284} }
 @inproceedings{jocius_albert_andrews_catete_dong_joshi_robinson_barnes_lytle_2019, place={Las Vegas, NV, United States}, title={Infusing Computing Through Professional Development: Shifts in Content Area Teachers' Understandings of Computational Thinking Integration}, booktitle={Proceedings of Society for Information Technology & Teacher Education International Conference}, publisher={Association for the Advancement of Computing in Education (AACE)}, author={Jocius, R. and Albert, J. and Andrews, A. and Catete, V. and Dong, Y. and Joshi, D. and Robinson, R. and Barnes, T. and Lytle, N.}, year={2019}, pages={302–305} }
 @inproceedings{mao_zhi_khoshnevisan_price_barnes_chi_2019, title={One minute is enough: Early Prediction of Student Success and Event-level Difficulty during Novice Programming Tasks}, booktitle={Proceedings of the 12th International Conference on Educational Data Mining}, author={Mao, Y. and Zhi, R. and Khoshnevisan, F. and Price, T.W. and Barnes, T. and Chi, M.}, editor={Lynch, C.F. and Merceron, A. and Desmarais, M. and Nkambou, R.Editors}, year={2019}, pages={119–128} }
 @inproceedings{dong_catete_jocius_lytle_barnes_albert_joshi_robinson_andrews_2019, title={PRADA}, ISBN={9781450358903}, url={http://dx.doi.org/10.1145/3287324.3287431}, DOI={10.1145/3287324.3287431}, abstractNote={One way to increase access to education on computing is to integrate computational thinking (CT) into K12 disciplinary courses. However, this challenges teachers to both learn CT and decide how to best integrate CT into their classes. In this position paper, we present PRADA, an acronym for Pattern Recognition, Abstraction, Decomposition, and Algorithms, as a practical and understandable way of introducing the core ideas of CT to non-computing teachers. We piloted the PRADA model in two, separate, week-long professional development workshops designed for in-service middle and high school teachers and found that the PRADA model supported teachers in making connections between CT and their current course material. Initial findings, which emerged from the analysis of teacher-created learning materials, survey responses, and focus group interviews, indicate that the PRADA model supported core content teachers in successfully infusing CT into their existing curricula and increased their self-efficacy in CT integration.}, booktitle={Proceedings of the 50th ACM Technical Symposium on Computer Science Education - SIGCSE '19}, publisher={ACM Press}, author={Dong, Yihuan and Catete, Veronica and Jocius, Robin and Lytle, Nicholas and Barnes, Tiffany and Albert, Jennifer and Joshi, Deepti and Robinson, Richard and Andrews, Ashley}, year={2019}, pages={906–912} }
 @article{washington_barnes_payton_dunton_stukes_peterfreund_2019, title={RESPECT 2019: Yes, We Still Need to Talk About Diversity in Computing}, volume={21}, ISSN={["1558-366X"]}, DOI={10.1109/MCSE.2018.2887008}, abstractNote={The history of diversity in computing is briefly summarized and the need for a conference for Research on Equity and Sustained Participation in Engineering, Computing, and Technology (RESPECT), is briefly discussed. Since its inception in 2015, RESPECT has provided a peer-reviewed venue for presenting innovative research, experiences, and ideas on broadening participation of underrepresented groups in computing. The RESPECT 2019 research track includes papers, posters, and lightning talk presentations that examine barriers to equity and inclusion that impact the representation of women, people of color, and people with disabilities across the entire CS education and workforce pipeline; that propose and evaluate interventions to promote inclusive pedagogy in computer science classrooms, including through K-12 teacher preparation; and that describe approaches to making equity and inclusion a first principle for CS education strategies at the school and state levels.}, number={1}, journal={COMPUTING IN SCIENCE & ENGINEERING}, author={Washington, Nicki and Barnes, Tiffany and Payton, Jamie and Dunton, Sarah and Stukes, Felesia and Peterfreund, Alan}, year={2019}, pages={79–83} }
 @inproceedings{zhi_marwan_dong_lytle_price_barnes_2019, title={Toward Data-Driven Example Feedback for Novice Programming}, booktitle={Proceedings of the 12th International Conference on Educational Data Mining}, author={Zhi, R. and Marwan, S. and Dong, Y. and Lytle, N. and Price, T.W. and Barnes, T.}, year={2019} }
 @inproceedings{lytle_barnes_cateté_boulden_dong_houchins_milliken_isvik_bounajim_wiebe_2019, title={Use, Modify, Create}, ISBN={9781450368957}, url={http://dx.doi.org/10.1145/3304221.3319786}, DOI={10.1145/3304221.3319786}, abstractNote={Computational Thinking (CT) is being infused into curricula in a variety of core K-12 STEM courses. As these topics are being introduced to students without prior programming experience and are potentially taught by instructors unfamiliar with programming and CT, appropriate lesson design might help support both students and teachers. "Use-Modify-Create" (UMC), a CT lesson progression, has students ease into CT topics by first "Using" a given artifact, "Modifying" an existing one, and then eventually "Creating" new ones. While studies have presented lessons adopting and adapting this progression and advocating for its use, few have focused on evaluating UMC's pedagogical effectiveness and claims. We present a comparison study between two CT lesson progressions for middle school science classes. Students participated in a 4-day activity focused on developing an agent-based simulation in a block-based programming environment. While some classrooms had students develop code on days 2-4, others used a scaffolded lesson plan modeled after the UMC framework. Through analyzing student's exit tickets, classroom observations, and teacher interviews, we illustrate differences in perception of assignment difficulty from both the students and teachers, as well as student perception of artifact "ownership" between conditions.}, booktitle={Proceedings of the 2019 ACM Conference on Innovation and Technology in Computer Science Education  - ITiCSE '19}, publisher={ACM Press}, author={Lytle, Nicholas and Barnes, Tiffany and Cateté, Veronica and Boulden, Danielle and Dong, Yihuan and Houchins, Jennifer and Milliken, Alexandra and Isvik, Amy and Bounajim, Dolly and Wiebe, Eric}, year={2019}, pages={395–401} }
 @inproceedings{cateté_lytle_barnes_2018, title={Creation and validation of low-stakes rubrics for K-12 computer science}, ISBN={9781450357074}, url={http://dx.doi.org/10.1145/3197091.3197134}, DOI={10.1145/3197091.3197134}, abstractNote={With increased numbers of K-12 computing courses, we also see an increase in teachers new to the subject, making it difficult for them to properly assess student programming assignments. Many of these teachers require project-specific rubrics to help assess student learning. Researchers have attempted to create systematic, validated, and reliable rubrics for these courses with only minor success. In this research, we make an argument for the validity of our low-stakes computing rubrics. In doing so, we establish a validated method for creating a full-suite of project-based rubrics for K-12 computing courses, helping teachers, researchers, and practitioners make much-needed course materials. Evaluating these rubrics, we see grader consistency as well as heatmaps of where teachers are looking for computational thinking concepts in code.}, booktitle={Proceedings of the 23rd Annual ACM Conference on Innovation and Technology in Computer Science Education  - ITiCSE 2018}, publisher={ACM Press}, author={Cateté, Veronica and Lytle, Nicholas and Barnes, Tiffany}, year={2018}, pages={63–68} }
 @inbook{shen_mostafavi_lynch_barnes_chi_2018, title={Empirically Evaluating the Effectiveness of POMDP vs. MDP Towards the Pedagogical Strategies Induction}, ISBN={9783319938455 9783319938462}, ISSN={0302-9743 1611-3349}, url={http://dx.doi.org/10.1007/978-3-319-93846-2_61}, DOI={10.1007/978-3-319-93846-2_61}, abstractNote={The effectiveness of Intelligent Tutoring Systems (ITSs) often depends upon their pedagogical strategies, the policies used to decide what action to take next in the face of alternatives. We induce policies based on two general Reinforcement Learning (RL) frameworks: POMDP&. MDP, given the limited feature space. We conduct an empirical study where the RL-induced policies are compared against a random yet reasonable policy. Results show that when the contents are controlled to be equal, the MDP-based policy can improve students’ learning significantly more than the random baseline while the POMDP-based policy cannot outperform the later. The possible reason is that the features selected for the MDP framework may not be the optimal feature space for POMDP.}, booktitle={Lecture Notes in Computer Science}, publisher={Springer International Publishing}, author={Shen, Shitian and Mostafavi, Behrooz and Lynch, Collin and Barnes, Tiffany and Chi, Min}, year={2018}, pages={327–331} }
 @inbook{sirbu_dascalu_crossley_mcnamara_barnes_lynch_trausan-matu_2018, title={Exploring Online Course Sociograms Using Cohesion Network Analysis}, ISBN={9783319938455 9783319938462}, ISSN={0302-9743 1611-3349}, url={http://dx.doi.org/10.1007/978-3-319-93846-2_63}, DOI={10.1007/978-3-319-93846-2_63}, abstractNote={Massive Open Online Courses (MOOCs) have become an important platform for teaching and learning because of their ability to deliver educational accessibility across time and distance. Online learning environments have also provided new research opportunities to examine learning success at a large scale. One data tool that has been proven effective in exploring student success in on-line courses has been Cohesion Network Analysis (CNA), which offers the ability to analyze discourse structure in collaborative learning environments and facilitate the identification of learner interaction patterns. These patterns can be used to predict students’ behaviors such as dropout rates and performance. The focus of the current paper is to identify sociograms (i.e., interaction graphs among participants) generated through CNA on course forum discussions and to identify temporal trends among students. Here, we introduce extended CNA visualizations available in the ReaderBench framework. These visualizations can be used to convey information about interactions between participants in online forums, as well as corresponding student clusters within specific timeframes.}, booktitle={Lecture Notes in Computer Science}, publisher={Springer International Publishing}, author={Sirbu, Maria-Dorinela and Dascalu, Mihai and Crossley, Scott A. and McNamara, Danielle S. and Barnes, Tiffany and Lynch, Collin F. and Trausan-Matu, Stefan}, year={2018}, pages={337–342} }
 @article{catete_lytle_dong_boulden_akram_houchins_barnes_wiebe_lester_mott_et al._2018, title={Infusing Computational Thinking into Middle Grade Science Classrooms: Lessons Learned}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-85056713650&partnerID=MN8TOARS}, DOI={10.1145/3265757.3265778}, abstractNote={There is a growing need to present all students with an opportunity to learn computer science and computational thinking (CT) skills during their primary and secondary education. Traditionally, these opportunities are available outside of the core curriculum as stand-alone courses often taken by those with preparatory privilege. Researchers have identified the need to integrate CT into core classes to provide equitable access to these critical skills. We have worked in a research-practice partnership with two magnet middle schools focused on digital sciences to develop and implement computational thinking into life sciences classes. In this report, we present initial lessons learned while conducting our design-based implementation research on integrating computational thinking into middle school science classes. These case studies suggest that several factors including teacher engagement, teacher attitudes, student prior experience with CS/CT, and curriculum design can all impact student engagement in integrated science-CT lessons.}, journal={WIPSCE'18: PROCEEDINGS OF THE 13TH WORKSHOP IN PRIMARY AND SECONDARY COMPUTING EDUCATION}, publisher={ACM Press}, author={Catete, Veronica and Lytle, Nicholas and Dong, Yihuan and Boulden, Danielle and Akram, Bita and Houchins, Jennifer and Barnes, Tiffany and Wiebe, Eric and Lester, James and Mott, Bradford and et al.}, year={2018}, pages={109–114} }
 @inbook{cody_mostafavi_barnes_2018, title={Investigation of the Influence of Hint Type on Problem Solving Behavior in a Logic Proof Tutor}, ISBN={9783319938455 9783319938462}, ISSN={0302-9743 1611-3349}, url={http://dx.doi.org/10.1007/978-3-319-93846-2_11}, DOI={10.1007/978-3-319-93846-2_11}, abstractNote={Within intelligent tutoring systems, hint policies are needed to determine when and how to give hints and what type of hint is most beneficial. In this study, we focus on discovering whether certain hint types influence problem solving behavior. We investigate the influence of two hint types (next-step hints and more abstract high-level hints) on students’ behavior in a college-level logic proof tutor, Deep Thought. The results suggest that hint types can affect student behavior, including hint usage, rule applications, and time in-tutor.}, booktitle={Lecture Notes in Computer Science}, publisher={Springer International Publishing}, author={Cody, Christa and Mostafavi, Behrooz and Barnes, Tiffany}, year={2018}, pages={58–62} }
 @inbook{peddycord-liu_harred_karamarkovich_barnes_lynch_rutherford_2018, title={Learning Curve Analysis in a Large-Scale, Drill-and-Practice Serious Math Game: Where Is Learning Support Needed?}, ISBN={9783319938424 9783319938431}, ISSN={0302-9743 1611-3349}, url={http://dx.doi.org/10.1007/978-3-319-93843-1_32}, DOI={10.1007/978-3-319-93843-1_32}, abstractNote={This paper applies data-driven methods to understand learning and derives game design insights in a large-scale, drill-and-practice game: Spatial Temporal (ST) Math. In order for serious games to thrive we must develop efficient, scalable methods to evaluate games against their educational goals. Learning models have matured in recent years and have been applied across e-learning platforms but they have not been used widely in serious games. We applied empirical learning curve analyses to ST Math under different assumptions of how knowledge components are defined in the game and map to game contents. We derived actionable game design feedback and educational insights regarding fraction learning. Our results revealed cases where students failed to transfer knowledge between math skills, content, and problem representations. This work stresses the importance of designing games that support students’ comprehension of math concepts, rather than the learning of content- and situation-specific skills to pass games.}, booktitle={Lecture Notes in Computer Science}, publisher={Springer International Publishing}, author={Peddycord-Liu, Zhongxiu and Harred, Rachel and Karamarkovich, Sarah and Barnes, Tiffany and Lynch, Collin and Rutherford, Teomara}, year={2018}, pages={436–449} }
 @inbook{crossley_sirbu_dascalu_barnes_lynch_mcnamara_2018, title={Modeling Math Success Using Cohesion Network Analysis}, ISBN={9783319938455 9783319938462}, ISSN={0302-9743 1611-3349}, url={http://dx.doi.org/10.1007/978-3-319-93846-2_12}, DOI={10.1007/978-3-319-93846-2_12}, abstractNote={This study examines math success within a blended undergraduate course using a Cohesion Network Analysis (CNA) approach while controlling for individual differences and click-stream variables that may also predict math success. Linear models indicated that math success was related to days spent on the forum and by students who more regularly posted in the online class forum and whose posts generally followed the semanticity of other students.}, booktitle={Lecture Notes in Computer Science}, publisher={Springer International Publishing}, author={Crossley, Scott A. and Sirbu, Maria-Dorinela and Dascalu, Mihai and Barnes, Tiffany and Lynch, Collin F. and McNamara, Danielle S.}, year={2018}, pages={63–67} }
 @inproceedings{zhi_price_lytle_dong_barnes_2018, title={Reducing the State Space of Programming Problems through Data-Driven Feature Detection}, booktitle={Education Data Mining Workshop}, author={Zhi, R. and Price, T.W. and Lytle, N. and Dong, Y. and Barnes, T.}, year={2018} }
 @article{paaßen_hammer_price_barnes_gross_pinkwart_2018, title={The Continuous Hint Factory - Providing Hints in Vast and Sparsely Populated Edit Distance Spaces}, volume={10}, url={https://doi.org/10.5281/zenodo.3554697}, number={1}, journal={Journal of Educational Data Mining}, author={Paaßen, B. and Hammer, B. and Price, T.W. and Barnes, T. and Gross, S. and Pinkwart, N.}, year={2018}, pages={1–35} }
 @inbook{price_zhi_dong_lytle_barnes_2018, title={The Impact of Data Quantity and Source on the Quality of Data-Driven Hints for Programming}, ISBN={9783319938424 9783319938431}, ISSN={0302-9743 1611-3349}, url={http://dx.doi.org/10.1007/978-3-319-93843-1_35}, DOI={10.1007/978-3-319-93843-1_35}, abstractNote={In the domain of programming, intelligent tutoring systems increasingly employ data-driven methods to automate hint generation. Evaluations of these systems have largely focused on whether they can reliably provide hints for most students, and how much data is needed to do so, rather than how useful the resulting hints are to students. We present a method for evaluating the quality of data-driven hints and how their quality is impacted by the data used to generate them. Using two datasets, we investigate how the quantity of data and the source of data (whether it comes from students or experts) impact one hint generation algorithm. We find that with student training data, hint quality stops improving after 15–20 training solutions and can decrease with additional data. We also find that student data outperforms a single expert solution but that a comprehensive set of expert solutions generally performs best.}, booktitle={Lecture Notes in Computer Science}, publisher={Springer International Publishing}, author={Price, Thomas W. and Zhi, Rui and Dong, Yihuan and Lytle, Nicholas and Barnes, Tiffany}, year={2018}, pages={476–490} }
 @inproceedings{cateté_barnes_2017, title={Application of the Delphi Method in Computer Science Principles Rubric Creation}, volume={Part F128680}, ISBN={9781450347044}, url={http://dx.doi.org/10.1145/3059009.3059042}, DOI={10.1145/3059009.3059042}, abstractNote={Growing public demand for computer science (CS) education in K-12 schools requires an increase in well-qualified and well-supported computing teachers. To alleviate the lack of K-12 computing teachers, CS education researchers have focused on hosting professional development workshops to prepare in-service teachers from other disciplines to teach introductory level computing courses. In addition to the curriculum knowledge and pedagogical content knowledge taught in the professional development workshops, these new teachers need support in computer science subject matter knowledge throughout the school year. In particular, these new teachers find it difficult to grade programs and labs. This research study uses two variations of the Delphi Method to create learning-oriented rubrics for Computer Science Principles teachers using the Beauty and Joy of Computing curriculum. To perform this study we implemented (1) a heavy-weight, heterogeneous wide-net Delphi, and (2) a lower-weight, homogeneous Delphi composed of master teachers. These methods resulted in the creation of two systematically- and rigorously-created rubrics that produce consistent grading and very similar inter-rater reliabilities.}, booktitle={Proceedings of the 2017 ACM Conference on Innovation and Technology in Computer Science Education - ITiCSE '17}, publisher={ACM Press}, author={Cateté, Veronica and Barnes, Tiffany}, year={2017}, pages={164–169} }
 @article{rowe_asbell-clarke_baker_eagle_hicks_barnes_brown_edwards_2017, title={Assessing implicit science learning in digital games}, volume={76}, ISSN={["1873-7692"]}, DOI={10.1016/j.chb.2017.03.043}, abstractNote={Building on the promise shown in game-based learning research, this paper explores methods for Game-Based Learning Assessments (GBLA) using a variety of educational data mining techniques (EDM). GBLA research examines patterns of behaviors evident in game data logs for the measurement of implicit learning—the development of unarticulated knowledge that is not yet expressible on a test or formal assessment. This paper reports on the study of two digital games showing how the combination of human coding with EDM has enabled researchers to measure implicit learning of Physics. In the game Impulse, researchers combined human coding of video with educational data mining to create a set of automated detectors of students' implicit understanding of Newtonian mechanics. For Quantum Spectre, an optics puzzle game, human coding of Interaction Networks was used to identify common student errors. Findings show that several of our measures of student implicit learning within these games were significantly correlated with improvements in external postassessments. Methods and detailed findings were different for each type of game. These results suggest GBLA shows promise for future work such as adaptive games and in-class, data-driven formative assessments, but design of the assessment mechanics must be carefully crafted for each game.}, journal={COMPUTERS IN HUMAN BEHAVIOR}, author={Rowe, Elizabeth and Asbell-Clarke, Jodi and Baker, Ryan S. and Eagle, Michael and Hicks, Andrew G. and Barnes, Tiffany M. and Brown, Rebecca A. and Edwards, Teon}, year={2017}, month={Nov}, pages={617–630} }
 @inproceedings{price_zhi_barnes_2017, title={Evaluation of a Data-driven Feedback Algorithm for Open-ended Programming}, booktitle={Educational Data Mining (EDM2017)}, author={Price, Thomas and Zhi, Rui and Barnes, Tiffany}, year={2017} }
 @article{dong_barnes_2017, title={Evaluation of a Template-based Puzzle Generator for an Educational Programming Game}, DOI={10.1145/3102071.3106347}, abstractNote={Although there has been much work on procedural content generation for other game genres, very few researchers have tackled automated content generation for educational games. In this paper, we present a template-based, automatic puzzle generator for an educational puzzle programming game called BOTS. Two experts created their own new puzzles and evaluated generator-generated puzzles for meeting the educational goals, the structural and visual novelty. We show that our generator can generate puzzles with expert-designed educational goals while saving experts more than 80% of creation time, and these puzzles exhibit structural and visual novelty compared to expert-created puzzles. The contribution of this work is defined and implemented the first template-based automatic puzzle generator that saves expert time while incorporating expert-designed educational goals and enhancing puzzle creativity.}, journal={PROCEEDINGS OF THE 12TH INTERNATIONAL CONFERENCE ON THE FOUNDATIONS OF DIGITAL GAMES (FDG'17)}, author={Dong, Yihuan and Barnes, Tiffany}, year={2017} }
 @article{mostafavi_barnes_2017, title={Evolution of an Intelligent Deductive Logic Tutor Using Data-Driven Elements}, volume={27}, ISSN={["1560-4306"]}, DOI={10.1007/s40593-016-0112-1}, number={1}, journal={INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE IN EDUCATION}, author={Mostafavi, Behrooz and Barnes, Tiffany}, year={2017}, month={Mar}, pages={5–36} }
 @article{price_liu_catete_barnes_2017, place={New York, NY, USA}, title={Factors Influencing Students' Help-Seeking Behavior while Programming with Human and Computer Tutors}, url={https://doi.org/10.1145/3105726.3106179}, DOI={10.1145/3105726.3106179}, abstractNote={When novice students encounter difficulty when learning to program, some can seek help from instructors or teaching assistants. This one-on-one tutoring is highly effective at fostering learning, but busy instructors and large class sizes can make expert help a scarce resource. Increasingly, programming environments attempt to imitate this human support by providing students with hints and feedback. In order to design effective, computer-based help, it is important to understand how and why students seek and avoid help when programming, and how this process differs when the help is provided by a human or a computer. We explore these questions through a qualitative analysis of 15 students' interviews, in which they reflect on solving two programming problems with human and computer help. We discuss implications for help design and present hypotheses on students' help-seeking behavior.}, journal={PROCEEDINGS OF THE 2017 ACM CONFERENCE ON INTERNATIONAL COMPUTING EDUCATION RESEARCH (ICER 17)}, publisher={Association for Computing Machinery}, author={Price, Thomas W. and Liu, Zhongxiu and Catete, Veronica and Barnes, Tiffany}, year={2017}, pages={127–135} }
 @article{price_zhi_barnes_2017, title={Hint Generation Under Uncertainty: The Effect of Hint Quality on Help-Seeking Behavior}, volume={10331}, ISBN={["978-3-319-61424-3"]}, ISSN={["1611-3349"]}, url={http://dx.doi.org/10.1007/978-3-319-61425-0_26}, DOI={10.1007/978-3-319-61425-0_26}, abstractNote={Much research in Intelligent Tutoring Systems has explored how to provide on-demand hints, how they should be used, and what effect they have on student learning and performance. Most of this work relies on hints created by experts and assumes that all help provided by the tutor is correct and of high quality. However, hints may not all be of equal value, especially in open-ended problem solving domains, where context is important. This work argues that hint quality, especially when using data-driven hint generation techniques, is inherently uncertain. We investigate the impact of hint quality on students’ help-seeking behavior in an open-ended programming environment with on-demand hints. Our results suggest that the quality of the first few hints on an assignment is positively associated with future hint use on the same assignment. Initial hint quality also correlates with possible help abuse. These results have important implications for hint design and generation.}, journal={ARTIFICIAL INTELLIGENCE IN EDUCATION, AIED 2017}, author={Price, Thomas W. and Zhi, Rui and Barnes, Tiffany}, year={2017}, pages={311–322} }
 @inproceedings{price_barnes_2017, title={Position paper: Block-based programming should offer intelligent support for learners}, DOI={10.1109/blocks.2017.8120414}, abstractNote={Block-based programming environments make learning to program easier by allowing learners to focus on concepts rather than syntax. However, these environments offer little support when learners encounter difficulty with programming concepts themselves, especially in the absence of instructors. Textual programming environments increasingly use AI and data mining to provide intelligent, adaptive support for students, similar to human tutoring, which has been shown to improve performance and learning outcomes. In this position paper, we argue that block-based programming environments should also include these features. This paper gives an overview of promising research in intelligent support for programming and highlights the challenges and opportunities for applying this work to block-based programming.}, booktitle={2017 IEEE Blocks and Beyond Workshop (B&B)}, author={Price, Thomas and Barnes, T.}, year={2017}, pages={65–68} }
 @article{barnes_boyer_hsiao_le_sosnovsky_2017, title={Preface for the Special Issue on AI-Supported Education in Computer Science}, volume={27}, ISSN={["1560-4306"]}, DOI={10.1007/s40593-016-0123-y}, number={1}, journal={INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE IN EDUCATION}, author={Barnes, Tiffany and Boyer, Kristy and Hsiao, Sharon I-Han and Le, Nguyen-Thinh and Sosnovsky, Sergey}, year={2017}, month={Mar}, pages={1–4} }
 @inproceedings{liu_cody_barnes_lynch_rutherford_2017, place={Wuhan, China}, title={The Antecedents of and Associations with Elective Replay in An Educational Game: Is Replay Worth It?}, booktitle={Educational Data Mining (EDM2017)}, author={Liu, Zhongxiu and Cody, Christa and Barnes, Tiffany and Lynch, Collin and Rutherford, Teomara}, year={2017} }
 @article{liu_zhi_hicks_barnes_2017, title={Understanding problem solving behavior of 6-8 graders in a debugging game}, volume={27}, ISSN={["1744-5175"]}, DOI={10.1080/08993408.2017.1308651}, abstractNote={Abstract Debugging is an over-looked component in K-12 computational thinking education. Few K-12 programming environments are designed to teach debugging, and most debugging research were conducted on college-aged students. In this paper, we presented debugging exercises to 6th–8th grade students and analyzed their problem solving behaviors in a programming game – BOTS. Apart from the perspective of prior literature, we identified student behaviors in relation to problem solving stages, and correlated these behaviors with student prior programming experience and performance. We found that in our programming game, debugging required deeper understanding than writing new codes. We also found that problem solving behaviors were significantly correlated with students’ self-explanation quality, number of code edits, and prior programming experience. This study increased our understanding of younger students’ problem solving behavior, and provided actionable suggestions to the future design of debugging exercises in BOTS and similar environments.}, number={1}, journal={COMPUTER SCIENCE EDUCATION}, author={Liu, Zhongxiu and Zhi, Rui and Hicks, Andrew and Barnes, Tiffany}, year={2017}, pages={1–29} }
 @inproceedings{peddycord-liu_cody_kessler_barnes_lynch_rutherford_2017, title={Using Serious Game Analytics to Inform Digital Curricular Sequencing}, ISBN={9781450348980}, url={http://dx.doi.org/10.1145/3116595.3116620}, DOI={10.1145/3116595.3116620}, abstractNote={This paper applied serious game analytics to inform digital curricular sequencing in a longitude, curriculum-integrated math game, ST Math. When integrating serious games into classrooms, teachers may have the flexibility to change the order of math objectives for student groups to play. However, it is unclear how teacher decisions, as well as the sequencing of the original curricular order affect students. Moreover, few researchers have applied data-driven methods to inform content ordering in educational games, where the nature of educational content and student behaviors are different from many e-learning platforms. In this paper, we present a novel method that suggests curricular sequencing based on the prediction relationship between math objectives. Our results include specific design recommendations for ST Math, and general data-driven insights for digital curricular design, such as the pacing of objectives and the ordering of math concepts. Our method can potentially be applied to data from a wide range of games and digital learning platforms, enabling developers to better understand how to sequence educational content.}, booktitle={Proceedings of the Annual Symposium on Computer-Human Interaction in Play - CHI PLAY '17}, publisher={ACM Press}, author={Peddycord-Liu, Zhongxiu and Cody, Christa and Kessler, Sarah and Barnes, Tiffany and Lynch, Collin F. and Rutherford, Teomara}, year={2017} }
 @inproceedings{price_dong_lipovac_2017, place={New York}, title={iSnap: Towards Intelligent Tutoring in Novice Programming Environments.}, url={http://dx.doi.org/10.1145/3017680.3017762}, DOI={10.1145/3017680.3017762}, abstractNote={Programming environments intentionally designed to support novices have become increasingly popular, and growing research supports their efficacy. While these environments offer features to engage students and reduce the burden of syntax errors, they currently offer little support to students who get stuck and need expert assistance. Intelligent Tutoring Systems (ITSs) are computer systems designed to play this role, helping and guiding students to achieve better learning outcomes. We present iSnap, an extension to the Snap programming environment which adds some key features of ITSs, including detailed logging and automatically generated hints. We share results from a pilot study of iSnap, indicating that students are generally willing to use hints and that hints can create positive outcomes. We also highlight some key challenges encountered in the pilot study and discuss their implications for future work.}, booktitle={SIGCSE '17: Proceedings of the 2017 ACM SIGCSE Technical Symposium on Computer Science Education}, publisher={Association for Computing Machinery}, author={Price, Thomas and Dong, Yihuan and Lipovac, Dragan}, year={2017}, month={Mar}, pages={483–488} }
 @inproceedings{shen_lin_mostafavi_barnes_chi_2016, title={An analysis of feature selection and reward function for model-based reinforcement learning}, volume={0684}, booktitle={Intelligent tutoring systems, its 2016}, author={Shen, S. T. and Lin, C. and Mostafavi, B. and Barnes, T. and Chi, M.}, year={2016}, pages={504–505} }
 @article{barnes_payton_thiruvathukal_boyer_forbes_2016, title={Best of RESPECT, Part 1}, volume={18}, number={2}, journal={Computing in Science & Engineering}, author={Barnes, T. and Payton, J. and Thiruvathukal, G. K. and Boyer, K. E. and Forbes, J.}, year={2016}, pages={6–8} }
 @article{barnes_payton_thiruvathukal_boyer_forbes_2016, title={Best of RESPECT, Part 2}, volume={18}, ISSN={["1558-366X"]}, DOI={10.1109/mcse.2016.51}, abstractNote={The guest editors introduce best papers on broadening participation in computing from the RESPECT'15 conference. The five articles presented here are part two of a two-part series representing research on broadening participation in computing. These articles study participation in intersectional ways, through the perceptions and experiences of African-American middle school girls, the sense of belonging in computing for LGBTQ students, the impact of a STEM scholarship and community development program for low-income and first-generation college students, a leadership development program, and how African-American women individually take leadership to enable their success in computing.}, number={3}, journal={COMPUTING IN SCIENCE & ENGINEERING}, author={Barnes, Tiffany and Payton, Jamie and Thiruvathukal, George K. and Boyer, Kristy Elizabeth and Forbes, Jeff}, year={2016}, pages={11–13} }
 @article{liu_mostafavi_barnes_2016, title={Combining Worked Examples and Problem Solving in a Data-Driven Logic Tutor}, volume={9684}, ISBN={["978-3-319-39582-1"]}, ISSN={["1611-3349"]}, DOI={10.1007/978-3-319-39583-8_40}, abstractNote={Previous research has shown that worked examples can increase learning efficiency during computer-aided instruction, especially when alternatively offered with problem solving opportunities. In this study, we investigate whether these results are consistent in a complex, open-ended problem solving domain, where students are presented with randomly ordered sets of worked examples and required problem solving. Our results show that worked examples benefits students early in tutoring sessions, but are comparable to hint-based systems for scaffolding domain concepts. Later in tutoring sessions, worked examples are less beneficial, and can decrease performance for lower-proficiency students.}, journal={INTELLIGENT TUTORING SYSTEMS, ITS 2016}, author={Liu, Zhongxiu and Mostafavi, Behrooz and Barnes, Tiffany}, year={2016}, pages={347–353} }
 @inbook{eagle_mostafavi_barnes_2016, place={Orlando, Florida}, title={Data-driven Domain Models for Problem Solving}, volume={4}, booktitle={Design Recommendations for Intelligent Tutoring Systems: Domain Modeling}, publisher={Army Research Laboratory}, author={Eagle, M. and Mostafavi, B. and Barnes, T.}, editor={Sottilare, R. and Graesser, A. and Hu, Xiangen and Olney, Andrew and Nye, Benjamin and Sinatra, AnneEditors}, year={2016} }
 @article{mostafavi_barnes_2016, title={Data-driven Proficiency Profiling - Proof of Concept}, DOI={10.1145/2883851.2883935}, abstractNote={Data-driven methods have previously been used in intelligent tutoring systems to improve student learning outcomes and predict student learning methods. We have been incorporating data-driven methods for feedback and problem selection into Deep Thought, a logic tutor where students practice constructing deductive logic proofs. In this latest study we have implemented our data-driven proficiency profiler (DDPP) into Deep Thought as a proof of concept. The DDPP determines student proficiency without expert involvement by comparing relevant student rule scores to previous students who behaved similarly in the tutor and successfully completed it. The results show that the DDPP did improve in performance with additional data and proved to be an effective proof of concept.}, journal={LAK '16 CONFERENCE PROCEEDINGS: THE SIXTH INTERNATIONAL LEARNING ANALYTICS & KNOWLEDGE CONFERENCE,}, author={Mostafavi, Behrooz and Barnes, Tiffany}, year={2016}, pages={324–328} }
 @inproceedings{cateté_snider_barnes_2016, title={Developing a Rubric for a Creative CS Principles Lab}, volume={11-13-July-2016}, ISBN={9781450342315}, url={http://dx.doi.org/10.1145/2899415.2899449}, DOI={10.1145/2899415.2899449}, abstractNote={The "Beauty and Joy of Computing" Computer Science Principles class has inspired many new teachers to learn to teach creative computing classes in high schools. However, new computer science teachers feel under-prepared to grade open-ended programming assignments and support their students' successful learning. Rubrics have widely been used to help teaching assistants grade programs and are a promising way to support new teachers to learn how to grade BJC programs. In this paper, we adapt general coding criteria from auto-graders to a lab where students write code to draw a brick wall. We tested the rubric on student assignments and showed that we can achieve high inter-rater agreement with the refined rubric.}, booktitle={Proceedings of the 2016 ACM Conference on Innovation and Technology in Computer Science Education - ITiCSE '16}, publisher={ACM Press}, author={Cateté, Veronica and Snider, Erin and Barnes, Tiffany}, year={2016}, pages={290–295} }
 @article{price_brown_lipovac_barnes_kolling_2016, place={New York, NY, USA}, title={Evaluation of a Frame-based Programming Editor}, url={https://doi.org/10.1145/2960310.2960319}, DOI={10.1145/2960310.2960319}, abstractNote={Frame-based editing is a novel way to edit programs, which claims to combine the benefits of textual and block-based programming. It combines structured `frames' of preformatted code, designed to reduce the burden of syntax, with `slots' that allow for efficient textual entry of expressions. We present an empirical evaluation of Stride, a frame-based language used in the Greenfoot IDE. We compare two groups of middle school students who worked on a short programming activity in Greenfoot, one using the original Java editor, and one using the Stride editor. We found that the two groups reported similarly low levels of frustration and high levels of satisfaction, but students using Stride progressed through the activity more quickly and completed more objectives. The Stride group also spent significantly less time making purely syntactic edits to their code and significantly less time with non-compilable code.}, journal={PROCEEDINGS OF THE 2016 ACM CONFERENCE ON INTERNATIONAL COMPUTING EDUCATION RESEARCH (ICER'16)}, publisher={Association for Computing Machinery}, author={Price, Thomas W. and Brown, Neil C. C. and Lipovac, Dragan and Barnes, Tiffany and Kolling, Michael}, year={2016}, pages={33–42} }
 @inproceedings{mostafavi_barnes_2016, title={Exploring the Impact of Data-driven Tutoring Methods on Students' Demonstrative Knowledge in Logic Problem Solving Educational Data Mining (EDM2016)}, booktitle={Educational Data Mining}, author={Mostafavi, Behrooz and Barnes, Tiffany}, year={2016}, pages={460–465} }
 @inproceedings{price_dong_barnes_2016, title={Generating Data-driven Hints for Open-ended Programming}, booktitle={Educational Data Mining}, author={Price, Thomas and Dong, Yihuan and Barnes, Tiffany}, year={2016}, pages={191–198} }
 @article{payton_barnes_2016, title={Learn about broadening participation}, volume={48}, ISSN={0097-8418}, url={http://dx.doi.org/10.1145/2993223.2993226}, DOI={10.1145/2993223.2993226}, abstractNote={We invite you to RESPECT'16, the second international conference of the IEEE Computer Society's Special Technical Community on Broadening Participation (STCBP), coming this August 11-13 in conjunction with the STARS Celebration in Atlanta, GA. The RESPECT'16 conference showcases "Research on Equity and Sustained Participation in Engineering, Computing, and Technology". Through RESPECT, the STCBP strives to build a strong multi-disciplinary community, theory, and foundation for broadening participation research. The RESPECT program offers research papers, experience reports, lightning talks and posters, in addition to excellent joint keynotes.}, number={3}, journal={ACM SIGCSE Bulletin}, publisher={Association for Computing Machinery (ACM)}, author={Payton, Jamie and Barnes, Tiffany}, year={2016}, month={Aug}, pages={5–5} }
 @inproceedings{price_cateté_albert_barnes_garcia_2016, place={New York, NY, USA}, title={Lessons Learned from "BJC" CS Principles Professional Development}, ISBN={9781450336857}, url={http://dx.doi.org/10.1145/2839509.2844625}, DOI={10.1145/2839509.2844625}, abstractNote={Computer Science Principles (CSP) will become an Advanced Placement course during the 2016-17 school year, and there is an immediate need to train new teachers to be leaders in computing classrooms. From 2012-2015, the Beauty and Joy of Computing team offered professional development (PD) to 133 teachers, resulting in 89 BJC CSP courses taught in high schools. Our data show that the PD improved teachers' confidence in our four core content categories and met its primary goal of training teachers in equitable, inquiry-based instruction. In this paper, we present the evolution of the BJC PD, its challenges and lessons that we learned while continually adapting to teachers' needs and contexts.}, booktitle={Proceedings of the 47th ACM Technical Symposium on Computing Science Education - SIGCSE '16}, publisher={ACM Press}, author={Price, Thomas W. and Cateté, Veronica and Albert, Jennifer and Barnes, Tiffany and Garcia, Daniel D.}, year={2016}, pages={467–472} }
 @inproceedings{liu_brown_lynch_barnes_baker_bergner_mcnamara_2016, title={MOOC Learning by Country and Culture; an Exploratory Analysis}, volume={EDM2016}, booktitle={Educational Data Mining}, author={Liu, Zhongxiu and Brown, Rebecca and Lynch, Collin and Barnes, Tiffany and Baker, Ryan and Bergner, Yoav and Mcnamara, Danielle}, year={2016}, pages={127–134} }
 @inproceedings{hicks_liu_eagle_barnes_2016, title={Measuring Gameplay Affordances of User-Generated Content in and Educational Game}, author={Hicks, Drew and Liu, Zhongxiu and Eagle, Michael and Barnes, Tiffany}, year={2016} }
 @inproceedings{payton_barnes_buch_rorrer_zuo_naolu_2016, title={Promoting computing faculty success through interinstitutional faculty learning communities}, DOI={10.1109/respect.2016.7836163}, abstractNote={Although issues related to the underrepresentation of women faculty and faculty of color in university computing departments have received increasing attention in recent years, these groups are still the least likely to have access to formal and informal supports associated with academic career success. In this paper, we present the results of a descriptive study of faculty who participate in a Faculty Learning Community (FLC) through their engagement in a national alliance for broadening participation in computing. Results of the study show that involvement in the FLC facilitates faculty professional development, and helps support faculty in their academic career pursuits. Results also indicate that faculty perceive the resources and national recognition gained through participation in the STARS Computing Corps as a key factor in supporting their efforts to broaden participation in computing. Results support the use of FLCs with diverse faculty across institutions, adding to the growing literature on the efficacy of learning communities in higher education to positively impact participants—both students and faculty.}, booktitle={2016 Research on Equity and Sustained Participation in Engineering, Computing, and Technology (RESPECT 2016)}, author={Payton, J. and Barnes, T. and Buch, K. and Rorrer, A. and Zuo, H. F. and Naolu, B.}, year={2016} }
 @article{payton_barnes_buch_rorrer_zuo_gosha_nagel_napier_randeree_dennis_2016, title={STARS Computing Corps: Enhancing Engagement of Underrepresented Students and Building Community in Computing}, volume={18}, ISSN={["1558-366X"]}, DOI={10.1109/mcse.2016.42}, abstractNote={In this article, the authors examine the impact of participation in a national community for broadening participation in computing that engages college students in computing-related service projects. Results of their study show many benefits for undergraduate computing students who engage in such projects, including academic, career, and personal benefits, with students who are underrepresented in computing benefitting more than others. Results also suggest that that an annual conference centered on training and reflection on service learning projects can help build a strong sense of community among students who otherwise wouldn't have access to a similar group of peers. These findings establish empirical support for the Students & Technology in Academia, Research, and Service Computing Corps model of engagement, a flexible approach that can be applied across a variety of institutional types to positively impact underrepresented students in computing.}, number={3}, journal={COMPUTING IN SCIENCE & ENGINEERING}, author={Payton, Jamie and Barnes, Tiffany and Buch, Kim and Rorrer, Audrey and Zuo, Huifang and Gosha, Kinnis and Nagel, Kristine and Napier, Nannette and Randeree, Ebrahim and Dennis, Lawrence}, year={2016}, pages={44–57} }
 @inproceedings{zhou_lynch_price_barnes_chi_2016, title={The Impact of Granularity on the Effectiveness of Students' Pedagogical Decision}, author={Zhou, Guojing and Lynch, Colin and Price, Thomas and Barnes, Tiffany and Chi, Min}, year={2016} }
 @article{barnes_thiruvathukal_2016, title={The Need for Research in Broadening Participation}, volume={59}, ISSN={["1557-7317"]}, DOI={10.1145/2880177}, abstractNote={In addition to alliances created for broadening participation in computing, research is required to better utilize the knowledge they have produced.}, number={3}, journal={COMMUNICATIONS OF THE ACM}, author={Barnes, Tiffany and Thiruvathukal, George K.}, year={2016}, month={Mar}, pages={33–34} }
 @article{hicks_eagle_rowe_asbell-clarke_edwards_barnes_2016, title={Using Game Analytics to Evaluate Puzzle Design and Level Progression in a Serious Game}, DOI={10.1145/2883851.2883953}, abstractNote={Our previous work has demonstrated that players who perceive a game as more challenging are likely to perceive greater learning from that game [8]. However, this may not be the case for all sources of challenge. In this study of a Science learning game called Quantum Spectre, we found that students' progress through the first zone of the game seemed to encounter a "roadblock" during gameplay, dropping out when they cannot (or do not want to) progress further. Previously we had identified two primary types of errors in the learning game, Quantum Spectre: Science Errors related to the game's core educational content; and Puzzle Errors related to rules of the game but not to science knowledge. Using this prior analysis, alongside Survival Analysis techniques for analyzing time-series data and drop-out rates, we explored players' gameplay patterns to help us understand player dropout in Quantum Spectre. These results demonstrate that modeling player behavior can be useful for both assessing learning and for designing complex problem solving content for learning environments.}, journal={LAK '16 CONFERENCE PROCEEDINGS: THE SIXTH INTERNATIONAL LEARNING ANALYTICS & KNOWLEDGE CONFERENCE,}, author={Hicks, Drew and Eagle, Michael and Rowe, Elizabeth and Asbell-Clarke, Jodi and Edwards, Teon and Barnes, Tiffany}, year={2016}, pages={440–448} }
 @inproceedings{rowe_asbell-clarke_hicks_barnes_brown_edwards_2016, title={Validating Game-based Measures of Implicit Science Learning}, booktitle={Educational Data Mining}, author={Rowe, Elizabeth and Asbell-Clarke, Jodi and Hicks, Michael Eagle Andrew and Barnes, Tiffany and Brown, Rebecca and Edwards, Teon}, year={2016}, pages={490–495} }
 @inproceedings{hicks_zhi_dong_barnes_2015, title={Applying Deep Gamification Principles to Improve Quality of User-Designed Levels}, author={Hicks, Andrew and Zhi, Rui and Dong, Yihuan and Barnes, Tiffany}, year={2015} }
 @inproceedings{price_albert_catete_barnes_2015, title={BJC in action: Comparison of student perceptions of a computer science principles course}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-84959906858&partnerID=MN8TOARS}, DOI={10.1109/respect.2015.7296506}, abstractNote={The Beauty and Joy of Computing (BJC) is a curriculum for the new AP Computer Science Principles course. Over the past 2 years, we have collected post-course surveys from 399 students participating in the BJC course. This paper investigates how the responses of females and students from underrepresented racial minority groups (URMs) differed from those of their counterparts. We found that female students had taken fewer CS courses prior to BJC but that students from URMs had taken more prior CS courses. Both groups were nearly equally likely to recommend the course to a friend, with about 80% recommending. We found no evidence to suggest that female students showed more or less interest in specific CS topics, such as learning how computing has changed the world or making mobile apps/games. Despite having taken more CS courses prior to BJC, we found that students from URMs were overall less likely to intend to take additional CS courses. Overall, our findings are fairly consistent with the literature, and suggest that BJC makes some progress towards broadening participation in computing.}, booktitle={2015 Research in Equity and Sustained Participation in Engineering, Computing, and Technology (RESPECT)}, publisher={IEEE}, author={Price, Thomas W. and Albert, Jennifer and Catete, Veronica and Barnes, Tiffany}, year={2015}, pages={1–4} }
 @article{liu_barnes_2015, title={Building Compiler-Student Friendship}, volume={9112}, ISBN={["978-3-319-19772-2"]}, ISSN={["1611-3349"]}, DOI={10.1007/978-3-319-19773-9_129}, abstractNote={Previous studies have shown that compilers positively influence students when they are designed to build connections with students. In this paper, I propose to study the use of a friendly compiler for young novice programmers. This study involves designing compiler messages that incorporate a friendship model. The goal is to make students view compiler as a friend, instead of as an error-picking authority. I hypothesize that a good compiler-student relationship will change students’ attitude, self-efficacy and motivation towards programming, as well as change students compilation behaviors.}, journal={ARTIFICIAL INTELLIGENCE IN EDUCATION, AIED 2015}, author={Liu, Zhongxiu and Barnes, Tiffany}, year={2015}, pages={844–847} }
 @inproceedings{price_barnes_2015, place={New York, NY, USA}, title={Comparing Textual and Block Interfaces in a Novice Programming Environment}, ISBN={9781450336307}, url={http://dx.doi.org/10.1145/2787622.2787712}, DOI={10.1145/2787622.2787712}, abstractNote={Visual, block-based programming environments present an alternative way of teaching programming to novices and have proven successful in classrooms and informal learning settings. However, few studies have been able to attribute this success to specific features of the environment. In this study, we isolate the most fundamental feature of these environments, the block interface, and compare it directly to its textual counterpart. We present analysis from a study of two groups of novice programmers, one assigned to each interface, as they completed a simple programming activity. We found that while the interface did not seem to affect users' attitudes or perceived difficulty, students using the block interface spent less time off task and completed more of the activity's goals in less time.}, booktitle={Proceedings of the eleventh annual International Conference on International Computing Education Research - ICER '15}, publisher={ACM Press}, author={Price, Thomas W. and Barnes, Tiffany}, year={2015}, pages={91–99} }
 @article{price_barnes_2015, title={Creating Data-Driven Feedback for Novices in Goal-Driven Programming Projects}, volume={9112}, ISBN={["978-3-319-19772-2"]}, ISSN={["1611-3349"]}, DOI={10.1007/978-3-319-19773-9_132}, abstractNote={Programming environments that afford the creation of media-rich, goal-driven projects, such as games, stories and simulations, are effective at engaging novice users. However, the open-ended nature of these projects makes it difficult to generate ITS-style guidance for students in need of help. In domains where students produce similar, overlapping solutions, data-driven techniques can leverage the work of previous students to provide feedback. However, our data suggest that solutions to these projects have insufficient overlap to apply current data-driven methods. We propose a novel subtree-based state matching technique that will find partially overlapping solutions to generate feedback across diverse student programs. We will build a system to generate this feedback, test the technique on historical data, and evaluate the generated feedback in a study of goal-driven programming projects. If successful, this approach will provide insight into how to leverage structural similarities across complex, creative problem solutions to provide data-driven feedback for intelligent tutoring.}, journal={ARTIFICIAL INTELLIGENCE IN EDUCATION, AIED 2015}, author={Price, Thomas W. and Barnes, Tiffany}, year={2015}, pages={856–859} }
 @inbook{mostafavi_zhou_lynch_chi_barnes_2015, title={Data-Driven Worked Examples Improve Retention and Completion in a Logic Tutor}, ISBN={9783319197722 9783319197739}, ISSN={0302-9743 1611-3349}, url={http://dx.doi.org/10.1007/978-3-319-19773-9_102}, DOI={10.1007/978-3-319-19773-9_102}, abstractNote={Research shows that expert-crafted worked examples can have a positive effect on student performance. To investigate the potential for data-driven worked examples to achieve similar results, we generated worked examples for the Deep Thought logic tutor, and conducted an experiment to assess their impact on performance. Students who received data-driven worked examples were much more likely to complete the tutor, and completed the tutor in less time. This study demonstrates that worked examples, automatically generated from student data, can be used to improve student learning in tutoring systems.}, booktitle={Lecture Notes in Computer Science}, publisher={Springer International Publishing}, author={Mostafavi, Behrooz and Zhou, Guojing and Lynch, Collin and Chi, Min and Barnes, Tiffany}, year={2015}, pages={726–729} }
 @inproceedings{mostafavi_liu_barnes_2015, title={Data-driven Proficiency Profiling}, booktitle={Educational Data Mining}, author={Mostafavi, Behrooz and Liu, Zhongxiu and Barnes, Tiffany}, year={2015}, pages={335–341} }
 @inproceedings{mostafavi_zhou_lynch_chi_barnes_2015, title={Data-driven worked examples improve retention and completion in a logic tutor}, volume={9112}, booktitle={Artificial intelligence in education, aied 2015}, author={Mostafavi, B. and Zhou, G. J. and Lynch, C. and Chi, M. and Barnes, T.}, year={2015}, pages={726–729} }
 @article{eagle_barnes_2015, title={Exploring Missing Behaviors with Region-Level Interaction Network Coverage}, volume={9112}, ISBN={["978-3-319-19772-2"]}, ISSN={["0302-9743"]}, DOI={10.1007/978-3-319-19773-9_126}, abstractNote={We have used a complex network model of student-tutor interactions to derive high-level approaches to problem solving. We also have used interaction networks to evaluate between-group differences in student approaches, as well as for automatically producing both next-step and high-level hints. Students do not visit vertices within the networks uniformly; students from different experimental groups are expected to have different patterns of network exploration. In this work we explore the possibility of using frequency estimation to uncover locations in the network with differing amounts of student-saturation. Identification of these regions can be used to locate specific problem approaches and strategies that would be most improved by additional student-data, as well as provide a measure of confidence when comparing across networks or between groups.}, journal={ARTIFICIAL INTELLIGENCE IN EDUCATION, AIED 2015}, author={Eagle, Michael and Barnes, Tiffany}, year={2015}, pages={831–835} }
 @inproceedings{eagle_hicks_peddycord_barnes_2015, title={Exploring networks of problem-solving interactions}, ISBN={9781450334174}, url={http://dx.doi.org/10.1145/2723576.2723630}, DOI={10.1145/2723576.2723630}, abstractNote={Intelligent tutoring systems and other computer-aided learning environments produce large amounts of transactional data on student problem-solving behavior, in previous work we modeled the student-tutor interaction data as a complex network, and successfully generated automated next-step hints as well as visualizations for educators. In this work we discuss the types of tutoring environments that are best modeled by interaction networks, and how the empirical observations of problem-solving result in common network features. We find that interaction networks exhibit the properties of scale-free networks such as vertex degree distributions that follow power law. We compare data from two versions of a propositional logic tutor, as well as two different representations of data from an educational game on programming. We find that statistics such as degree assortativity and the scale-free metric allow comparison of the network structures across domains, and provide insight into student problem solving behavior.}, booktitle={Proceedings of the Fifth International Conference on Learning Analytics And Knowledge - LAK '15}, publisher={ACM Press}, author={Eagle, Michael and Hicks, Drew and Peddycord, Barry, III and Barnes, Tiffany}, year={2015} }
 @article{barnes_payton_guzdial_2015, title={Highlights of broadening participation research at RESPECTS '15}, volume={47}, DOI={10.1145/2856332.2856334}, abstractNote={RESPECT'15, the first international conference of the IEEE Computer Society Special Technical Community on Broadening Participation, was held this August in conjunction with the STARS Celebration in Charlotte, NC. Themes from the conference provide research-based evidence of what's working and what's left to be done to support broadening participation (BP) in computing. The percentage of women in undergraduate programs in computing continues to decline, but there are bright spots, such as the rise of women in interdisciplinary computing programs and the increase in the number of Hispanic/Latina women in computing. BP programs that build community, competence, and identity are effective, and have a higher impact on people from underrepresented groups, as highlighted in RESPECT'15 papers on the STARS Computing Corps, Georgia Tech's Project Rise Up for CS, NCWIT's Aspirations in Computing, and undergraduate research. Many effective BP interventions intentionally engage people from underrepresented groups in designing and implementing the change. The RESPECT'15 proceedings will be available soon in IEEE Xplore and the ACM Digital Library.}, number={4}, journal={SIGCSE Bulletin}, author={Barnes, Tiffany and Payton, Jamie and Guzdial, Mark}, year={2015}, pages={3} }
 @inproceedings{eagle_hicks_barnes_2015, title={Interaction Network Estimation: Predicting the Size and Coverage for Networks of Student-Tutor Transactions}, booktitle={8th International Conference on Educational Data Mining}, author={Eagle, Michael and Hicks, Andrew and Barnes, Tiffany}, year={2015}, pages={342–349} }
 @inproceedings{crossley_mcnamara_baker_wang_paquette_barnes_bergner_2015, title={Language to Completion: Success in an Educational Data Mining Massive Open Online Class}, booktitle={8th International Conference on Educational Data Mining}, author={Crossley, Scott A. and McNamara, Danielle S. and Baker, Ryan S. and Wang, Yuan and Paquette, Luc and Barnes, Tiffany and Bergner, Yoav}, year={2015}, pages={388–391} }
 @inproceedings{eagle_rowe_hicks_brown_barnes_asbell-clarke_edwards_2015, title={Measuring Implicit Science Learning with Networks of Player-Game Interactions}, ISBN={9781450334662}, url={http://dx.doi.org/10.1145/2793107.2810330}, DOI={10.1145/2793107.2810330}, abstractNote={Visualizing player behavior in complex problem solving tasks such as games is important for both assessing learning and for the design of content. We collected data from 195 high school students playing an optics puzzle game, Quantum Spectre, and modeled their game play as an interaction network, examining errors hypothesized to be related to a lack of implicit understanding of the science concepts embedded in the game. We found that the networks were useful for visualization of student behavior, identifying areas of student misconceptions and locating regions of the network where students become stuck. Preliminary regression analyses show a negative relationship between the science misconceptions identified during gameplay and implicit science learning.}, booktitle={Proceedings of the 2015 Annual Symposium on Computer-Human Interaction in Play - CHI PLAY '15}, publisher={ACM Press}, author={Eagle, Michael and Rowe, Elizabeth and Hicks, Drew and Brown, Rebecca and Barnes, Tiffany and Asbell-Clarke, Jodi and Edwards, Teon}, year={2015} }
 @inproceedings{barnes_castaneda_forbes_gates_guzdial_ladner_mcleod_payton_quinn_seals_2015, title={Panel: BPC fireside chat}, DOI={10.1109/respect.2015.7296491}, abstractNote={The leaders of organizations dedicated to broadening participation briefly present their best practices and lessons learned, and engage with the RESPECT and STARS audiences in a lively discussion about the future of broadening participation work and research.}, booktitle={2015 Research in Equity and Sustained Participation in Engineering, Computing, and Technology (RESPECT)}, author={Barnes, T. and Castaneda, S. and Forbes, J. and Gates, A. and Guzdial, M. and Ladner, R. and McLeod, K. and Payton, J. and Quinn, B. and Seals, C.}, year={2015} }
 @article{barnes_bown_buro_cook_eigenfeldt_munoz-avila_ontanon_pasquier_tomuro_young_et al._2015, title={Reports of the Workshops Held at the Tenth AAAI Conference on Artificial Intelligence and Interactive Digital Entertainment (AIIDE)}, volume={36}, ISSN={["0738-4602"]}, DOI={10.1609/aimag.v36i1.2576}, abstractNote={The AIIDE-14 Workshop program was held Friday and Saturday, October 3–4, 2014 at North Carolina State University in Raleigh, North Carolina. The workshop program included five workshops covering a wide range of topics. The titles of the workshops held Friday were Games and Natural Language Processing, and Artificial Intelligence in Adversarial Real-Time Games. The titles of the workshops held Saturday were Diversity in Games Research, Experimental Artificial Intelligence in Games, and Musical Metacreation. This article presents short summaries of those events.}, number={1}, journal={AI MAGAZINE}, author={Barnes, Tiffany and Bown, Oliver and Buro, Michael and Cook, Michael and Eigenfeldt, Arne and Munoz-Avila, Hector and Ontanon, Santiago and Pasquier, Philippe and Tomuro, Noriko and Young, R. Michael and et al.}, year={2015}, pages={99–102} }
 @article{barnes_2015, title={SIGCSE BP}, volume={47}, ISSN={0097-8418}, url={http://dx.doi.org/10.1145/2822363.2822369}, DOI={10.1145/2822363.2822369}, abstractNote={In 2005, Jan Cuny started the "Broadening Participation in Computing" (BPC) program at the U.S. National Science Foundation with a thought-provoking question: do we need different approaches to engage diverse people in computing? The answer might seem to be yes --- with alliances including the National Center for Women & Information Technology (NCWIT), the Computing Alliance for Hispanic-Serving Institutions (CAHSI), AccessComputing (for people with disabilities), and the Institute for African American Mentoring in Computer Sciences (IAAMCS). On the other hand, STARS builds university leadership to serve local communities, while Expanding Computing Education Pathways (ECEP) works to build capacity in schools for teaching computing, and Into the Loop engages deeply with high schools in Los Angeles to integrate rigorous computing courses into this highly diverse district.}, number={3}, journal={ACM SIGCSE Bulletin}, publisher={Association for Computing Machinery (ACM)}, author={Barnes, Tiffany}, year={2015}, month={Sep}, pages={8–8} }
 @article{kaczmarczyk_barnes_2015, title={SIGCSE BP: Enrollments and Diversity at Odds?}, volume={47}, ISSN={0097-8418}, url={http://dx.doi.org/10.1145/2782744.2782750}, DOI={10.1145/2782744.2782750}, abstractNote={No abstract available.}, number={2}, journal={ACM SIGCSE Bulletin}, publisher={Association for Computing Machinery (ACM)}, author={Kaczmarczyk, Lisa and Barnes, Tiffany}, year={2015}, month={May}, pages={8} }
 @inproceedings{payton_barnes_buch_rorrer_zuo_2015, title={STARS computing corps: Enhancing engagement of women and underrepresented students in computing}, DOI={10.1109/respect.2015.7296495}, abstractNote={The STARS Computing Corps is a national alliance of colleges and universities that facilitates student led regional engagement in computing service projects. In this paper, we present the results of a study of more than 400 students from across 20 institutions to examine the impact of participation in STARS. Results of the study show that there are many benefits for undergraduate computing students who engage in STARS projects across a variety of STARS institutions, including academic, career, and personal benefits, with students that are underrepresented in computing (i.e., females and ethnic minorities) benefitting more than others. The findings also indicate that higher degrees of student and faculty engagement in STARS projects are associated with greater student benefits. These findings establish empirical support for the STARS model of engagement, a flexible approach that can be applied across a variety of institutional types to positively impact traditionally under-represented students in computing.}, booktitle={2015 Research in Equity and Sustained Participation in Engineering, Computing, and Technology (RESPECT)}, author={Payton, J. and Barnes, T. and Buch, K. and Rorrer, A. and Zuo, H. F.}, year={2015} }
 @inproceedings{zhou_price_lynch_barnes_chi_2015, title={The Impact of Granularity on Worked Examples and Problem Solving}, author={Zhou, Guojing and Price, Thomas and Lynch, Collin and Barnes, Tiffany and Chi, Min}, year={2015} }
 @article{garcia_harvey_barnes_2015, title={The beauty and joy of computing}, volume={6}, ISSN={2153-2184}, url={http://dx.doi.org/10.1145/2835184}, DOI={10.1145/2835184}, abstractNote={We last presented our Beauty and Joy of Computing (BJC) course in a special issue of ACM Inroads in June 2012 [13]. At the time, we taught BJC in two of the first five CS Principles national pilots at UC Berkeley and University of North Carolina, Charlotte. Many things have changed since those early days, with more than two hundred high school teachers offered BJC professional development (PD) through four NSF grants, a transition to our blocks-based online software platform Snap! (based on Scratch) with cloud support [18], and a partnership with professional high school curriculum developers at EDC (Education Development Center), who are working with us to further refine our curriculum. Through partnerships with EDC, the New York City Department of Education, and CSNYC, our NSF-funded BJC4NYC project will bring BJC to 100 high school teachers in New York City, the largest and one of the most diverse school districts in the country. Finally, after two years of preparation, we launched our Massive Open Online Course (MOOC) BJCx via edX on Labor Day 2015 [4]. We are simultaneously offering it as an edX Small Private Online Course (SPOC), allowing high school teachers to use it as an e-book, complete with autograding and a class dashboard. More than sixteen thousand learners from all over the world signed up! In this article, we share our philosophy, an update on our course design principles, a general flow through our curriculum, the impact BJC has had, and conclude with lessons learned.}, number={4}, journal={ACM Inroads}, publisher={Association for Computing Machinery (ACM)}, author={Garcia, Dan and Harvey, Brian and Barnes, Tiffany}, year={2015}, month={Nov}, pages={71–79} }
 @article{payton_barnes_buch_rorrer_zuo_2015, title={The effects of integrating service learning into computer science: an inter-institutional longitudinal study}, volume={25}, ISSN={0899-3408 1744-5175}, url={http://dx.doi.org/10.1080/08993408.2015.1086536}, DOI={10.1080/08993408.2015.1086536}, abstractNote={This study is a follow-up to one published in computer science education in 2010 that reported preliminary results showing a positive impact of service learning on student attitudes associated with success and retention in computer science. That paper described how service learning was incorporated into a computer science course in the context of the Students & Technology in Academia, Research, and Service (STARS) Alliance, an NSF-supported broadening participation in computing initiative that aims to diversify the computer science pipeline through innovative pedagogy and inter-institutional partnerships. The current paper describes how the STARS Alliance has expanded to diverse institutions, all using service learning as a vehicle for broadening participation in computing and enhancing attitudes and behaviors associated with student success. Results supported the STARS model of service learning for enhancing computing efficacy and computing commitment and for providing diverse students with many personal and professional development benefits.}, number={3}, journal={Computer Science Education}, publisher={Informa UK Limited}, author={Payton, Jamie and Barnes, Tiffany and Buch, Kim and Rorrer, Audrey and Zuo, Huifang}, year={2015}, month={Jul}, pages={311–324} }
 @inproceedings{mostafavi_eagle_barnes_2015, title={Towards data-driven mastery learning}, ISBN={9781450334174}, url={http://dx.doi.org/10.1145/2723576.2723622}, DOI={10.1145/2723576.2723622}, abstractNote={We have developed a novel data-driven mastery learning system to improve learning in complex procedural problem solving domains. This new system was integrated into an existing logic proof tool, and assigned as homework in a deductive logic course. Student performance and dropout were compared across three systems: The Deep Thought logic tutor, Deep Thought with integrated hints, and Deep Thought with our data-driven mastery learning system. Results show that the data-driven mastery learning system increases mastery of target tutor-actions, improves tutor scores, and lowers the rate of tutor dropout over Deep Thought, with or without provided hints.}, booktitle={Proceedings of the Fifth International Conference on Learning Analytics And Knowledge - LAK '15}, publisher={ACM Press}, author={Mostafavi, Behrooz and Eagle, Michael and Barnes, Tiffany}, year={2015} }
 @inproceedings{eagle_rowe_brown_asbell-clarke_hicks_barnes_edwards_2015, title={Visualization of Play: Graph-based analytics for measuring implicit science learning}, author={Eagle, Michael and Rowe, E. and Brown, Rebecca and Asbell-Clarke, J. and Hicks, Andrew and Barnes, Tiffany and Edwards, T.}, year={2015} }
 @inproceedings{nickel_barnes_payton_wikstrom_2014, title={Balancing physical and cognitive challenge: A study of players psychological responses to exergame play}, author={Nickel, Andrea and Barnes, Tiffany and Payton, Jamie and Wikstrom, Erik}, year={2014}, month={Apr} }
 @inproceedings{hicks_peddycord_barnes_2014, title={Building games to learn from their players: Generating hints in a serious game}, volume={8474}, DOI={10.1007/978-3-319-07221-0_39}, abstractNote={This paper presents a method for generating hints based on observed world states in a serious game. BOTS is an educational puzzle game designed to teach programming fundamentals. To incorporate intelligent feedback in the form of personalized hints, we apply data-driven hint-generation methods. This is especially challenging for games like BOTS because of the open-ended nature of the problems. By using a modified representation of player data focused on outputs rather than actions, we are able to generate hints for players who are in similar (rather than identical) states, creating hints for multiple cases without requiring expert knowledge. Our contributions in this work are twofold. Firstly, we generalize techniques from the ITS community in hint generation to an educational game. Secondly, we introduce a novel approach to modeling student states for open-ended problems, like programming in BOTS. These techniques are potentially generalizable to programming tutors for mainstream languages.}, booktitle={Intelligent tutoring systems, its 2014}, author={Hicks, A. and Peddycord, B. and Barnes, T.}, year={2014}, pages={312–317} }
 @inproceedings{mostafavi_barnes_2014, place={London, United Kingdom}, title={Evaluation of Logic Proof Problem Difficulty Through Student Performance Data}, booktitle={EDM 2014 Extended Proceedings: Workshop Proceedings of the 7th International Conference on Educational Data Mining}, publisher={CEUR-WS}, author={Mostafavi, Behrooz and Barnes, Tiffany}, editor={Gutierrez-Santos, S. and C, O.Editors}, year={2014} }
 @inproceedings{eagle_polamreddi_mostafavi_barnes_2014, title={Exploration of student's use of rule application references in a propositional logic tutor}, booktitle={Educational Data Mining}, author={Eagle, Michael and Polamreddi, Vinaya and Mostafavi, Behrooz and Barnes, Tiffany}, year={2014}, pages={249–252} }
 @inproceedings{eagle_barnes_2014, title={Exploring differences in problem solving with data-driven approach maps}, booktitle={Educational Data Mining}, author={Eagle, Michael and Barnes, Tiffany}, year={2014}, pages={76–83} }
 @inproceedings{peters_jauhari_barnes_2014, place={Honolulu, Hawaii, USA}, title={Extracting temporal features using BCIpy}, booktitle={Proceedings of the Workshop on Utilizing EEG Input in Intelligent Tutoring Systems}, author={Peters, Justis and Jauhari, Sagar and Barnes, Tiffany}, year={2014}, month={Jun} }
 @inproceedings{peddycord_hicks_barnes_2014, title={Generating hints for programming problems using intermediate output}, booktitle={Educational Data Mining}, author={Peddycord, Barry, III and Hicks, Andrew and Barnes, Tiffany}, year={2014}, pages={92–98} }
 @inproceedings{sheshadri_lynch_barnes_2014, place={London, United Kingdom}, title={InVis: An EDM Tool for Graphical Rendering and Analysis of Student Interaction Data}, booktitle={EDM 2014 Extended Proceedings: Workshop Proceedings of the 7th International Conference on Educational Data Mining}, publisher={CEUR-WS}, author={Sheshadri, V. and Lynch, C. and Barnes, T.}, editor={Gutierrez-Santos, S. and Santos, O.C.Editors}, year={2014} }
 @inproceedings{barnes_catete_hicks_peddycord_2014, title={Making games and apps in introductory computer science (abstract only)}, ISBN={9781450326056}, url={http://dx.doi.org/10.1145/2538862.2539000}, DOI={10.1145/2538862.2539000}, abstractNote={The new CS Principles curriculum, a pilot Advanced Placement course, offers novice students an exciting opportunity to learn computing in a hands-on, fun way. High school and college teachers of introductory computer science course are invited to this workshop to learn basic game and mobile phone development. Participants will learn GameMaker, AppInventor, and Touch Develop. These tools allow students to create and have fun with computing while teaching object-oriented and event-driven programming and game architectures. Participants should bring their own laptops (ideally with AppInventor installed). Windows 7 phones will be provided during the workshop. We will provide links to curricular modules for the CS Principles: Beauty and Joy of Computing course.}, booktitle={Proceedings of the 45th ACM technical symposium on Computer science education - SIGCSE '14}, publisher={ACM Press}, author={Barnes, Tiffany and Catete, Veronica and Hicks, Andrew and Peddycord, Barry}, year={2014}, pages={739–739} }
 @inproceedings{eagle_barnes_2014, title={Modeling student dropout in tutoring systems}, volume={8474}, DOI={10.1007/978-3-319-07221-0_104}, abstractNote={Intelligent tutors have been shown to be almost as effective as human tutors in supporting learning in many domains. However, the construction of intelligent tutors can be costly. One way to address this problem is to use previously collected data to generate models to provide intelligent feedback to otherwise non-personalized tutors. In this work, we explore how we can use previously collected data to build models of student dropout over time; we define dropout as ceasing to interact with the tutor before the completion of all required tasks. We use survival analysis, a statistical method of measuring time to event data, to model how long we can expect students to interact with a tutor. Future work will explore ways to use these models to to provide personalized feedback, with the goal of preventing students from dropping out.}, booktitle={Intelligent tutoring systems, its 2014}, author={Eagle, M. and Barnes, T.}, year={2014}, pages={676–678} }
 @inproceedings{hicks_cateté_barnes_2014, title={Part of the game: Changing level creation to identify and filter low quality user-generated levels}, author={Hicks, Andrew and Cateté, Veronica and Barnes, Tiffany}, year={2014}, month={Apr} }
 @article{burns_eugene_barnes_chandler_harwell_omokaro_2014, title={Reflections from a computational service learning trip to Haiti}, volume={29}, DOI={10.5555/2544322.2544331}, abstractNote={This paper describes the experiences from two week-long service learning trips to Cap-Haitien, Haiti where a small group of computing students, faculty, and volunteers engaged young women from near...}, number={3}, journal={The Journal of Computing Sciences in Colleges}, author={Burns, Richard and Eugene, Wanda and Barnes, Tiffany and Chandler, Stephen and Harwell, Megan and Omokaro, Osarieme}, year={2014}, month={Jan}, pages={43–50} }
 @inproceedings{cateté_hicks_barnes_lynch_2014, place={London, United Kingdom}, title={Snag'em: Graph Data Mining for a Social Networking Game}, booktitle={EDM 2014 Extended Proceedings: Workshop Proceedings of the 7th International Conference on Educational Data Mining}, publisher={CEUR-WS}, author={Cateté, V. and Hicks, A. and Barnes, T. and Lynch, C.}, editor={Gutierrez-Santos, S. and Santos, O.C.Editors}, year={2014}, month={Jun} }
 @inproceedings{eagle_barnes_2014, title={Survival analysis on duration data in intelligent tutors}, volume={8474}, DOI={10.1007/978-3-319-07221-0_22}, abstractNote={Effects such as student dropout and the non-normal distribution of duration data confound the exploration of tutor efficiency, time-in-tutor vs. tutor performance, in intelligent tutors. We use an accelerated failure time (AFT) model to analyze the effects of using automatically generated hints in Deep Thought, a propositional logic tutor. AFT is a branch of survival analysis, a statistical technique designed for measuring time-to-event data and account for participant attrition. We found that students provided with automatically generated hints were able to complete the tutor in about half the time taken by students who were not provided hints. We compare the results of survival analysis with a standard between-groups mean comparison and show how failing to take student dropout into account could lead to incorrect conclusions. We demonstrate that survival analysis is applicable to duration data collected from intelligent tutors and is particularly useful when a study experiences participant attrition.}, booktitle={Intelligent tutoring systems, its 2014}, author={Eagle, M. and Barnes, T.}, year={2014}, pages={178–187} }
 @inproceedings{cateté_wassell_barnes_2014, title={Use and development of entertainment technologies in after school STEM program}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-84899768214&partnerID=MN8TOARS}, DOI={10.1145/2538862.2538952}, abstractNote={This design research paper examines the implementation and curriculum changes of an after school computer science program that promotes computational thinking to middle school students. The program, Students in Programming, Robotics, and Computer Science (SPARCS), can adapt to different presentation environments, such as independent after school sessions or a semester-long apprenticeship program. We trace one implementation of the program through the initial deployment, the development of infrastructure, and a reorganization of content to address student interests. We found that student attrition dropped and the average session enjoyment increased when our sessions integrated consumer technologies such as mobile applications, video games, and the Minecraft computer game. In this paper, we provide readers a framework for running computing outreach activities around similar consumer technologies.}, booktitle={SIGCSE '14: Proceedings of the 45th ACM technical symposium on Computer science education}, publisher={ACM Press}, author={Cateté, Veronica and Wassell, Katherine and Barnes, Tiffany}, year={2014}, pages={163–168} }
 @inproceedings{johnson_eagle_barnes_stamper_2013, title={An Algorithm for Reducing the Complexity of Interaction Networks}, booktitle={Educational Data Mining}, author={Johnson, Matthew and Eagle, Michael and Barnes, Tiffany and Stamper, John}, year={2013}, pages={248–251} }
 @inproceedings{eugene_daily_burns_barnes_2013, title={Building Technology Fluency: Fostering Agents of Change}, DOI={10.18260/1-2--19275}, abstractNote={As technology is increasingly incorporated into our everyday lives, technological fluency, the ability to create and express with technology, becomes increasingly important. Further, engaging students to create technologies that can impact their own communities helps them become civically engaged, 21st-century citizens. Two case studies are presented, one in Birmingham, Alabama and another in the Republic of Haiti, where technology fluency development was integrated with community engagement. We present student projects developed in the MIT-developed Scratch programming language, including their envisioned solutions to healthcare and electricity. We also make recommendations for how other practitioners might cultivate these types of environments.}, author={Eugene, Wanda and Daily, Shaundra and Burns, Richard and Barnes, Tiffany}, year={2013} }
 @inproceedings{mostafavi_barnes_2013, title={Determining problem selection for a logic proof tutor}, booktitle={Educational Data Mining}, author={Mostafavi, Behrooz and Barnes, Tiffany}, year={2013}, pages={387–389} }
 @inproceedings{shannon_boyce_gadwal_barnes_2013, title={Effective Practices in Game Tutorial Systems}, booktitle={8th ACM Foundations of Digital Games}, author={Shannon, Amy and Boyce, Acey and Gadwal, Chitra and Barnes, Tiffany}, year={2013}, pages={338–345} }
 @inproceedings{eagle_barnes_2013, title={Evaluation of automatically generated hint feedback}, booktitle={Educational Data Mining}, author={Eagle, Michael and Barnes, Tiffany}, year={2013}, pages={372–374} }
 @inproceedings{finkelstein_barnes_wartell_suma_2013, place={Hoboken, New Jersey}, title={Evaluation of the Exertion and Motivation Factors of a Virtual Reality Exercise Game for Children with Autism}, DOI={10.1109/VAAT.2013.6786186}, abstractNote={Children with autism experience significant positive behavioral and health benefits from exercise, though many of these children tend to lead sedentary lifestyles. Video games that incorporate physical activity, known as exergames, may help to motivate such children to engage in vigorous exercise, thus leading to more healthy lifestyles and reducing the likelihood of obesity. In this paper, we present a study of physical activity and motivation level for ten children with autism as they played an immersive virtual reality exergame that involved fast-paced full-body movement. Our results showed that most children, including non-verbal participants, were able to achieve vigorous activity levels, with several of them maintaining very high levels of exertion. Furthermore, the children reported high levels of enjoyment and indicated they would exercise more often if such games were routinely available. These encouraging findings suggest that exergames are a promising way to empower the families of children with autism with tools to help improve their child's health and quality of life.}, booktitle={2013 1st Workshop on Virtual and Augmented Assistive Technology (VAAT)}, publisher={IEEE}, author={Finkelstein, Samantha and Barnes, Tiffany and Wartell, Zachary and Suma, Evan}, year={2013} }
 @article{stamper_eagle_barnes_croy_2013, title={Experimental Evaluation of Automatic Hint Generation for a Logic Tutor}, volume={22}, number={1-2}, journal={International Journal of Artificial Intelligence in Education (IJAIED)}, author={Stamper, John and Eagle, Michael and Barnes, Tiffany and Croy, Marvin}, year={2013}, pages={3–17} }
 @inproceedings{eagle_johnson_barnes_boyce_2013, title={Exploring Player Behavior with Visual Analytics.}, booktitle={8th ACM Foundations of Digital Games}, author={Eagle, Michael and Johnson, Matthew and Barnes, Tiffany and Boyce, Acey}, year={2013}, pages={380–383} }
 @inbook{goldin_martin_baker_aleven_barnes_2013, title={Formative Feedback in Interactive Learning Environments}, ISBN={9783642391118 9783642391125}, ISSN={0302-9743 1611-3349}, url={http://dx.doi.org/10.1007/978-3-642-39112-5_158}, DOI={10.1007/978-3-642-39112-5_158}, abstractNote={Educators and researchers have long recognized the importance of formative feedback for learning. Formative feedback helps learners understand where they are in a learning process, what the goal is, and how to reach that goal. While experimental and observational research has illuminated many aspects of feedback, modern interactive learning environments provide new tools to understand feedback and its relation to various learning outcomes.}, booktitle={Lecture Notes in Computer Science}, publisher={Springer Berlin Heidelberg}, author={Goldin, Ilya M. and Martin, Taylor and Baker, Ryan and Aleven, Vincent and Barnes, Tiffany}, year={2013}, pages={946–946} }
 @inproceedings{johnson_eagle_barnes_2013, title={InVis: An Interactive Visualization Tool for Exploring Interaction Networks Educational Data Mining}, booktitle={Proceedings of the 6th International Conference on Educational Data Mining (EDM 2013)}, author={Johnson, Matthew and Eagle, Michael and Barnes, Tiffany}, year={2013}, pages={82–89} }
 @inbook{eugene_barnes_wilson_2013, title={Math Fluency through Game Design}, ISBN={9783642392405 9783642392412}, ISSN={0302-9743 1611-3349}, url={http://dx.doi.org/10.1007/978-3-642-39241-2_22}, DOI={10.1007/978-3-642-39241-2_22}, abstractNote={Our goal in this research is to create a comprehensive framework establishing guidelines for the design of math fluency games for adult learners. Our user-centered design approach consisted of focus groups with students, faculty, and administrators from a two-year and a four-year institution to probe more deeply into the ways students perceive the value of math in everyday activities. Using our comprehensive focus group protocol, we evaluated users’ perception and understanding of culture-based mathematics to determine value-laden game designs that will promote math fluency among developmental math students. During these sessions, we collected quantitative and qualitative data in the form of survey data, play-test data, and field notes. The data speak to various issues such as games as a learning tool, interests and mismatches between designers and the target audience. Moving forward, our research will provide future directions for defining holistic usability by integrating user-centered design and game design.}, booktitle={Design, User Experience, and Usability. Health, Learning, Playing, Cultural, and Cross-Cultural User Experience}, publisher={Springer Berlin Heidelberg}, author={Eugene, Wanda and Barnes, Tiffany and Wilson, Jennifer}, year={2013}, pages={189–198} }
 @inproceedings{eagle_barnes_2012, title={A learning objective focused methodology for the design and evaluation of game-based tutors}, ISBN={9781450310987}, url={http://dx.doi.org/10.1145/2157136.2157170}, DOI={10.1145/2157136.2157170}, abstractNote={We present the Game2Learn methodology for the design and evaluation of educational games with a focus on well-defined learning objectives and empirical verification. This integrative process adapts ideas from educational design, intelligent tutoring systems, classical test-theory, and interaction and game design, and agile software development. The methodology guides researchers through the steps of the design process, including identification of specific learning objectives, translation of learning activities to game mechanics, and the empirical evaluation of the final product. This methodology is particularly useful for ensuring successful student research experiences or software engineering courses.}, booktitle={Proceedings of the 43rd ACM technical symposium on Computer Science Education - SIGCSE '12}, publisher={ACM Press}, author={Eagle, Michael John and Barnes, Tiffany}, year={2012} }
 @inproceedings{doran_boyce_hicks_payton_barnes_2012, title={Creation of a game-based digital layer for increased museum engagement among digital natives}, ISBN={9781467317689 9781467317696}, url={http://dx.doi.org/10.1109/gas.2012.6225924}, DOI={10.1109/gas.2012.6225924}, abstractNote={The combined hardships of economic downturn and a target audience that is increasingly defined by their affinity for active participation in their surroundings have left many nonprofit museums struggling to remain relevant in the 21st Century. We have partnered with Discovery Place, a hands-on science museum in Charlotte, North Carolina in order to create an easy-to-integrate software solution to help them better engage their audience. Our project is the creation of a three-part digital layer to increase museum engagement for all visitors, but particularly those considered digital natives. We have created two systems to be implemented in the museum, one to appeal to traditional visitors and one to better engage large groups of students. In the future, these two systems will be tied to an online meta-game to complete our digital layer by bringing the enhanced museum experience home for visitors.}, booktitle={2012 Second International Workshop on Games and Software Engineering: Realizing User Engagement with Game Engineering Techniques (GAS)}, publisher={IEEE}, author={Doran, Katelyn and Boyce, Acey and Hicks, Andrew and Payton, Jamie and Barnes, Tiffany}, year={2012}, month={Jun} }
 @inbook{eagle_barnes_2012, title={Data-Driven Method for Assessing Skill-Opportunity Recognition in Open Procedural Problem Solving Environments}, ISBN={9783642309496 9783642309502}, ISSN={0302-9743 1611-3349}, url={http://dx.doi.org/10.1007/978-3-642-30950-2_88}, DOI={10.1007/978-3-642-30950-2_88}, booktitle={Intelligent Tutoring Systems}, publisher={Springer Berlin Heidelberg}, author={Eagle, Michael John and Barnes, Tiffany}, year={2012}, pages={615–617} }
 @inproceedings{eagle_johnson_barnes_2012, place={Chania, Greece}, title={Interaction networks: generating high level hints based on network community clusterings}, booktitle={Proceedings of the 5th International Conference on Educational Data Mining (EDM 2012)}, author={Eagle, Michael and Johnson, Matt and Barnes, Tiffany}, year={2012}, pages={164–167} }
 @inproceedings{nickel_kinsey_haack_pendergrass_barnes_2012, title={Interval training with Astrojumper}, ISBN={9781467312462 9781467312479}, url={http://dx.doi.org/10.1109/vr.2012.6180931}, DOI={10.1109/vr.2012.6180931}, abstractNote={The prevalence of obesity among adolescents and adults in the U.S. is a matter of concern. Exercise video games reach a wide audience and can be used to motivate increased physical activity. We have previously developed Astrojumper, an exergame exploring game mechanics that provide a fun experience and effective exercise, and have now developed a new version of Astrojumper that supports interval training through additional mechanics. We believe the new version will improve upon the first in player motivation, enjoyment and replayability, and also in the level of physical challenge the game affords its players.}, booktitle={2012 IEEE Virtual Reality (VR)}, publisher={IEEE}, author={Nickel, Andrea and Kinsey, Hugh and Haack, Heidi and Pendergrass, Mykel and Barnes, Tiffany}, year={2012}, month={Mar} }
 @inbook{johnson_okimoto_barnes_2012, title={Leveraging Game Design to Promote Effective User Behavior of Intelligent Tutoring Systems}, ISBN={9783642309496 9783642309502}, ISSN={0302-9743 1611-3349}, url={http://dx.doi.org/10.1007/978-3-642-30950-2_82}, DOI={10.1007/978-3-642-30950-2_82}, abstractNote={We propose developing a mobile device application that will leverage game-play mechanics to incentivize optimal spacing for second language vocabulary acquisition. Through the collection and analysis of user log-data, we intend to investigate the effects of pervasive studying, studying vocabulary words for short intervals, many times throughout a day. This investigation will provide insight into new strategies of studying second language vocabulary, which may be more efficient.}, booktitle={Intelligent Tutoring Systems}, publisher={Springer Berlin Heidelberg}, author={Johnson, Matthew W. and Okimoto, Tomoko and Barnes, Tiffany}, year={2012}, pages={597–599} }
 @inproceedings{boyce_campbell_pickford_culler_barnes_2012, title={Maximizing learning and guiding behavior in free play user generated content environments}, ISBN={9781450312462}, url={http://dx.doi.org/10.1145/2325296.2325303}, DOI={10.1145/2325296.2325303}, abstractNote={Providing users the ability to create their own unique content in educational software and games can be highly effective at motivating the users to use and reuse the system. It is especially popular with students who self identify as creative or wanting to do their own thing rather than a prescribed activity. Due to the popularity of user generated content modes, some users may ignore other modes the software has to offer and only create new original content. Therefore it is important to maximize the learning potential and effectively guide user behavior in a constructivist free play environment. However, in doing so it is vital that we do not hamper the creative freedom of the user, the very reason users enjoy content creation. Here we present effective strategies for meeting these goals, provide an example implementation, and present results of a study using the example.}, booktitle={Proceedings of the 17th ACM annual conference on Innovation and technology in computer science education - ITiCSE '12}, publisher={ACM Press}, author={Boyce, Acey and Campbell, Antoine and Pickford, Shaun and Culler, Dustin and Barnes, Tiffany}, year={2012} }
 @inproceedings{doran_boyce_finkelstein_barnes_2012, title={Outreach for improved student performance}, ISBN={9781450312462}, url={http://dx.doi.org/10.1145/2325296.2325348}, DOI={10.1145/2325296.2325348}, abstractNote={We present a curriculum for computer science outreach using Game Maker. This curriculum has been adapted over six iterations of a 10-week, middle school apprenticeship on Game Design and Development. Through multiple iterations we have adjusted for many of the issues one could expect to encounter when running a similar outreach program. While many outreach curricula are independent from coursework, our video game design curriculum is targeted to address generalized student learning objectives (Math and English Language Arts) and designed for integration into middle school classrooms. We demonstrate that students' language arts and math classroom performance have improved with participation in this apprenticeship.}, booktitle={Proceedings of the 17th ACM annual conference on Innovation and technology in computer science education - ITiCSE '12}, publisher={ACM Press}, author={Doran, Katelyn and Boyce, Acey and Finkelstein, Samantha and Barnes, Tiffany}, year={2012} }
 @inbook{jin_barnes_stamper_eagle_johnson_lehmann_2012, title={Program Representation for Automatic Hint Generation for a Data-Driven Novice Programming Tutor}, ISBN={9783642309496 9783642309502}, ISSN={0302-9743 1611-3349}, url={http://dx.doi.org/10.1007/978-3-642-30950-2_40}, DOI={10.1007/978-3-642-30950-2_40}, abstractNote={We describe a new technique to represent, classify, and use programs written by novices as a base for automatic hint generation for programming tutors. The proposed linkage graph representation is used to record and reuse student work as a domain model, and we use an overlay comparison to compare in-progress work with complete solutions in a twist on the classic approach to hint generation. Hint annotation is a time consuming component of developing intelligent tutoring systems. Our approach uses educational data mining and machine learning techniques to automate the creation of a domain model and hints from student problem-solving data. We evaluate the approach with a sample of partial and complete, novice programs and show that our algorithms can be used to generate hints over 80 percent of the time. This promising rate shows that the approach has potential to be a source for automatically generated hints for novice programmers.}, booktitle={Intelligent Tutoring Systems}, publisher={Springer Berlin Heidelberg}, author={Jin, Wei and Barnes, Tiffany and Stamper, John and Eagle, Michael John and Johnson, Matthew W. and Lehmann, Lorrie}, year={2012}, pages={304–309} }
 @inproceedings{nickel_kinsey_barnes_wartell_2012, place={East Lansing, MI, USA}, title={Supporting an Interval Training Program with the Astrojumper Video Game}, url={https://meaningfulplay.msu.edu/proceedings2012/mp2012_submission_118.pdf}, booktitle={Electronic Proceedings of Meaningful Play 2012}, author={Nickel, Andrea and Kinsey, Hugh and Barnes, Tiffany and Wartell, Zachary}, year={2012} }
 @inproceedings{powell_brinkman_barnes_catete_2012, title={Table tilt}, ISBN={9781450313339}, url={http://dx.doi.org/10.1145/2282338.2282386}, DOI={10.1145/2282338.2282386}, abstractNote={Social capital implies that social networks have value. It is therefore important that when a person is at an academic conference, they must strive to build a strong professional social network for themselves. This can be difficult for many academic conference attendeees. We present Table Tilt, a two-minute ice-breaker game for 2--6 players with iPhones or iPods, that was built to facilitate team building and help individuals build social capital. Table Tilt leverages human sociality and game rules to promote communication and teamwork.}, booktitle={Proceedings of the International Conference on the Foundations of Digital Games - FDG '12}, publisher={ACM Press}, author={Powell, Evie and Brinkman, Rachel and Barnes, Tiffany and Catete, Veronica}, year={2012}, pages={242–245} }
 @inbook{lehmann_wilson_barnes_2012, title={Using Individualized Feedback and Guided Instruction via a Virtual Human Agent in an Introductory Computer Programming Course}, ISBN={9783642309496 9783642309502}, ISSN={0302-9743 1611-3349}, url={http://dx.doi.org/10.1007/978-3-642-30950-2_87}, DOI={10.1007/978-3-642-30950-2_87}, abstractNote={Students taking introductory courses in higher learning often hold misconceptions of how well they understand the material they will be tested on. One common phrase from students is, “I know the material, but I just do poorly on the tests.” We propose an automated system to keep the students informed of their progress in how well they understand the knowledge components of a course in a timely manner along with providing customized help via a virtual human agent to increase their performance on tests.}, booktitle={Intelligent Tutoring Systems}, publisher={Springer Berlin Heidelberg}, author={Lehmann, Lorrie and Wilson, Dale-Marie and Barnes, Tiffany}, year={2012}, pages={612–614} }
 @article{finkelstein_nickel_lipps_barnes_wartell_suma_2011, title={Astrojumper: Motivating Exercise with an Immersive Virtual Reality Exergame}, volume={20}, ISSN={1054-7460 1531-3263}, url={http://dx.doi.org/10.1162/pres_a_00036}, DOI={10.1162/pres_a_00036}, abstractNote={We present the design and evaluation of Astrojumper, an immersive virtual reality exergame developed to motivate players to engage in rigorous, full-body exercise. We performed a user study with 30 people between the ages of 6 and 50 who played the game for 15 min. Regardless of differences in age, gender, activity level, and video game experience, participants rated Astrojumper extremely positively and experienced a significant increase in heart rate after gameplay. Additionally, we found that participants' ratings of perceived workout intensity positively correlated with their level of motivation. Overall, our results demonstrate that Astrojumper effectively motivates both children and adults to exercise through immersive virtual reality technology and a simple, yet engaging, game design.}, number={1}, journal={Presence: Teleoperators and Virtual Environments}, publisher={MIT Press - Journals}, author={Finkelstein, Samantha L. and Nickel, Andrea and Lipps, Zachary and Barnes, Tiffany and Wartell, Zachary and Suma, Evan A.}, year={2011}, month={Feb}, pages={78–92} }
 @inproceedings{mostafavi_barnes_croy_2011, place={Eindhoven, Netherlands}, title={Automatic Generation of Proof Problems in Deductive Logic}, booktitle={Proceedings of the 4th International Conference on Educational Data Mining (EDM 2011)}, author={Mostafavi, Behrooz and Barnes, Tiffany and Croy, Marvin}, year={2011}, pages={289–294} }
 @inproceedings{boyce_doran_campbell_pickford_culler_barnes_2011, title={BeadLoom Game}, ISBN={9781450308045}, url={http://dx.doi.org/10.1145/2159365.2159384}, DOI={10.1145/2159365.2159384}, abstractNote={BeadLoom Game (BLG) is an educational puzzle game designed to teach students basic Cartesian coordinates, iteration, and layering. Although this game has been proven to be successful at teaching students these concepts, many participants reported wanting more competitive and free-play creative elements in the game. In response, we augmented the BeadLoom Game with a competitive high score table, a creative custom puzzle mode, and a social network framework. Here we report results of an experiment where middle school students are given versions of the BLG with different combinations of these new features. Based on the in-game metrics and player surveys we show that while both the competitive and the creative game modes increase a majority of the player's motivation it is not until we add both features that we maximize this effect. Through a combination of creative and competitive game modes we are able to have the highest motivation for the largest number of different players.}, booktitle={Proceedings of the 6th International Conference on Foundations of Digital Games - FDG '11}, publisher={ACM Press}, author={Boyce, Acey and Doran, Katelyn and Campbell, Antoine and Pickford, Shaun and Culler, Dustin and Barnes, Tiffany}, year={2011} }
 @article{stamper_barnes_croy_2011, title={Enhancing the Automatic Generation of Hints with Expert Seeding}, volume={21}, number={1-2}, journal={International Journal of Artificial Intelligence in Education}, publisher={IOS Press}, author={Stamper, John and Barnes, Tiffany and Croy, Marvin}, year={2011}, pages={153–167} }
 @inbook{stamper_eagle_barnes_croy_2011, title={Experimental Evaluation of Automatic Hint Generation for a Logic Tutor}, ISBN={9783642218682 9783642218699}, ISSN={0302-9743 1611-3349}, url={http://dx.doi.org/10.1007/978-3-642-21869-9_45}, DOI={10.1007/978-3-642-21869-9_45}, abstractNote={In our prior work we showed it was feasible to augment a logic tutor with a data-driven Hint Factory that uses data to automatically generate context-specific hints for an existing computer aided instructional tool. Here we investigate the impact of automatically generated hints on educational outcomes in a robust experiment that shows that hints help students persist in deductive logic courses. Three instructors taught two semester-long courses, each teaching one semester using a logic tutor with hints, and one semester using the tutor without hints, controlling for the impact of different instructors on course outcomes. Our results show that students in the courses using a logic tutor augmented with automatically generated hints attempted and completed significantly more logic proof problems, were less likely to abandon the tutor, and performed significantly better on a post-test implemented within the tutor.}, booktitle={Lecture Notes in Computer Science}, publisher={Springer Berlin Heidelberg}, author={Stamper, John C. and Eagle, Michael and Barnes, Tiffany and Croy, Marvin}, year={2011}, pages={345–352} }
 @inproceedings{boyce_campbell_pickford_culler_barnes_2011, title={Experimental evaluation of BeadLoom game}, ISBN={9781450306973}, url={http://dx.doi.org/10.1145/1999747.1999816}, DOI={10.1145/1999747.1999816}, abstractNote={The Virtual Bead Loom (VBL) is a Culturally Situated Design Tool that successfully teaches students middle school math concepts while they learn about and create their own Native American bead artifacts. We developed BeadLoom Game to augment VBL with game elements that encourage players to apply the computational thinking skills of iteration and layering while optimizing the number of steps they take to solve a puzzle. In our prior work, we showed that BeadLoom Game is effective at teaching Cartesian coordinates, iteration, and layering. In this study, we use a switching replications experimental design to compare performance of BeadLoom Game with the VBL. Our results from two summer camps, one for middle school and one for college-bound high school students, show that through the addition of game based objectives, BeadLoom Game teaches Cartesian coordinates as well as the VBL but also teaches the computational thinking practices of iteration and layering.}, booktitle={Proceedings of the 16th annual joint conference on Innovation and technology in computer science education - ITiCSE '11}, publisher={ACM Press}, author={Boyce, Acey Kreisler and Campbell, Antoine and Pickford, Shaun and Culler, Dustin and Barnes, Tiffany}, year={2011} }
 @inproceedings{payton_powell_nickel_doran_barnes_2011, title={GameChanger}, ISBN={9781450305785}, url={http://dx.doi.org/10.1145/1984674.1984688}, DOI={10.1145/1984674.1984688}, abstractNote={While the health benefits of exercise are wide-ranging and wellknown, the population of the United States is suffering from a lack of physical activity. We believe that combining elements of social interaction with exercise in video games will lead to increased and sustained engagement in physical activity. In this paper, we present an initial design of GameChanger, a middleware to support the development of a new generation of social exergames that interweave physical activity as a core game mechanic with social elements such as competition and collaboration. The GameChanger middleware provides programming abstractions that are specific to social exergame mechanics, elevating their description so that even non-expert programmers can create interesting social exergames that utilize mobile phones and sensing technology to integrate physical activity into gameplay. In addition, the middleware provides constructs for performing continuous assessment of physical activity during gameplay; these constructs can be used to provide feedback to the gameplayer or to collect datasets for evaluation by health researchers. As such, the GameChanger middleware can also serve as a platform to support scientific experimentation and exploration to determine which combinations of social and physical elements have the greatest impact on physical activity.}, booktitle={Proceeding of the 1st international workshop on Games and software engineering - GAS '11}, publisher={ACM Press}, author={Payton, Jamie and Powell, Evie and Nickel, Andrea and Doran, Katelyn and Barnes, Tiffany}, year={2011} }
 @article{babu_suma_hodges_barnes_2011, title={Learning Cultural Conversational Protocols with Immersive Interactive Virtual Humans}, volume={10}, ISSN={1081-1451}, url={http://dx.doi.org/10.20870/ijvr.2011.10.4.2826}, DOI={10.20870/ijvr.2011.10.4.2826}, abstractNote={This paper reports on a study conducted to investi- gate the effects of using immersive virtual humans in natural multi-modal interaction to teach users cultural conversational verbal and non-verbal protocols in south Indian culture. The study was conducted using a between-subjects experimental de- sign. We compared instruction and interactive feedback from immersive virtual humans against instruction based on a written study guide with illustrations of the cultural protocols. Partici- pants were then tested on how well they learned the cultural conversational protocols by exercising the cultural conventions in front of videos of real people. Subjective evaluations of partici- pants' performance was conducted by three south Indian re- viewers who were blind to the condition the participants were assigned. Objective evaluations of participants' performance were conducted on the motion tracking log data recorded during the testing session. We also measured the participants' pre and post positive and negative affect of training in both conditions, as well as the effect of co-presence with the life-size virtual south Indians. The results of our subjective evaluation suggest that participants who trained with the virtual humans performed significantly better than the participants who studied from literature. The results also revealed that there were no significant differences in positive or negative affect between conditions. However, overall for all participants in both conditions, positive affect increased and negative affect decreased from before to after instruction.}, number={4}, journal={International Journal of Virtual Reality}, publisher={Universite de Bordeaux}, author={Babu, Sabarish V. and Suma, Evan and Hodges, Larry F. and Barnes, Tiffany}, year={2011}, month={Jan}, pages={25–35} }
 @inbook{mccrickard_townsend_winchester_barnes_2011, title={Leveraging Card-Based Collaborative Activities as Culturally Situated Design Tools}, ISBN={9783642220975 9783642220982}, ISSN={1865-0929 1865-0937}, url={http://dx.doi.org/10.1007/978-3-642-22098-2_47}, DOI={10.1007/978-3-642-22098-2_47}, abstractNote={This paper describes two examples of virtual card games serving as Culturally Situated Design Tools (CSDTs) for young people. CSDTs have promise in helping people to learn by connecting principles from computing with aspects of their heritage or gender. The development and deployment of card games on two cutting-edge platforms (mobile devices and multitouch tables) revealed novel ways to display information to users and important lessons for deploying them to young people.}, booktitle={Communications in Computer and Information Science}, publisher={Springer Berlin Heidelberg}, author={McCrickard, D. Scott and Townsend, DeMarcus and Winchester, Woodrow W. and Barnes, Tiffany}, year={2011}, pages={232–236} }
 @inproceedings{powell_stukes_barnes_lipford_2011, title={Snag'em: Creating Community Connections through Games}, ISBN={9781457719318 9780769545783}, url={http://dx.doi.org/10.1109/passat/socialcom.2011.229}, DOI={10.1109/passat/socialcom.2011.229}, abstractNote={It is difficult for new community members to make the connections that would be most beneficial to them - connections with seasoned members of the community, or members of other groups. To address this problem, we have created Snag'em, a web-based social networking game that helps people create, monitor, and strengthen connections with one another. In contrast to existing social games, Snag'em facilitates offline interaction to create an online social network. This paper discusses the design of Snag'em, the use of game mechanics to engage academic community members in social interaction, and the results of two preliminary studies along with the design implications of each.}, booktitle={2011 IEEE Third Int'l Conference on Privacy, Security, Risk and Trust and 2011 IEEE Third Int'l Conference on Social Computing}, publisher={IEEE}, author={Powell, Evie and Stukes, Felesia and Barnes, Tiffany and Lipford, Heather Richter}, year={2011}, month={Oct} }
 @inproceedings{boyce_doran_campbell_pickford_culler_barnes_2011, title={Social user generated content's effect on creativity in educational games}, ISBN={9781450308205}, url={http://dx.doi.org/10.1145/2069618.2069675}, DOI={10.1145/2069618.2069675}, abstractNote={BeadLoom Game (BLG) is an educational puzzle game developed by adding game elements to a free-play educational tool called the Virtual Bead Loom (VBL). To motivate students who prefer the creative freedom of VBL, we added Custom Puzzle mode to BLG so players can create, share, and rate user-generated puzzles. We compare VBL and BLG Custom Puzzles to show that this mode increases the creativity and complexity of student work.}, booktitle={Proceedings of the 8th ACM conference on Creativity and cognition - C&C '11}, publisher={ACM Press}, author={Boyce, Acey and Doran, Katie and Campbell, Antoine and Pickford, Shaun and Culler, Dustin and Barnes, Tiffany}, year={2011} }
 @inproceedings{johnson_eagle_joseph_barnes_2011, title={The EDM Vis Tool}, booktitle={Electronic Data Mining}, author={Johnson, Matt and Eagle, Michael and Joseph, Leena and Barnes, Tiffany}, year={2011}, pages={349–350} }
 @article{dahlberg_barnes_buch_rorrer_2011, title={The STARS Alliance}, volume={11}, ISSN={1946-6226}, url={http://dx.doi.org/10.1145/2037276.2037282}, DOI={10.1145/2037276.2037282}, abstractNote={The Students and Technology in Academia, Research, and Service (STARS) Alliance is a nationally-connected system of regional partnerships among higher education, K-12 schools, industry and the community with a mission to broaden the participation of women, under-represented minorities and persons with disabilities in computing (BPC). Each regional partnership is led by a STARS member college or university with partners such as local chapters of the Girl Scouts, the Black Data Processors Association, public libraries, Citizen Schools, and companies that employ computing graduates. STARS goals include retaining and graduating undergraduates and recruiting and bridging undergraduates into graduate programs. The alliance works toward these goals through activities that advance the central values of Technical Excellence, Leadership, Community, and Service and Civic Engagement. In particular, all STARS college and university members implement the STARS Leadership Corps (SLC), an innovative model for enveloping a diverse set of BPC practices within a common framework for implementation within multiple organizations, common assessment, and sustainability through curricula integration. Herein, we describe the SLC model and its implementation in the STARS schools, including details of an SLC service-learning course that has been adopted by eight STARS schools. We report the results of our three-year study of the SLC in the 20 STARS schools. Our study found a positive effect of participation in the SLC on important student success variables, including self-efficacy, perceived social relevance of computing, grade point average, and commitment to remain in computing. Results indicate that the SLC model is effective for students under-represented in computing, as well as for those not from under-represented groups.}, number={3}, journal={ACM Transactions on Computing Education}, publisher={Association for Computing Machinery (ACM)}, author={Dahlberg, Teresa and Barnes, Tiffany and Buch, Kim and Rorrer, Audrey}, year={2011}, month={Oct}, pages={1–25} }
 @article{dahlberg_barnes_buch_bean_2010, title={Applying service learning to computer science: attracting and engaging under-represented students}, volume={20}, ISSN={0899-3408 1744-5175}, url={http://dx.doi.org/10.1080/08993408.2010.492164}, DOI={10.1080/08993408.2010.492164}, abstractNote={This article describes a computer science course that uses service learning as a vehicle to accomplish a range of pedagogical and BPC (broadening participation in computing) goals: (1) to attract a diverse group of students and engage them in outreach to younger students to help build a diverse computer science pipeline, (2) to develop leadership and team skills using experiential techniques, and (3) to develop student attitudes associated with success and retention in computer science. First, we describe the course and how it was designed to incorporate good practice in service learning. We then report preliminary results showing a positive impact of the course on all pedagogical goals and discuss the implications of the results for broadening participation in computing.}, number={3}, journal={Computer Science Education}, publisher={Informa UK Limited}, author={Dahlberg, Teresa and Barnes, Tiffany and Buch, Kim and Bean, Karen}, year={2010}, month={Sep}, pages={169–180} }
 @inproceedings{finkelstein_nickel_barnes_suma_2010, title={Astrojumper: motivating children with autism to exercise using a VR game}, ISBN={9781605589305}, url={http://dx.doi.org/10.1145/1753846.1754124}, DOI={10.1145/1753846.1754124}, abstractNote={Children with autism have shown substantial benefits from rigorous physical activity, however, it is often difficult to motivate these children to exercise due to their usually sedentary lifestyles. To address the problem of motivation, we have developed Astrojumper, a stereoscopic virtual reality exergame which was designed to fit the needs of children with autism. We use electromagnetic trackers and a 3-sided CAVE to present virtual space-themed stimuli to the user, who must use physical movements to avoid collisions and gain points. We can use Astrojumper not only to motivate exercise, but to evaluate the different ways people with and without autism interact with an exercise tool. Preliminary playtesting of Astrojumper has been positive, and we plan to run an extensive evaluation assessing the effectiveness of this system on children with and without autism.}, booktitle={Proceedings of the 28th of the international conference extended abstracts on Human factors in computing systems - CHI EA '10}, publisher={ACM Press}, author={Finkelstein, Samantha and Nickel, Andrea and Barnes, Tiffany and Suma, Evan A.}, year={2010} }
 @article{barnes_stamper_2010, title={Automatic hint generation for logic proof tutoring using historical data}, volume={13}, number={1}, journal={Journal of Educational Technology & Society}, author={Barnes, Tiffany and Stamper, John}, year={2010}, pages={3–12} }
 @inproceedings{boyce_barnes_2010, place={New York, NY, USA}, title={BeadLoom Game: using game elements to increase motivation and learning}, ISBN={9781605589374}, url={http://dx.doi.org/10.1145/1822348.1822352}, DOI={10.1145/1822348.1822352}, abstractNote={The Virtual Bead Loom (VBL) was designed to teach mathematical concepts such as Cartesian coordinates, symmetry, and iteration to middle and high school math students through the design of Native American-inspired bead loom art. In our outreach programs using the VBL, we noted that the students avoid using complex functions such as iteration, instead creating designs one point or line at a time. To motivate students to learn the advanced concepts, we created the BeadLoom Game by adding game elements to the VBL. We have tested the BeadLoom Game with two summer camps and found that the game motivates students, exposes them to more complex computing-related math concepts, and increases the chance that students will continue using the tool beyond assigned class time.}, booktitle={Proceedings of the Fifth International Conference on the Foundations of Digital Games (FDG '10)}, publisher={ACM Press}, author={Boyce, Acey and Barnes, Tiffany}, year={2010}, pages={25–31} }
 @inbook{stamper_barnes_croy_2010, title={Enhancing the Automatic Generation of Hints with Expert Seeding}, ISBN={9783642134364 9783642134371}, ISSN={0302-9743 1611-3349}, url={http://dx.doi.org/10.1007/978-3-642-13437-1_4}, DOI={10.1007/978-3-642-13437-1_4}, abstractNote={The Hint Factory is an implementation of our novel method to automatically generate hints using past student data for a logic tutor. One disadvantage of the Hint Factory is the time needed to gather enough data on new problems in order to provide hints. In this paper we describe the use of expert sample solutions to “seed” the hint generation process. We show that just a few expert solutions give significant coverage (over 50%) for hints. This seeding method greatly speeds up the time needed to reliably generate hints. We discuss how this feature can be integrated into the Hint Factory and some potential pedagogical issues that the expert solutions introduce.}, booktitle={Intelligent Tutoring Systems}, publisher={Springer Berlin Heidelberg}, author={Stamper, John and Barnes, Tiffany and Croy, Marvin}, year={2010}, pages={31–40} }
 @inbook{eagle_barnes_2010, title={Intelligent Tutoring Systems, Educational Data Mining, and the Design and Evaluation of Video Games}, ISBN={9783642134364 9783642134371}, ISSN={0302-9743 1611-3349}, url={http://dx.doi.org/10.1007/978-3-642-13437-1_23}, DOI={10.1007/978-3-642-13437-1_23}, abstractNote={Technological support for personalized learning has the potential to transform the educational system in the United States. There is a growing interest in educational games and their potential for motivating learners. Techniques from the educational data mining and intelligent tutoring systems communities can be leveraged to better understand, design, and evaluate educational games for both learning effectiveness and learner engagement. This work explores the use of intelligent feedback in games as well as the potential pitfalls; it concludes with a proposed study designed to explore the differences between intelligent tutoring systems and educational video games.}, booktitle={Intelligent Tutoring Systems}, publisher={Springer Berlin Heidelberg}, author={Eagle, Michael and Barnes, Tiffany}, year={2010}, pages={215–217} }
 @inproceedings{chaffin_barnes_2010, title={Lessons from a course on serious games research and prototyping}, ISBN={9781605589374}, url={http://dx.doi.org/10.1145/1822348.1822353}, DOI={10.1145/1822348.1822353}, abstractNote={Serious games are an exciting new research area that combines expertise across a wide range of computing skills, from programming and software engineering to algorithms, problem solving, and networking with design skills. Teaching computing students to create effective games with a serious purpose within a semester can be quite challenging, even on a one on one basis. We present the structure, format, and outcomes from an experimental course in serious games research and prototyping conducted at the University of North Carolina at Charlotte.}, booktitle={Proceedings of the Fifth International Conference on the Foundations of Digital Games - FDG '10}, publisher={ACM Press}, author={Chaffin, Amanda and Barnes, Tiffany}, year={2010} }
 @inbook{barnes_2010, title={Novel Derivation and Application of Skill Matrices}, ISBN={9781439804575 9781439804582}, ISSN={2154-5286}, url={http://dx.doi.org/10.1201/b10274-14}, DOI={10.1201/b10274-14}, booktitle={Handbook of Educational Data Mining}, publisher={CRC Press}, author={Barnes, Tiffany}, year={2010}, month={Oct}, pages={159–172} }
 @inproceedings{powell_finkelstein_hicks_phifer_charugulla_thornton_barnes_dahlberg_2010, place={New York, NY, USA}, title={SNAG: social networking games to facilitate interaction}, ISBN={9781605589305}, url={http://dx.doi.org/10.1145/1753846.1754134}, DOI={10.1145/1753846.1754134}, abstractNote={Because professional relationships and a sense of community are so important for career mobility and satisfaction, it is important to foster and support these relationships early. However, research has shown that women and underrepresented minorities approach these relationships differently and may need help to develop networking skills. To combat both of these problems, we present SNAG, (Social Networking and Games), a suite of mobile and Internet games to facilitate social networking within a professional community. We present Snag'em, a game that helps conference attendees build meet one another and track their new contacts.}, booktitle={Extended abstracts on Human factors in computing systems - (CHI EA '10)}, publisher={ACM Press}, author={Powell, Eve M. and Finkelstein, Samantha and Hicks, Andrew and Phifer, Thomas and Charugulla, Sandhya and Thornton, Christie and Barnes, Tiffany and Dahlberg, Teresa}, year={2010}, pages={4249–4254} }
 @inproceedings{finkelstein_powell_hicks_doran_charugulla_barnes_2010, place={New York, NY, USA}, title={SNAG: using social networking games to increase student retention in computer science}, ISBN={9781605587295}, url={http://dx.doi.org/10.1145/1822090.1822131}, DOI={10.1145/1822090.1822131}, abstractNote={One of the primary goals of attending academic conferences is professional networking, yet even though this interaction can increase one's feeling of community within a field, conference attendees are not interacting as much as they could be. Similarly, it's known that students who do not feel as if they are part of a larger academic community are less likely to participate in extracurricular activities and organizations, lowering retention rates. To combat both of these problems, we present SNAG (Social Networking and Games). SNAG is a suite of mobile and Internet games which aim to facilitate social networking between members of a group, and can be used in either a conference setting or within a university. This paper focuses on one specific game, Snag'em, and discusses our evaluation for our SNAG games.}, booktitle={Proceedings of the fifteenth annual conference on Innovation and technology in computer science education - ITiCSE '10}, publisher={ACM Press}, author={Finkelstein, Samantha L. and Powell, Eve and Hicks, Andrew and Doran, Katelyn and Charugulla, Sandhya Rani and Barnes, Tiffany}, year={2010}, pages={142–146} }
 @inbook{mostafavi_barnes_2010, title={Towards the Creation of a Data-Driven Programming Tutor}, ISBN={9783642134364 9783642134371}, ISSN={0302-9743 1611-3349}, url={http://dx.doi.org/10.1007/978-3-642-13437-1_31}, DOI={10.1007/978-3-642-13437-1_31}, abstractNote={Educational data mining methods are being used to automatically generate hints to students in intelligent tutoring systems. Using these methods, we hope to create a system that can give individualized instruction. By analyzing time snapshot data from exams in an introductory programming course, we will write a program to construct state graphs for each student’s performance, eventually resulting in a Markov decision process that represents different approaches to writing the target program, and providing feedback to students. Once this system is sufficiently tested and refined, it will then be applied to subsequent semesters students in the programming course.}, booktitle={Intelligent Tutoring Systems}, publisher={Springer Berlin Heidelberg}, author={Mostafavi, Behrooz and Barnes, Tiffany}, year={2010}, pages={239–241} }
 @inbook{barnes_stamper_croy_2010, title={Using Markov Decision Processes for Automatic Hint}, ISBN={9781439804575 9781439804582}, ISSN={2154-5286}, url={http://dx.doi.org/10.1201/b10274-36}, DOI={10.1201/b10274-36}, abstractNote={The ASSISTment online tutoring system was used by over 600 students during the school year 2004-2005. Each student used the system as part of their math classes 1-2 times a month, doing on average over 100+ state-test items, and getting tutored on the ones they got incorrect. The ASSISTment system has 4 different skill models, each at different grain-size involving 1, 5, 39 or 106 skills. Our goal in the paper is to develop a model that will predict whether a student will get correct a given item. We compared the performance of these models on their ability to predict a student state test score, after the state test was tagged with skills for the 4 models. The best fitting model was the 39 skill model, suggesting that using finer-grained skills models is useful to a point. This result is pretty much the same as that which was achieved by Feng, Heffernan, Mani, & Heffernan (in press), who were working simultaneously, but using mized-effect models instead of Bayes networks. We discuss reasons why the finest-grained model might not have been able to predict the data the best. Implications for large scale testing are discussed.}, booktitle={Handbook of Educational Data Mining}, publisher={CRC Press}, author={Barnes, Tiffany and Stamper, John and Croy, Marvin}, year={2010}, month={Oct}, pages={467–480} }
 @inbook{johnson_barnes_2010, title={Visualizing Educational Data from Logic Tutors}, ISBN={9783642134364 9783642134371}, ISSN={0302-9743 1611-3349}, url={http://dx.doi.org/10.1007/978-3-642-13437-1_29}, DOI={10.1007/978-3-642-13437-1_29}, abstractNote={We propose a data visualization tool that offers insights into the way students solve procedural domain problems. The tool uses nodes and edges to represent states and actions which students have generated using an intelligent tutoring system or computer aided instruction tool, ultimately showing the way a student has solved a problem. We use the example of logic tutor data and suggest two methods of evaluation for ensuring the tool is effective at aiding educators to better understand student learning.}, booktitle={Intelligent Tutoring Systems}, publisher={Springer Berlin Heidelberg}, author={Johnson, Matthew and Barnes, Tiffany}, year={2010}, pages={233–235} }
 @article{barnes_dahlberg_buch_bean_2009, title={The STARS Leadership Corps: An innovative computer science learning community}, volume={1}, number={2}, journal={Learning Communities Journal}, author={Barnes, Tiffany and Dahlberg, Teresa and Buch, Kim and Bean, Karen}, year={2009}, pages={5–18} }
 @inbook{barnes_stamper_2008, title={Toward Automatic Hint Generation for Logic Proof Tutoring Using Historical Student Data}, ISBN={9783540691303 9783540691327}, ISSN={0302-9743 1611-3349}, url={http://dx.doi.org/10.1007/978-3-540-69132-7_41}, DOI={10.1007/978-3-540-69132-7_41}, abstractNote={We have proposed a novel application of Markov decision processes (MDPs), a reinforcement learning technique, to automatically generate hints for an intelligent tutor that learns. We demonstrate the feasibility of this approach by extracting MDPs from four semesters of student solutions in a logic proof tutor, and calculating the probability that we will be able to generate hints at any point in a given problem. Our results indicate that extracted MDPs and our proposed hint-generating functions will be able to provide hints over 80% of the time. Our results also indicate that we can provide valuable tradeoffs between hint specificity and the amount of data used to create an MDP.}, booktitle={Intelligent Tutoring Systems}, publisher={Springer Berlin Heidelberg}, author={Barnes, Tiffany and Stamper, John}, year={2008}, month={Aug}, pages={373–382} }
 @inbook{babu_schmugge_barnes_hodges_2006, title={“What Would You Like to Talk About?” An Evaluation of Social Conversations with a Virtual Receptionist}, ISBN={9783540375937 9783540375944}, ISSN={0302-9743 1611-3349}, url={http://dx.doi.org/10.1007/11821830_14}, DOI={10.1007/11821830_14}, abstractNote={We describe an empirical study of Marve, a virtual receptionist located at the entrance of our research laboratory. Marve engages with lab members and visitors in natural face-to-face communication, takes and delivers messages, tells knock-knock jokes, conducts natural small talk on movies, and discusses the weather. In this research, we investigate the relative popularity of Marve’s social conversational capabilities and his role-specific messaging tasks, as well as his perceived social characteristics. Results indicate that users are interested in interacting with Marve, use social conversational conventions with Marve, and perceive and describe him as a social entity.}, booktitle={Intelligent Virtual Agents}, publisher={Springer Berlin Heidelberg}, author={Babu, Sabarish and Schmugge, Stephen and Barnes, Tiffany and Hodges, Larry F.}, year={2006}, pages={169–180} }
 @inbook{barnes_bitzer_vouk_2005, title={Experimental Analysis of the Q-Matrix Method in Knowledge Discovery}, volume={3488}, ISBN={9783540258780 9783540319498}, ISSN={0302-9743 1611-3349}, url={http://dx.doi.org/10.1007/11425274_62}, DOI={10.1007/11425274_62}, abstractNote={The q-matrix method, a new method for data mining and knowledge discovery, is compared with factor analysis and cluster analysis in analyzing fourteen experimental data sets. This method creates a matrix-based model that extracts latent relationships among observed binary variables. Results show that the q-matrix method offers several advantages over factor analysis and cluster analysis for knowledge discovery. The q-matrix method can perform fully unsupervised clustering, where the number of clusters is not known in advance. It also yields better error rates than factor analysis, and is comparable in error to cluster analysis. The q-matrix method also allows for automatic interpretation of the data sets. These results suggest that the q-matrix method can be an important tool in automated knowledge discovery.}, booktitle={Lecture Notes in Computer Science}, publisher={Springer Berlin Heidelberg}, author={Barnes, Tiffany and Bitzer, Donald and Vouk, Mladen}, year={2005}, pages={603–611} }
 @inbook{babu_schmugge_inugala_rao_barnes_hodges_2005, title={Marve: A Prototype Virtual Human Interface Framework for Studying Human-Virtual Human Interaction}, ISBN={9783540287384 9783540287391}, ISSN={0302-9743 1611-3349}, url={http://dx.doi.org/10.1007/11550617_11}, DOI={10.1007/11550617_11}, abstractNote={Human to virtual human interaction is the next frontier in interface design, particularly for tasks that are social or collaborative in nature. Several embodied interface agents have been developed for specific social, place-related tasks, but empirical evaluations of these systems have been rare. In this work, we present Marve (Messaging And Recognition Virtual Entity), our general purpose Virtual Human Interface Framework, which integrates cutting-edge interface technologies into a seamless real-time system, to study human to virtual human interaction. Marve is a prototype of a real-time embodied, interactive, autonomous, virtual human interface agent framework. Marve “lives” next to the primary entrance of the Future Computing Lab. His primary tasks are to greet everyone who enters or leaves the lab, and to take and deliver messages to the students and faculty who work there. Marve uses computer vision techniques for passer-by detection, gaze tracking, and face recognition, and communicates via natural language. We present a preliminary empirical study of the basic elements of Marve, including interaction response times, recognition of friends, and ability to learn to recognize new people.}, booktitle={Intelligent Virtual Agents}, publisher={Springer Berlin Heidelberg}, author={Babu, Sabarish and Schmugge, Stephen and Inugala, Raj and Rao, Srinivasa and Barnes, Tiffany and Hodges, Larry F.}, year={2005}, pages={120–133} }
 @article{barnes_savage_1997, title={Efficient generation of graphical partitions}, volume={78}, ISSN={["0166-218X"]}, DOI={10.1016/s0166-218x(97)00022-x}, abstractNote={Given a positive even integer n, we show how to generate the set G(n) of graphical partitions of n, that is, those partitions of n which correspond to the degree sequences of simple, undirected graphs. The algorithm is based on a recurrence for G(n), and the total time used by the algorithm, independent of output, is O(¦G(n)¦), which is constant average time per graphical partition. This is the first algorithm shown to achieve such efficiency for generating G(n) and the direct approach differs from earlier ‘generate and reject’ schemes and the ‘interval/gap’ approach.}, number={1-3}, journal={DISCRETE APPLIED MATHEMATICS}, author={Barnes, TM and Savage, CD}, year={1997}, month={Oct}, pages={17–26} }