@inbook{zambrano_barany_ocumpaugh_nasiar_hutt_goslen_rowe_lester_wiebe_mott_2023, title={Cracking the Code of Learning Gains: Using Ordered Network Analysis to Understand the Influence of Prior Knowledge}, url={https://doi.org/10.1007/978-3-031-47014-1_2}, DOI={10.1007/978-3-031-47014-1_2}, abstractNote={Prior research has shown that digital games can enhance STEM education by providing learners with immersive and authentic scientific experiences. However, optimizing the learning outcomes of students engaged in game-based environments requires aligning the game design with diverse student needs. Therefore, an in-depth understanding of player behavior is crucial for identifying students who need additional support or modifications to the game design. This study applies an Ordered Network Analysis (ONA)—a specific kind of Epistemic Network Analysis (ENA)—to examine the game trace log data of student interactions, to gain insights into how learning gains relate to the different ways that students move through an open-ended virtual world for learning microbiology. Our findings reveal that differences between students with high and low learning gains are mediated by their prior knowledge. Specifically, level of prior knowledge is related to behaviors that resemble wheel-spinning, which warrant the development of future interventions. Results also have implications for discovery with modeling approaches and for enhancing in-game support for learners and improving game design.}, author={Zambrano, Andres Felipe and Barany, Amanda and Ocumpaugh, Jaclyn and Nasiar, Nidhi and Hutt, Stephen and Goslen, Alex and Rowe, Jonathan and Lester, James and Wiebe, Eric and Mott, Bradford}, year={2023} }
 @article{rachmatullah_vandenberg_shin_wiebe_2023, title={Cross-Country Variation in (Binary) Gender Differences in Secondary School Students' CS Attitudes: Re-Validating and Generalizing a CS Attitudes Scale}, volume={23}, ISSN={["1946-6226"]}, url={https://doi.org/10.1145/3630014}, DOI={10.1145/3630014}, abstractNote={The current study compared American, Korean, and Indonesian middle and high school students’ CS attitudes. Concurrently, this study also examined whether the items in the CS attitudes scale exhibit country and gender measurement biases. We gathered data on CS attitudes from middle and high school students in the US, Korea, and Indonesia. The participating students took the same (translated) previously validated CS attitudes scale. We ran a unidimensional IRT, differential item functioning (DIF), a two-way ANOVA, and the Kruskal-Wallis H test. Despite the valid instrument, we found it inappropriate as is for international comparison studies because students from different countries interpreted some items differently. We then compared gender-based differences in CS attitudes across countries. The results revealed no significant differences between males and females in the Indonesian middle school data, whereas male students had significantly higher CS attitudes than female students in both American and Korean student data. Furthermore, we found the same pattern in gender differences in Korean and Indonesian high school students’ CS attitudes scores as in the middle school study. These findings underscore the importance of a country’s sociocultural context in influencing gap and diversity in secondary school students’ CS attitudes.}, number={4}, journal={ACM TRANSACTIONS ON COMPUTING EDUCATION}, author={Rachmatullah, Arif and Vandenberg, Jessica and Shin, Sein and Wiebe, Eric}, year={2023}, month={Dec} }
 @article{ma_celepkolu_boyer_wiebe_lynch_israel_2023, title={How Noisy is Too Noisy? The Impact of Data Noise on Multimodal Recognition of Confusion and Conflict During Collaborative Learning}, url={https://doi.org/10.1145/3577190.3614127}, DOI={10.1145/3577190.3614127}, abstractNote={Intelligent systems to support collaborative learning rely on real-time behavioral data, including language, audio, and video. However, noisy data, such as word errors in speech recognition, audio static or background noise, and facial mistracking in video, often limit the utility of multimodal data. It is an open question of how we can build reliable multimodal models in the face of substantial data noise. In this paper, we investigate the impact of data noise on the recognition of confusion and conflict moments during collaborative programming sessions by 25 dyads of elementary school learners. We measure language errors with word error rate (WER), audio noise with speech-to-noise ratio (SNR), and video errors with frame-by-frame facial tracking accuracy. The results showed that the model’s accuracy for detecting confusion and conflict in the language modality decreased drastically from 0.84 to 0.73 when the WER exceeded 20%. Similarly, in the audio modality, the model’s accuracy decreased sharply from 0.79 to 0.61 when the SNR dropped below 5 dB. Conversely, the model’s accuracy remained relatively constant in the video modality at a comparable level (> 0.70) so long as at least one learner’s face was successfully tracked. Moreover, we trained several multimodal models and found that integrating multimodal data could effectively offset the negative effect of noise in unimodal data, ultimately leading to improved accuracy in recognizing confusion and conflict. These findings have practical implications for the future deployment of intelligent systems that support collaborative learning in actual classroom settings.}, journal={PROCEEDINGS OF THE 25TH INTERNATIONAL CONFERENCE ON MULTIMODAL INTERACTION, ICMI 2023}, author={Ma, Yingbo and Celepkolu, Mehmet and Boyer, Kristy Elizabeth and Wiebe, Eric and Lynch, Collin F. and Israel, Maya}, year={2023}, pages={326–335} }
 @article{vandenberg_lynch_boyer_wiebe_2022, title={"I remember how to do it": exploring upper elementary students' collaborative regulation while pair programming using epistemic network analysis}, volume={3}, ISSN={["1744-5175"]}, url={https://doi.org/10.1080/08993408.2022.2044672}, DOI={10.1080/08993408.2022.2044672}, abstractNote={ABSTRACT Background and Context Students’ self-efficacy toward computing affect their participation in related tasks and courses. Self-efficacy is likely influenced by students’ initial experiences and exposure to computer science (CS) activities. Moreover, student interest in a subject likely informs their ability to effectively regulate their learning in that domain. One way to enhance interest in CS is through using collaborative pair programming. Objective We wanted to explore upper elementary students’ self-efficacy for and conceptual understanding of CS as manifest in collaborative and regulated discourse during pair programming. Method We implemented a five-week CS intervention with 4th and 5th grade students and collected self-report data on students’ CS attitudes and conceptual understanding, as well as transcripts of dyads talking while problem solving on a pair programming task. Findings The students’ self-report data, organized by dyad, fell into three categories based on the dyad’s CS self-efficacy and conceptual understanding scores. Findings from within- and cross-case analyses revealed a range of ways the dyads’ self-efficacy and CS conceptual understanding affected their collaborative and regulated discourse. Implications Recommendations for practitioners and researchers are provided. We suggest that upper elementary students learn about productive disagreement and how to peer model. Additionally, our findings may help practitioners with varied ways to group their students.}, journal={COMPUTER SCIENCE EDUCATION}, publisher={Informa UK Limited}, author={Vandenberg, Jessica and Lynch, Collin and Boyer, Kristy Elizabeth and Wiebe, Eric}, year={2022}, month={Mar} }
 @article{unfried_rachmatullah_alexander_wiebe_2022, title={An alternative to STEBI-A: validation of the T-STEM science scale}, volume={9}, ISSN={["2196-7822"]}, url={https://doi.org/10.1186/s40594-022-00339-x}, DOI={10.1186/s40594-022-00339-x}, abstractNote={Abstract}, number={1}, journal={INTERNATIONAL JOURNAL OF STEM EDUCATION}, publisher={Springer Science and Business Media LLC}, author={Unfried, Alana and Rachmatullah, Arif and Alexander, Alonzo and Wiebe, Eric}, year={2022}, month={Mar} }
 @article{rachmatullah_wiebe_2022, title={Changes and Sources of Changes of Middle School Teachers' Self-efficacy for Teaching Science in A Computationally Rich Environment: A Mixed-Methods Study}, volume={4}, ISSN={["1573-1847"]}, url={https://doi.org/10.1080/1046560X.2022.2035990}, DOI={10.1080/1046560X.2022.2035990}, abstractNote={ABSTRACT The inclusion of computational thinking (CT) into science curricula has advocated implementing a computationally rich science learning environment where students learn science via building models in a computer programming platform. Such an approach may influence teachers’ self-efficacy for teaching science which may also be associated with their self-efficacy for teaching CT. Framed using Bandura’s Social Cognitive Theory, this study investigated the changes and sources of changes of Indonesian teachers’ self-efficacy for teaching science and CT and looking at whether the two constructs are correlated. A total of eleven Indonesian middle school science teachers (seven in-service and four pre-service) participated in a CT-integrated science instruction workshop. They then implemented the curriculum they learned and obtained from the workshop in their classrooms. The teachers took questionnaires on science and CT teaching efficacy beliefs four times: before and after the workshop and before and after they taught. As a follow-up, interviews and writing reflections were collected after they took the instruments. Skillings-Mack and repeated-measures correlation tests were run on the quantitative data, and the qualitative data were analyzed thematically. Results from quantitative analyses revealed a pattern of increasing teachers’ self-efficacy for teaching science and CT in a computationally rich environment over the administrations of the instrument. Thematic analysis showed three sources of teachers’ self-efficacy: computer programming experience, students’ interests, and teaching repetition and field experience. This study calls attention to the importance of providing experience for teachers to teach science in a computationally rich environment, whether through professional development or teacher education programs.}, journal={JOURNAL OF SCIENCE TEACHER EDUCATION}, publisher={Informa UK Limited}, author={Rachmatullah, Arif and Wiebe, Eric N.}, year={2022}, month={Apr} }
 @article{rachmatullah_wiebe_2022, title={Exploring middle school students' interests in computationally intensive science careers: The CISCI instrument validation and intervention}, volume={10}, ISSN={["1098-237X"]}, DOI={10.1002/sce.21771}, abstractNote={Abstract}, journal={SCIENCE EDUCATION}, author={Rachmatullah, Arif and Wiebe, Eric N.}, year={2022}, month={Oct} }
 @article{horwitz_reichsman_lord_dorsey_wiebe_lester_2022, title={If We Build It, Will They Learn? An Analysis of Students' Understanding in an Interactive Game During and After a Research Project}, volume={8}, ISSN={["2211-1670"]}, DOI={10.1007/s10758-022-09617-7}, abstractNote={Studies of educational games often treat them as “black boxes” (Black and Wiliam in Phi Delta Kappan 80: 139–48, 1998; Buckley et al. in Int J LearnTechnol 5:166–190, 2010; Buckley et al. in J Sci Educ Technol 13: 23–41, 2010) and measure their effectiveness by exposing a treatment group of students to the game and comparing their performance on an external assessment to that of a control group taught the same material by some other method. This precludes the possibility of monitoring, evaluating, and reacting to the actions of individual students as they progress through the game. To do that, however, one must know what to look for because superficial measures of success are unlikely to identify unproductive behaviors such as “gaming the system.” (Baker in Philipp Comput J, 2011; Downs et al. in Proceedings of the SIGCHI Conference on Human Factors in Computing Systems, USA, 2010) The research reported here advances the ultimate goal of creating educational games that can provide real time, meaningful feedback on the progress of their users, enabling teachers or the game itself to intervene in a timely manner. We present the results of an in-depth analysis of students’ actions in Geniventure, an interactive digital game designed to teach genetics to middle and high school students. Geniventure offers a sequence of challenges of increasing difficulty and records students’ actions as they progress. We analyzed the resulting log files, taking into account not only whether a student achieved a certain goal, but also the quality of the student’s performance on each attempt. Using this information, we quantified students’ performance and correlated it to their learning gain as estimated by scores on identical multiple-choice tests administered before and after exposure to Geniventure. This analysis was performed in classes taught by teachers who had participated in professional development as part of a research project. A two-tailed paired-sample t-test of mean pre-test and post-test scores in these classes indicates a significant positive difference with a large effect size. Multivariate regression analysis of log data finds no correlation between students’ post-test scores and their performance on “practice” challenges that invite experimentation, but a highly significant positive correlation with performance on “assessment” challenges, presented immediately following the practice challenges, that required students to invoke relevant mental models. We repeated this analysis with similar results using a second group of classes led by teachers who implemented Geniventure on their own after the conclusion of, and with no support from, the research project.}, journal={TECHNOLOGY KNOWLEDGE AND LEARNING}, author={Horwitz, Paul and Reichsman, Frieda and Lord, Trudi and Dorsey, Chad and Wiebe, Eric and Lester, James}, year={2022}, month={Aug} }
 @article{zhang_hutt_ocumpaugh_henderson_goslen_rowe_boyer_wiebe_mott_lester_2022, title={Investigating Student Interest and Engagement in Game-Based Learning Environments}, volume={13355}, ISBN={["978-3-031-11643-8"]}, ISSN={["1611-3349"]}, DOI={10.1007/978-3-031-11644-5_72}, abstractNote={As a cognitive and affective state, interest promotes engagement, facilitates self-regulated learning, and is positively associated with learning outcomes. Research has shown that interest interacts with prior knowledge, but few studies have investigated these issues in the context of adaptive game-based learning environments. Using three subscales from the User Engagement Scale, we examine data from middle school students (N = 77) who interacted with Crystal Island in their regular science class to explore the relationship between interest, knowledge, and learning. We found that interest is significantly related to performance (both knowledge assessment and game completion), suggesting that students with high interest are likely to perform better academically, but also be more engaged in the in-game objectives. These findings have implications both for designers who seek to identify students with lower interest and for those who hope to create adaptive supports.}, journal={ARTIFICIAL INTELLIGENCE IN EDUCATION, PT I}, author={Zhang, Jiayi and Hutt, Stephen and Ocumpaugh, Jaclyn and Henderson, Nathan and Goslen, Alex and Rowe, Jonathan P. and Boyer, Kristy Elizabeth and Wiebe, Eric and Mott, Bradford and Lester, James}, year={2022}, pages={711–716} }
 @article{ma_ruiz_brown_diaz_gaweda_celepkolu_boyer_lynch_wiebe_2022, title={It's Challenging but Doable: Lessons Learned from a Remote Collaborative Coding Camp for Elementary Students}, DOI={10.1145/3478431.3499327}, abstractNote={The COVID-19 pandemic shifted many U.S. schools from in-person to remote instruction. While collaborative CS activities had become increasingly common in classrooms prior to the pandemic, the sudden shift to remote learning presented challenges for both teachers and students in implementing and supporting collaborative learning. Though some research on remote collaborative CS learning has been conducted with adult learners, less has been done with younger learners such as elementary school students. This experience report describes lessons learned from a remote after-school camp with 24 elementary school students who participated in a series of individual and paired learning activities over three weeks. We describe the design of the learning activities, participant recruitment, group formation, and data collection process. We also provide practical implications for implementation such as how to guide facilitators, pair students, and calibrate task difficulty to foster collaboration. This experience report contributes to the understanding of remote CS learning practices, particularly for elementary school students, and we hope it will provoke methodological advancement in this important area.}, journal={PROCEEDINGS OF THE 53RD ACM TECHNICAL SYMPOSIUM ON COMPUTER SCIENCE EDUCATION (SIGCSE 2022), VOL 1}, author={Ma, Yingbo and Ruiz, Julianna Martinez and Brown, Timothy D. and Diaz, Kiana-Alize and Gaweda, Adam M. and Celepkolu, Mehmet and Boyer, Kristy Elizabeth and Lynch, Collin F. and Wiebe, Eric}, year={2022}, pages={342–348} }
 @article{rachmatullah_hinckle_wiebe_2022, title={The Role of Teachers' Self-efficacy Beliefs and Habits in Differentiating Types of K-12 Science Teachers}, volume={6}, ISSN={["1573-1898"]}, url={https://doi.org/10.1007/s11165-022-10060-y}, DOI={10.1007/s11165-022-10060-y}, journal={RESEARCH IN SCIENCE EDUCATION}, author={Rachmatullah, Arif and Hinckle, Madeline and Wiebe, Eric N.}, year={2022}, month={Jun} }
 @article{rachmatullah_vandenberg_wiebe_2022, title={Toward More Generalizable CS and CT Instruments: Examining the Interaction of Country and Gender at the Middle Grades Level}, DOI={10.1145/3502718.3524790}, abstractNote={The lack of gender diversity in the computer science (CS) field and workforce is a well-documented challenge that many, but not all, countries face. Such a challenge may tie to socio-cultural issues that have impacted K-12 CS education, eventually creating a gender gap in CS performance and attitudes. The current study compared American and Indonesian middle school students' computational thinking (CT) skills and CS attitudes. Concurrently, this study also examined whether the items in the instruments we used exhibit country, gender, or prior CS experience measurement biases. A total of 592 American n = 242 and Indonesian n = 350 middle school students took a CT assessment and CS attitudes scale. Differential item functioning (DIF) was used to detect biased items, and a two-way ANOVA was utilized to examine the interaction effects of country and gender in the two constructs. The results showed some items were flagged as having country-specific DIF. The results also indicated that the American students had higher CT scores than Indonesian students. However, Indonesian students obtained higher CS attitudes scores compared to American students. Further results showed a significant gender difference in CS attitudes in the American samples; however, such a significant difference was not found in the Indonesian sample. These findings underscore the importance of a country's socio-cultural context in influencing gender diversity in the CS field.}, journal={PROCEEDINGS OF THE 27TH ACM CONFERENCE ON INNOVATION AND TECHNOLOGY IN COMPUTER SCIENCE EDUCATION, ITICSE 2022, VOL 1}, author={Rachmatullah, Arif and Vandenberg, Jessica and Wiebe, Eric}, year={2022}, pages={179–185} }
 @article{zakaria_vandenberg_tsan_boulden_lynch_boyer_wiebe_2022, title={Two-Computer Pair Programming: Exploring a Feedback Intervention to improve Collaborative Talk in Elementary Students.}, volume={32}, ISSN={["1744-5175"]}, url={https://doi.org/10.1080/08993408.2021.1877987}, DOI={10.1080/08993408.2021.1877987}, abstractNote={ABSTRACT Background and Context Researchers and practitioners have begun to incorporate collaboration in programming because of its reported instructional and professional benefits. However, younger students need guidance on how to collaborate in environments that require substantial interpersonal interaction and negotiation. Previous research indicates that feedback fosters students’ productive collaboration. Objective This study employs an intervention to explore the role instructor-directed feedback plays on elementary students’ dyadic collaboration during 2-computer pair programming. Method We used a multi-study design, collecting video data on students’ dyadic collaboration. Study 1 qualitatively explored dyadic collaboration by coding video transcripts of four dyads which guided the design of Study 2 that examined conversation of six dyads using MANOVA and non-parametric tests. Findings Result from Study 2 showed that students receiving feedback used productive conversation categories significantly higher than the control condition in the sample group considered. Results are discussed in terms of group differences in specific conversation categories. Implications Our study highlights ways to support students in pair programming contexts so that they can maximize the benefits afforded through these experiences.}, number={1}, journal={COMPUTER SCIENCE EDUCATION}, publisher={Informa UK Limited}, author={Zakaria, Zarifa and Vandenberg, Jessica and Tsan, Jennifer and Boulden, Danielle Cadieux and Lynch, Collin F. and Boyer, Kristy Elizabeth and Wiebe, Eric N.}, year={2022}, month={Jan}, pages={3–29} }
 @article{rachmatullah_wiebe_2021, title={Building a computational model of food webs: Impacts on middle school students' computational and systems thinking skills}, volume={11}, ISSN={["1098-2736"]}, DOI={10.1002/tea.21738}, abstractNote={Abstract}, journal={JOURNAL OF RESEARCH IN SCIENCE TEACHING}, author={Rachmatullah, Arif and Wiebe, Eric N.}, year={2021}, month={Nov} }
 @article{mutch-jones_boulden_gasca_lord_wiebe_reichsman_2021, title={Co-teaching with an immersive digital game: supporting teacher-game instructional partnerships}, volume={5}, ISSN={["1556-6501"]}, DOI={10.1007/s11423-021-10000-z}, journal={ETR&D-EDUCATIONAL TECHNOLOGY RESEARCH AND DEVELOPMENT}, author={Mutch-Jones, Karen and Boulden, Danielle C. and Gasca, Santiago and Lord, Trudi and Wiebe, Eric and Reichsman, Frieda}, year={2021}, month={May} }
 @article{boulden_rachmatullah_oliver_wiebe_2021, title={Measuring in-service teacher self-efficacy for teaching computational thinking: development and validation of the T-STEM CT}, volume={26}, ISSN={["1573-7608"]}, url={https://doi.org/10.1007/s10639-021-10487-2}, DOI={10.1007/s10639-021-10487-2}, number={4}, journal={EDUCATION AND INFORMATION TECHNOLOGIES}, publisher={Springer Science and Business Media LLC}, author={Boulden, Danielle Cadieux and Rachmatullah, Arif and Oliver, Kevin M. and Wiebe, Eric}, year={2021}, month={Jul}, pages={4663–4689} }
 @article{tian_wiggins_fahid_emerson_bounajim_smith_boyer_wiebe_mott_lester_2021, title={Modeling Frustration Trajectories and Problem-Solving Behaviors in Adaptive Learning Environments for Introductory Computer Science}, volume={12749}, ISBN={["978-3-030-78269-6"]}, ISSN={["1611-3349"]}, DOI={10.1007/978-3-030-78270-2_63}, abstractNote={Modeling a learner’s frustration in adaptive environments can inform scaffolding. While much work has explored momentary frustration, there is limited research investigating the dynamics of frustration over time and its relationship with problem-solving behaviors. In this paper, we clustered 86 undergraduate students into four frustration trajectories as they worked with an adaptive learning environment for introductory computer science. The results indicate that students who initially report high levels of frustration but then reported lower levels later in their problem solving were more likely to have sought help. These findings provide insight into how frustration trajectory models can guide adaptivity during extended problem-solving episodes.}, journal={ARTIFICIAL INTELLIGENCE IN EDUCATION (AIED 2021), PT II}, author={Tian, Xiaoyi and Wiggins, Joseph B. and Fahid, Fahmid Morshed and Emerson, Andrew and Bounajim, Dolly and Smith, Andy and Boyer, Kristy Elizabeth and Wiebe, Eric and Mott, Bradford and Lester, James}, year={2021}, pages={355–360} }
 @article{rachmatullah_reichsman_lord_dorsey_mott_lester_wiebe_2021, title={Modeling Secondary Students' Genetics Learning in a Game-Based Environment: Integrating the Expectancy-Value Theory of Achievement Motivation and Flow Theory}, volume={30}, ISSN={["1573-1839"]}, DOI={10.1007/s10956-020-09896-8}, number={4}, journal={JOURNAL OF SCIENCE EDUCATION AND TECHNOLOGY}, author={Rachmatullah, Arif and Reichsman, Frieda and Lord, Trudi and Dorsey, Chad and Mott, Bradford and Lester, James and Wiebe, Eric}, year={2021}, month={Aug}, pages={511–528} }
 @article{vandenberg_zakaria_tsan_iwanski_lynch_boyer_wiebe_2021, title={Prompting collaborative and exploratory discourse: An epistemic network analysis study}, volume={8}, ISSN={["1556-1615"]}, DOI={10.1007/s11412-021-09349-3}, journal={INTERNATIONAL JOURNAL OF COMPUTER-SUPPORTED COLLABORATIVE LEARNING}, author={Vandenberg, Jessica and Zakaria, Zarifa and Tsan, Jennifer and Iwanski, Anna and Lynch, Collin and Boyer, Kristy Elizabeth and Wiebe, Eric}, year={2021}, month={Aug} }
 @article{ma_wiggins_celepkolu_boyer_lynch_wiebe_2021, title={The Challenge of Noisy Classrooms: Speaker Detection During Elementary Students' Collaborative Dialogue}, volume={12748}, ISBN={["978-3-030-78291-7"]}, ISSN={["1611-3349"]}, DOI={10.1007/978-3-030-78292-4_22}, abstractNote={Adaptive and intelligent collaborative learning support systems are effective for supporting learning and building strong collaborative skills. This potential has not yet been realized within noisy classroom environments, where automated speech recognition (ASR) is very difficult. A key challenge is to differentiate each learner’s speech from the background noise, which includes the teachers’ speech as well as other groups’ speech. In this paper, we explore a multimodal method to identify speakers by using visual and acoustic features from ten video recordings of children pairs collaborating in an elementary school classroom. The results indicate that the visual modality was better for identifying the speaker when in-group speech was detected, while the acoustic modality was better for differentiating in-group speech from background speech. Our analysis also revealed that recurrent neural network (RNN)-based models outperformed convolutional neural network (CNN)-based models with higher speaker detection F-1 scores. This work represents a critical step toward the classroom deployment of intelligent systems that support collaborative learning.}, journal={ARTIFICIAL INTELLIGENCE IN EDUCATION (AIED 2021), PT I}, author={Ma, Yingbo and Wiggins, Joseph B. and Celepkolu, Mehmet and Boyer, Kristy Elizabeth and Lynch, Collin and Wiebe, Eric}, year={2021}, pages={268–281} }
 @article{kite_park_wiebe_2021, title={The Code-Centric Nature of Computational Thinking Education: A Review of Trends and Issues in Computational Thinking Education Research}, volume={11}, ISSN={2158-2440 2158-2440}, url={http://dx.doi.org/10.1177/21582440211016418}, DOI={10.1177/21582440211016418}, abstractNote={ Computational thinking (CT) is being recognized as a critical component of student success in the digital era. Many contend that integrating CT into core curricula is the surest method for providing all students with access to CT. However, the CT community lacks an agreed-upon conceptualization of CT that would facilitate this integration, and little effort has been made to critically analyze and synthesize research on CT/content integration (CTCI). Conflicting CT conceptualizations and little understanding of evidence-based strategies for CTCI could result in significant barriers to increasing students’ access to CT. To address these concerns, we analyzed 80 studies on CT education, focusing on both the CT conceptualizations guiding current CT education research and evidence-based strategies for CTCI. Our review highlights the code-centric nature of CT education and reveals significant gaps in our understanding of CTCI and CT professional development for teachers. Based on these findings, we propose an approach to operationalizing CT that promotes students’ participation in CT, present promising methods for infusing content with CT, and discuss future directions for CT education research. }, number={2}, journal={SAGE Open}, publisher={SAGE Publications}, author={Kite, Vance and Park, Soonhye and Wiebe, Eric}, year={2021}, month={Apr}, pages={215824402110164} }
 @article{rachmatullah_mayhorn_wiebe_2021, title={The effects of prior experience and gender on middle school students? computer science learning and monitoring accuracy in the Use-Modify-Create progression}, volume={86}, ISSN={["1873-3425"]}, DOI={10.1016/j.lindif.2021.101983}, abstractNote={This study investigated middle school students' computer science (CS) learning and monitoring accuracy in the Use-Modify-Create (UMC) progression. This study also examined the effects of prior experience and gender on CS learning and monitoring accuracy measured with sensitivity (proportion of confidence in correct answers) and specificity (proportion of uncertainty in incorrect answers). A total of 255 middle school students participated in this study. A one-group pretest-posttest design was used, and the data were analyzed using multilevel modeling and repeated-measures correlation tests. The results show a non-significant interaction effect of prior experience and gender on students' CS learning and monitoring accuracy. We found that gender significantly interacted with students' CS learning and monitoring accuracy, primarily specificity. In particular, UMC progression was able to reduce the gender gap in CS performance, and improved male monitoring accuracy. The results also showed a significant positive correlation between students' CS performance and sensitivity, and negative correlation with specificity. We discuss the results around the potential advantage of using a UMC progression strategy to reduce gender gaps in CS education, as well as the extent to which UMC can facilitate better instructional environments for serving students with a range of prior experiences.}, journal={LEARNING AND INDIVIDUAL DIFFERENCES}, author={Rachmatullah, Arif and Mayhorn, Christopher B. and Wiebe, Eric N.}, year={2021}, month={Feb} }
 @article{rachmatullah_akram_boulden_mott_boyer_lester_wiebe_2020, title={Development and Validation of the Middle Grades Computer Science Concept Inventory (MG-CSCI) Assessment}, volume={16}, ISSN={1305-8215 1305-8223}, url={http://dx.doi.org/10.29333/ejmste/116600}, DOI={10.29333/ejmste/116600}, abstractNote={The increasing interest in computer science (CS) and CS-integrated STEM teaching and learning has created a need for assessment instruments that can be used to evaluate the efficacy of innovative instructional approaches to K-12 CS education. However, there is a lack of validated assessment tools aligned to core CS concepts for younger students. This paper reports on the development and validation of a CS concept assessment for middle grades (ages 11-13) students. A total of 27 multiple-choice items were developed, guided by focal knowledge, skills and abilities associated with the concepts of variables, loops, conditionals, and algorithms. These items were administered to 457 middle grades students. The items were presented in form of block-based programming code and administered in a week-long computational modeling intervention. A combination of classical test theory and item response theory approaches were used to validate the assessment. Based on results, it was found that only 24 items are considered valid and reliable items to measure CS conceptual understanding. The results also suggested that the assessment can be used as a pre and post-test to investigate students’ learning gains. This work fills an important gap by providing a key resource for researchers and practitioners interested in assessing middle grades student CS conceptual understanding.}, number={5}, journal={Eurasia Journal of Mathematics, Science and Technology Education}, publisher={Modestum Limited}, author={Rachmatullah, Arif and Akram, Bita and Boulden, Danielle and Mott, Bradford and Boyer, Kristy and Lester, James and Wiebe, Eric}, year={2020}, month={Feb} }
 @article{vandenberg_tsan_boulden_zakaria_lynch_boyer_wiebe_2020, title={Elementary Students' Understanding of CS Terms}, volume={20}, ISSN={["1946-6226"]}, DOI={10.1145/3386364}, abstractNote={
            The language and concepts used by curriculum designers are not always interpreted by children as designers intended. This can be problematic when researchers use self-reported survey instruments in concert with curricula, which often rely on the implicit belief that students’ understanding aligns with their own. We report on our refinement of a validated survey to measure upper elementary students’ attitudes and perspectives about computer science (CS), using an iterative, design-based research approach informed by educational and psychological cognitive interview processes. We interviewed six groups of students over three iterations of the instrument on their understanding of CS concepts and attitudes toward coding. Our findings indicated that students could not explain the terms 
            computer programs 
            nor 
            computer science
             as expected. Furthermore, they struggled to understand how coding may support their learning in other domains. These results may guide the development of appropriate CS-related survey instruments and curricular materials for K–6 students.
          }, number={3}, journal={ACM TRANSACTIONS ON COMPUTING EDUCATION}, author={Vandenberg, Jessica and Tsan, Jennifer and Boulden, Danielle and Zakaria, Zarifa and Lynch, Collin and Boyer, Kristy Elizabeth and Wiebe, Eric}, year={2020}, month={Sep} }
 @inbook{wiebe_kite_park_2020, place={New York}, title={Integrating Computational Thinking in STEM}, ISBN={9780367075620}, booktitle={Handbook of Research on STEM Education}, publisher={Routledge}, author={Wiebe, E. and Kite, V. and Park, S.}, editor={Johnson, C.C. and Mohr-Schroeder, M.J. and Moore, T.J. and English, L.D.Editors}, year={2020} }
 @article{kite_park_wiebe_2020, title={The Code-Centric Nature of Computational Thinking Education: A Review of Trends and Issues in Computational Thinking Education Research}, url={https://doi.org/10.31124/advance.13221905}, DOI={10.31124/advance.13221905}, abstractNote={<div><div><div><p>Computational thinking (CT) is being recognized as a critical component of student success in the digital era. Many contend that integrating CT into core curricula is the surest method for providing all students with access to CT. However, the CT community lacks an agreed-upon conceptualization of CT that would facilitate this integration, and little effort has been made to critically analyze and synthesize research on CT/content integration (CTCI). Conflicting CT conceptualizations and little understanding of evidence-based strategies for CTCI could result in significant barriers to increasing students’ access to CT. To address these concerns, we analyzed 80 studies on CT education, focusing on both the CT conceptualizations guiding current CT education research and evidence-based strategies for CTCI. Our review highlights the code-centric nature of CT education and reveals significant gaps in our understanding of CTCI and CT professional development for teachers. Based on these findings we propose an approach to operationalizing CT that promotes students’ participation in CT, present promising methods for infusing content with CT, and discuss future directions for CT education research.</p></div></div></div>}, author={Kite, Vance and Park, Soonhye and Wiebe, Eric}, year={2020}, month={Nov} }
 @article{kite_park_wiebe_2020, title={The Code-Centric Nature of Computational Thinking Education: A Review of Trends and Issues in Computational Thinking Education Research}, url={https://doi.org/10.31124/advance.13221905.v1}, DOI={10.31124/advance.13221905.v1}, abstractNote={<div><div><div><p>Computational thinking (CT) is being recognized as a critical component of student success in the digital era. Many contend that integrating CT into core curricula is the surest method for providing all students with access to CT. However, the CT community lacks an agreed-upon conceptualization of CT that would facilitate this integration, and little effort has been made to critically analyze and synthesize research on CT/content integration (CTCI). Conflicting CT conceptualizations and little understanding of evidence-based strategies for CTCI could result in significant barriers to increasing students’ access to CT. To address these concerns, we analyzed 80 studies on CT education, focusing on both the CT conceptualizations guiding current CT education research and evidence-based strategies for CTCI. Our review highlights the code-centric nature of CT education and reveals significant gaps in our understanding of CTCI and CT professional development for teachers. Based on these findings we propose an approach to operationalizing CT that promotes students’ participation in CT, present promising methods for infusing content with CT, and discuss future directions for CT education research.</p></div></div></div>}, author={Kite, Vance and Park, Soonhye and Wiebe, Eric}, year={2020}, month={Nov} }
 @article{smith_leeman-munk_shelton_mott_wiebe_lester_2019, title={A Multimodal Assessment Framework for Integrating Student Writing and Drawing in Elementary Science Learning}, volume={12}, ISSN={1939-1382 2372-0050}, url={http://dx.doi.org/10.1109/TLT.2018.2799871}, DOI={10.1109/TLT.2018.2799871}, abstractNote={Science learning is inherently multimodal, with students utilizing both drawings and writings to explain observations of physical phenomena. As such assessments in science should accommodate the many ways students express their understanding, especially given evidence that understanding is distributed across both drawing and writing. In recent years advanced automated assessment techniques that evaluate expressive student artifacts have emerged. However, these techniques have largely operated individually, each considering only a single mode. We propose a framework for the multimodal automated assessment of students’ writing and drawing to leverage the synergies inherent across modalities and create a more complete and accurate picture of a student's knowledge. We introduce a multimodal assessment framework as well as two computational techniques for automatically analyzing student writings and drawings: a convolutional neural network-based model for assessing student writing, and a topology-based model for assessing student drawing. Evaluations with elementary students’ writings and drawings collected with a tablet-based digital science notebook demonstrate that 1) each of the framework's two modalities provide an independent and complementary measure of student science learning, and 2) the computational methods are capable of accurately assessing student work from both modalities and offer the potential for integration in technology-rich learning environments for real-time formative assessment.}, number={1}, journal={IEEE Transactions on Learning Technologies}, publisher={Institute of Electrical and Electronics Engineers (IEEE)}, author={Smith, Andy and Leeman-Munk, Samuel and Shelton, Angi and Mott, Bradford and Wiebe, Eric and Lester, James}, year={2019}, month={Jan}, pages={3–15} }
 @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} }
 @article{min_frankosky_mott_rowe_smith_wiebe_boyer_lester_2019, title={DeepStealth: Game-Based Learning Stealth Assessment with Deep Neural Networks}, volume={13}, ISSN={1939-1382 2372-0050}, url={http://dx.doi.org/10.1109/TLT.2019.2922356}, DOI={10.1109/TLT.2019.2922356}, abstractNote={A distinctive feature of game-based learning environments is their capacity for enabling stealth assessment. Stealth assessment analyzes a stream of fine-grained student interaction data from a game-based learning environment to dynamically draw inferences about students’ competencies through evidence-centered design. In evidence-centered design, evidence models have been traditionally designed using statistical rules authored by domain experts that are encoded using Bayesian networks. This article presents DeepStealth, a deep learning-based stealth assessment framework, that yields significant reductions in the feature engineering labor that has previously been required to create stealth assessments. DeepStealth utilizes end-to-end trainable deep neural network-based evidence models. Using this framework, evidence models are devised using a set of predictive features captured from raw, low-level interaction data to infer evidence for competencies. We investigate two deep learning-based evidence models, long short-term memory networks (LSTMs) and n-gram encoded feedforward neural networks (FFNNs). We compare these models’ predictive performance for inferring students’ knowledge to linear-chain conditional random fields (CRFs) and naïve Bayes models. We perform feature set-level analyses of game trace logs and external pre-learning measures, and we examine the models’ early prediction capacity. The framework is evaluated using data collected from 182 middle school students interacting with a game-based learning environment for middle grade computational thinking. Results indicate that LSTM-based stealth assessors outperform competitive baseline approaches with respect to predictive accuracy and early prediction capacity. We find that LSTMs, FFNNs, and CRFs all benefit from combined feature sets derived from both game trace logs and external pre-learning measures.}, number={2}, journal={IEEE Transactions on Learning Technologies}, publisher={Institute of Electrical and Electronics Engineers (IEEE)}, author={Min, Wookhee and Frankosky, Megan and Mott, Bradford W. and Rowe, Jonathan and Smith, Peter Andrew Miller and Wiebe, Eric and Boyer, Kristy and Lester, James}, year={2019}, pages={1–1} }
 @inproceedings{wiebe_london_aksit_mott_boyer_lester_2019, title={Development of a Lean Computational Thinking Abilities Assessment for Middle Grades Students}, ISBN={9781450358903}, url={http://dx.doi.org/10.1145/3287324.3287390}, DOI={10.1145/3287324.3287390}, abstractNote={The recognition of middle grades as a critical juncture in CS education has led to the widespread development of CS curricula and integration efforts. The goal of many of these interventions is to develop a set of underlying abilities that has been termed computational thinking (CT). This goal presents a key challenge for assessing student learning: we must identify assessment items associated with an emergent understanding of key cognitive abilities underlying CT that avoid specialized knowledge of specific programming languages. In this work we explore the psychometric properties of assessment items appropriate for use with middle grades (US grades 6-8; ages 11-13) students. We also investigate whether these items measure a single ability dimension. Finally, we strive to recommend a "lean" set of items that can be completed in a single 50-minute class period and have high face validity. The paper makes the following contributions: 1) adds to the literature related to the emerging construct of CT, and its relationship to the existing CTt and Bebras instruments, and 2) offers a research-based CT assessment instrument for use by both researchers and educators in the field.}, booktitle={Proceedings of the 50th ACM Technical Symposium on Computer Science Education - SIGCSE '19}, publisher={ACM Press}, author={Wiebe, Eric and London, Jennifer and Aksit, Osman and Mott, Bradford W. and Boyer, Kristy Elizabeth and Lester, James C.}, year={2019} }
 @article{aksit_wiebe_2019, title={Exploring Force and Motion Concepts in Middle Grades Using Computational Modeling: a Classroom Intervention Study}, volume={29}, ISSN={1059-0145 1573-1839}, url={http://dx.doi.org/10.1007/s10956-019-09800-z}, DOI={10.1007/s10956-019-09800-z}, number={1}, journal={Journal of Science Education and Technology}, publisher={Springer Science and Business Media LLC}, author={Aksit, Osman and Wiebe, Eric N.}, year={2019}, month={Nov}, pages={65–82} }
 @inproceedings{lytle_catete_isvik_boulden_dong_wiebe_barnes_2019, place={Glasgow, Scotland, UK}, title={From 'Use' to 'Choose': Scaffolding CT Curricula and Exploring Student Choices while Programming}, ISBN={9781450377041}, url={http://dx.doi.org/10.1145/3361721.3362110}, DOI={10.1145/3361721.3362110}, abstractNote={As computing skills become necessary for 21st-century students, infused computational thinking (CT) lessons must be created for core courses to truly provide computing education for all. This will bring challenges as students will have widely varying experience and programming ability. Additionally, STEM teachers might have little experience teaching CT and instructing using unfamiliar technology might create discomfort. We present a design pattern for infused CT assignments that scaffold students and teachers into block-based programming environments. Beginning with existing code, students and teachers work together 'Using' and comprehending code before 'Modifying' it together to fix their programs. The activity ends with students 'Choosing' their own extensions from a pre-set list. We present a comparison of two implementations of a simulation activity, one ending with student choosing how to extend their models and one having all students create the same option. Through triangulating data from classroom observations, student feedback, teacher interviews, and programming interaction logs, we present support for student and teacher preference of the 'Student-Choice' model. We end with recommended strategies for developing curricula that follow our design model.}, booktitle={Proceedings of the 14th Workshop in Primary and Secondary Computing Education on   - WiPSCE'19}, publisher={ACM Press}, author={Lytle, Nicholas and Catete, Veronica and Isvik, Amy and Boulden, Danielle and Dong, Yihuan and Wiebe, Eric and Barnes, Tiffany}, year={2019}, pages={18} }
 @inproceedings{wiggins_wilkinson_baigorria_huang_boyer_lynch_wiebe_2019, title={From Doodles to Designs: Participatory Pedagogical Agent Design with Elementary Students}, ISBN={9781450366908}, url={http://dx.doi.org/10.1145/3311927.3325321}, DOI={10.1145/3311927.3325321}, abstractNote={Participatory design practices create informed designs by bringing stakeholders into the design process early and often. This approach is a powerful tool, especially when the designer and the intended user are very different. This paper reports on work in which researchers co-design pedagogical agents to support collaborative computer science learning with elementary school students using an iterative drawing methodology. In the open drawing phase, students drew what they believe good collaboration looked like. Next, researchers analyzed those drawings under the requirements of the broader project and created a drawing scaffold (similar to a coloring book page). In the scaffolded drawing phase, students ideated within the more focused context. This process resulted in actionable design guidelines for the appearance of pedagogical agents.}, booktitle={Proceedings of the Interaction Design and Children on ZZZ  - IDC '19}, publisher={ACM Press}, author={Wiggins, Joseph B. and Wilkinson, Jamieka and Baigorria, Lara and Huang, Yingwen and Boyer, Kristy Elizabeth and Lynch, Collin and Wiebe, Eric}, year={2019}, pages={642–647} }
 @article{min_park_wiggins_mott_wiebe_boyer_lester_2019, title={Predicting Dialogue Breakdown in Conversational Pedagogical Agents with Multimodal LSTMs}, volume={11626}, ISBN={["978-3-030-23206-1"]}, ISSN={["1611-3349"]}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-85068335512&partnerID=MN8TOARS}, DOI={10.1007/978-3-030-23207-8_37}, abstractNote={Recent years have seen a growing interest in conversational pedagogical agents. However, creating robust dialogue managers for conversational pedagogical agents poses significant challenges. Agents’ misunderstandings and inappropriate responses may cause breakdowns in conversational flow, lead to breaches of trust in agent-student relationships, and negatively impact student learning. Dialogue breakdown detection (DBD) is the task of predicting whether an agent’s utterance will cause a breakdown in an ongoing conversation. A robust DBD framework can support enhanced user experiences by choosing more appropriate responses, while also offering a method to conduct error analyses and improve dialogue managers. This paper presents a multimodal deep learning-based DBD framework to predict breakdowns in student-agent conversations. We investigate this framework with dialogues between middle school students and a conversational pedagogical agent in a game-based learning environment. Results from a study with 92 middle school students demonstrate that multimodal long short-term memory network (LSTM)-based dialogue breakdown detectors incorporating eye gaze features achieve high predictive accuracies and recall rates, suggesting that multimodal detectors can play an important role in designing conversational pedagogical agents that effectively engage students in dialogue.}, journal={ARTIFICIAL INTELLIGENCE IN EDUCATION, AIED 2019, PT II}, author={Min, Wookhee and Park, Kyungjin and Wiggins, Joseph and Mott, Bradford and Wiebe, Eric and Boyer, Kristy Elizabeth and Lester, James}, year={2019}, pages={195–200} }
 @inproceedings{kite_park_wiebe_2019, title={Recognizing and Questioning the CT Education Paradigm}, ISBN={9781450358903}, url={http://dx.doi.org/10.1145/3287324.3293765}, DOI={10.1145/3287324.3293765}, abstractNote={In 1962, Thomas Kuhn changed our understanding of scientific progress through his explanation of scientific paradigms and attribution of scientific advances to paradigm shifts. According to Kuhn, a discipline's paradigm drives research, provides explanations, and directs the accumulation of discipline-specific knowledge. In 2006 and 2008 Jeanette Wing authored articles that reignited interest in computational thinking (CT) education and CT education research. Wing's articles, arguably, set in place the conceptual foundations of the paradigm currently guiding CT education and paved the way for a fruitful decade of CT education research. We are concerned, however, that the present direction of CT education and research will not support CT as an integral part of K-12 education. In its current form, CT instruction focuses almost exclusively on teaching students to program and isolates CT from disciplinary content; perpetuating the persistent misconception that programming = CT. This approach to CT education may deprive students of the opportunity to adequately develop foundational CT skills (e.g. systems thinking, abstraction and generalization, data collection and utilization, solution evaluation) and may prevent teachers from persistently and meaningfully integrating CT into their curriculum. Through this talk, we identify features of the current CT paradigm, question their alignment with Wing's ideal of "computational thinking for everyone," and propose specific recommendations for expanding the current CT paradigm.}, booktitle={Proceedings of the 50th ACM Technical Symposium on Computer Science Education  - SIGCSE '19}, publisher={ACM Press}, author={Kite, Vance and Park, Soonhye and Wiebe, Eric}, year={2019} }
 @article{wiggins_kulkarni_min_boyer_mott_wiebe_lester_2019, title={Take the Initiative: Mixed Initiative Dialogue Policies for Pedagogical Agents in Game-Based Learning Environments}, volume={11626}, ISBN={["978-3-030-23206-1"]}, ISSN={["1611-3349"]}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-85068350756&partnerID=MN8TOARS}, DOI={10.1007/978-3-030-23207-8_58}, abstractNote={Pedagogical agents have been shown to be highly effective for supporting learning in a broad range of contexts, including game-based learning. However, there are key open questions around how to design dialogue policies for pedagogical agents that support students in game-based learning environments. This paper reports on a study to investigate two different agent dialogue policies with regard to conversational initiative, a core consideration in dialogue system design. In the User Initiative policy, only the student could initiate conversations with the agent, while in the Mixed Initiative policy, both the agent and the student could initiate conversations. In a study with 67 college students, results showed that the Mixed Initiative policy not only promoted more conversation, but also better supported the goals of the game-based learning environment by fostering exploration, yielding better performance on in-game assessments, and creating higher student engagement.}, journal={ARTIFICIAL INTELLIGENCE IN EDUCATION, AIED 2019, PT II}, author={Wiggins, Joseph B. and Kulkarni, Mayank and Min, Wookhee and Boyer, Kristy Elizabeth and Mott, Bradford and Wiebe, Eric and Lester, James}, year={2019}, pages={314–318} }
 @inproceedings{lytle_cateté_boulden_dong_houchins_milliken_isvik_bounajim_wiebe_barnes_2019, title={Use, Modify, Create: Comparing Computational Thinking Lesson Progressions for STEM Classes}, 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}, publisher={ACM}, author={Lytle, Nicholas and Cateté, Veronica and Boulden, Danielle and Dong, Yihuan and Houchins, Jennifer and Milliken, Alexandra and Isvik, Amy and Bounajim, Dolly and Wiebe, Eric and Barnes, Tiffany}, year={2019}, month={Jul}, pages={395–401} }
 @article{boulden_wiebe_akram_buffum_aksit_mott_boyer_lester_2018, title={Computational Thinking Integration into Middle Grades Science Classrooms: Strategies for Meeting the Challenges}, volume={4}, url={http://files.eric.ed.gov/fulltext/EJ1201235.pdf}, number={3}, journal={Middle Grades Review}, author={Boulden, D.C. and Wiebe, E. and Akram, B. and Buffum, P. and Aksit, O. and Mott, B. and Boyer, K.E. and Lester, J.}, year={2018} }
 @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} }
 @inproceedings{buffum_ying_zheng_boyer_wiebe_mott_blackburn_lester_2018, title={Introducing the Computer Science Concept of Variables in Middle School Science Classrooms}, ISBN={9781450351034}, url={http://dx.doi.org/10.1145/3159450.3159545}, DOI={10.1145/3159450.3159545}, abstractNote={The K-12 Computer Science Framework has established that students should be learning about the computer science concept of variables as early as middle school, although the field has not yet determined how this and other related concepts should be introduced. Secondary school computer science curricula such as Exploring CS and AP CS Principles often teach the concept of variables in the context of algebra, which most students have already encountered in their mathematics courses. However, when strategizing how to introduce the concept at the middle school level, we confront the reality that many middle schoolers have not yet learned algebra. With that challenge in mind, this position paper makes a case for introducing the concept of variables in the context of middle school science. In addition to an analysis of existing curricula, the paper includes discussion of a day-long pilot study and the consequent teacher feedback that further supports the approach. The CS For All initiative has increased interest in bringing computer science to middle school classrooms; this paper makes an argument for doing so in a way that can benefit students' learning of both computer science and core science content.}, booktitle={Proceedings of the 49th ACM Technical Symposium on Computer Science Education - SIGCSE '18}, publisher={ACM Press}, author={Buffum, Philip Sheridan and Ying, Kimberly Michelle and Zheng, Xiaoxi and Boyer, Kristy Elizabeth and Wiebe, Eric N. and Mott, Bradford W. and Blackburn, David C. and Lester, James C.}, year={2018}, pages={906–911} }
 @article{wiebe_unfried_faber_2018, title={The Relationship of STEM Attitudes and Career Interest}, volume={14}, ISSN={1305-8215 1305-8223}, url={http://dx.doi.org/10.29333/ejmste/92286}, DOI={10.29333/ejmste/92286}, abstractNote={This study examines the relationships between attitudes toward all core STEM subjects and interest in STEM careers among 4th through 12th grade US students through the administration of the Student Attitudes toward STEM (S-STEM) Survey to over 15,000 public school students. The research developed a model based on expectancy-value theory that incorporates key demographic factors of age, gender, and race/ethnicity. Our findings reinforce prior research that students across key demographic factors perceive biological/clinical and physical science career paths differently, resulting in two career clusters. Of interest, the relationship of mathematics attitudes to career interest varied by STEM career cluster. Findings were also supportive of the conclusion that students’ attitudes towards STEM careers are not static over their primary and secondary grades, stabilizing and leveling during their secondary years. Gender showed significantly different interest levels for the two career clusters: males higher for physical sciences and females higher for biological/clinical sciences. Racial/ethnic disparity in STEM career interests can be seen more readily in physical sciences and engineering than in the biological sciences. Overall, our work reinforces findings that students, as young as elementary grades, are forming attitudinal associations between their academic and life experience and future STEM careers.}, number={10}, journal={Eurasia Journal of Mathematics, Science and Technology Education}, publisher={Modestum Limited}, author={Wiebe, Eric and Unfried, Alana and Faber, Malinda}, year={2018}, month={Jun} }
 @inproceedings{wiggins_kulkarni_min_boyer_mott_wiebe_lester_2018, place={Boulder, CO, USA}, title={User Affect and No-Match Dialogue Scenarios: An Analysis of Facial Expression}, ISBN={9781450360760}, url={http://dx.doi.org/10.1145/3279972.3279979}, DOI={10.1145/3279972.3279979}, abstractNote={Recent years have seen significant advances in natural language dialogue management and a growing recognition that multimodality can inform dialogue policies. A key dialogue policy problem is presented by 'no-match' scenarios, in which the dialogue system receives a user utterance for which no matching response is found. This paper reports on a study of the 'no-match' problem in the context of a dialogue agent embedded within a game-based learning environment. We investigate how users' facial expressions exhibited in response to the agent's no-match utterances predict the users' opinion of the agent after the interaction has completed. The results indicate that models incorporating users' facial expressions following no-match utterances are highly predictive of user opinion and significantly outperform baseline models. This work represents a key step toward affect-informed dialogue systems whose policies are informed by users' affective expression.}, booktitle={Proceedings of the 4th International Workshop on Multimodal Analyses Enabling Artificial Agents in Human-Machine Interaction - MA3HMI'18}, publisher={ACM Press}, author={Wiggins, Joseph B. and Kulkarni, Mayank and Min, Wookhee and Boyer, Kristy Elizabeth and Mott, Bradford and Wiebe, Eric and Lester, James}, year={2018}, pages={6–14} }
 @article{pezzullo_wiggins_frankosky_min_boyer_mott_wiebe_lester_2017, title={"Thanks Alisha, Keep in Touch": Gender Effects and Engagement with Virtual Learning Companions}, volume={10331}, ISBN={["978-3-319-61424-3"]}, ISSN={["1611-3349"]}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-85022211435&partnerID=MN8TOARS}, DOI={10.1007/978-3-319-61425-0_25}, abstractNote={Virtual learning companions have shown significant potential for supporting students. However, there appear to be gender differences in their effectiveness. In order to support all students well, it is important to develop a deeper understanding of the role that student gender plays during interactions with learning companions. This paper reports on a study to explore the impact of student gender and learning companion design. In a three-condition study, we examine middle school students’ interactions in a game-based learning environment that featured one of the following: (1) a learning companion deeply integrated into the narrative of the game; (2) a learning companion whose backstory and personality were not integrated into the narrative but who provided equivalent task support; and (3) no learning companion. The results show that girls were significantly more engaged than boys, particularly with the narrative-integrated agent, while boys reported higher mental demand with that agent. Even when controlling for video game experience and prior knowledge, the gender effects held. These findings contribute to the growing understanding that learning companions must adapt to students’ gender in order to facilitate the most effective learning interactions.}, journal={ARTIFICIAL INTELLIGENCE IN EDUCATION, AIED 2017}, author={Pezzullo, Lydia G. and Wiggins, Joseph B. and Frankosky, Megan H. and Min, Wookhee and Boyer, Kristy Elizabeth and Mott, Bradford W. and Wiebe, Eric N. and Lester, James C.}, year={2017}, pages={299–310} }
 @article{min_frankosky_mott_wiebe_boyer_lester_2017, title={Inducing Stealth Assessors from Game Interaction Data}, volume={10331}, ISBN={["978-3-319-61424-3"]}, ISSN={["1611-3349"]}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-85022230700&partnerID=MN8TOARS}, DOI={10.1007/978-3-319-61425-0_18}, abstractNote={A key untapped feature of game-based learning environments is their capacity to generate a rich stream of fine-grained learning interaction data. The learning behaviors captured in these data provide a wealth of information on student learning, which stealth assessment can utilize to unobtrusively draw inferences about student knowledge to provide tailored problem-solving support. In this paper, we present a long short-term memory network (LSTM)-based stealth assessment framework that takes as input an observed sequence of raw game-based learning environment interaction data along with external pre-learning measures to infer students’ post-competencies. The framework is evaluated using data collected from 191 middle school students interacting with a game-based learning environment for middle grade computational thinking. Results indicate that LSTM-based stealth assessors induced from student game-based learning interaction data outperform comparable models that required labor-intensive hand-engineering of input features. The findings suggest that the LSTM-based approach holds significant promise for evidence modeling in stealth assessment.}, journal={ARTIFICIAL INTELLIGENCE IN EDUCATION, AIED 2017}, author={Min, Wookhee and Frankosky, Megan H. and Mott, Bradford W. and Wiebe, Eric N. and Boyer, Kristy Elizabeth and Lester, James C.}, year={2017}, pages={212–223} }
 @article{milbourne_wiebe_2017, title={The Role of Content Knowledge in Ill-Structured Problem Solving for High School Physics Students}, volume={48}, ISSN={0157-244X 1573-1898}, url={http://dx.doi.org/10.1007/s11165-016-9564-4}, DOI={10.1007/s11165-016-9564-4}, number={1}, journal={Research in Science Education}, publisher={Springer Science and Business Media LLC}, author={Milbourne, Jeff and Wiebe, Eric}, year={2017}, month={Mar}, pages={165–179} }
 @article{buffum_frankosky_boyer_wiebe_mott_lester_2016, title={Collaboration and Gender Equity in Game-Based Learning for Middle School Computer Science}, volume={18}, ISSN={1521-9615}, url={http://dx.doi.org/10.1109/MCSE.2016.37}, DOI={10.1109/mcse.2016.37}, abstractNote={Game-based learning environments can deliver robust learning gains and have a significant capacity to engage students. Yet, they can unintentionally disadvantage students with less prior game experience. This article presents evidence that a collaborative gameplay approach can effectively address this problem at the middle school level. In an iterative, designed-based research study, the authors first used an experimental pilot study to investigate the nature of collaboration in the Engage game-based learning environment and then deployed Engage in a full classroom study to measure its effectiveness at supporting all students during computer science learning. In early phases of the intervention, male students outpaced female peers in learning gains. However, female students caught up during a multiweek classroom implementation. These findings provide evidence that gender differences could dissipate over time within collaborative game-based learning experiences in computer science.}, number={2}, journal={Computing in Science & Engineering}, publisher={Institute of Electrical and Electronics Engineers (IEEE)}, author={Buffum, Philip Sheridan and Frankosky, Megan and Boyer, Kristy Elizabeth and Wiebe, Eric N. and Mott, Bradford W. and Lester, James C.}, year={2016}, month={Mar}, pages={18–28} }
 @article{wiggins_grafsgaard_boyer_wiebe_lester_2016, title={Do You Think You Can? The Influence of Student Self-Efficacy on the Effectiveness of Tutorial Dialogue for Computer Science}, volume={27}, ISSN={1560-4292 1560-4306}, url={http://dx.doi.org/10.1007/s40593-015-0091-7}, DOI={10.1007/s40593-015-0091-7}, number={1}, journal={International Journal of Artificial Intelligence in Education}, publisher={Springer Science and Business Media LLC}, author={Wiggins, Joseph B. and Grafsgaard, Joseph F. and Boyer, Kristy Elizabeth and Wiebe, Eric N. and Lester, James C.}, year={2016}, month={Feb}, pages={130–153} }
 @article{shelton_smith_wiebe_behrle_sirkin_lester_2016, title={Drawing and Writing in Digital Science Notebooks: Sources of Formative Assessment Data}, volume={25}, ISSN={1059-0145 1573-1839}, url={http://dx.doi.org/10.1007/S10956-016-9607-7}, DOI={10.1007/S10956-016-9607-7}, number={3}, journal={Journal of Science Education and Technology}, publisher={Springer Science and Business Media LLC}, author={Shelton, Angi and Smith, Andrew and Wiebe, Eric and Behrle, Courtney and Sirkin, Ruth and Lester, James}, year={2016}, month={Feb}, pages={474–488} }
 @inproceedings{buffum_frankosky_boyer_wiebe_mott_lester_2016, title={Empowering All Students}, ISBN={9781450336857}, url={http://dx.doi.org/10.1145/2839509.2844595}, DOI={10.1145/2839509.2844595}, abstractNote={The important goal of broadening participation in computing has inspired many successful outreach initiatives. Yet many of these initiatives, such as out-of-school activities or innovative new computer science courses for secondary school students, may disproportionately attract students who already have prior interest and experience in computing. How, then, do we engage the silent majority of students who do not self-select computer science? This paper examines this question in the context of ENGAGE, an in-school outreach initiative for middle school students. ENGAGE's learning activities center on a game-based learning environment for computer science. Results reveal that the initiative improved the computer science attitudes of students who were not already predisposed to study computer science, in a way that a corresponding after-school program could not. The results illustrate how an in-school initiative can empower young students who might not otherwise consider studying computer science.}, booktitle={Proceedings of the 47th ACM Technical Symposium on Computing Science Education  - SIGCSE '16}, publisher={ACM Press}, author={Buffum, Philip Sheridan and Frankosky, Megan Hardy and Boyer, Kristy Elizabeth and Wiebe, Eric N. and Mott, Bradford W. and Lester, James C.}, year={2016} }
 @inproceedings{vail_grafsgaard_boyer_wiebe_lester_2016, title={Gender Differences in Facial Expressions of Affect During Learning}, ISBN={9781450343688}, url={http://dx.doi.org/10.1145/2930238.2930257}, DOI={10.1145/2930238.2930257}, abstractNote={Affective support is crucial during learning, with recent evidence suggesting it is particularly important for female students. Facial expression is a rich channel for affect detection, but a key open question is how facial displays of affect differ by gender during learning. This paper presents an analysis suggesting that facial expressions for women and men differ systematically during learning. Using facial video automatically tagged with facial action units, we find that despite no differences between genders in incoming knowledge, self-efficacy, or personality profile, women displayed one lower facial action unit significantly more than men, while men displayed brow lowering and lip fidgeting more than women. However, numerous facial actions including brow raising and nose wrinkling were strongly correlated with learning in women, whereas only one facial action unit, eyelid raiser, was associated with learning for men. These results suggest that the entire affect adaptation pipeline, from detection to response, may benefit from gender-specific models in order to support students more effectively.}, booktitle={Proceedings of the 2016 Conference on User Modeling Adaptation and Personalization - UMAP '16}, publisher={ACM Press}, author={Vail, Alexandria K. and Grafsgaard, Joseph F. and Boyer, Kristy Elizabeth and Wiebe, Eric N. and Lester, James C.}, year={2016} }
 @inbook{smith_aksit_min_wiebe_mott_lester_2016, place={Cham, Switzerland}, title={Integrating Real-Time Drawing and Writing Diagnostic Models: An Evidence-Centered Design Framework for Multimodal Science Assessment}, volume={9684}, ISBN={9783319395821 9783319395838}, ISSN={0302-9743 1611-3349}, url={http://dx.doi.org/10.1007/978-3-319-39583-8_16}, DOI={10.1007/978-3-319-39583-8_16}, abstractNote={Interactively modeling science phenomena enables students to develop rich conceptual understanding of science. While this understanding is often assessed through summative, multiple-choice instruments, science notebooks have been used extensively in elementary and secondary grades as a mechanism to promote and reveal reflection through both drawing and writing. Although each modality has been studied individually, obtaining a comprehensive view of a student’s conceptual understanding requires analyses of knowledge represented across both modalities. Evidence-centered design (ECD) provides a framework for diagnostic measurement of data collected from student interactions with complex learning environments. This work utilizes ECD to analyze a corpus of elementary student writings and drawings collected with a digital science notebook. First, a competency model representing the core concepts of each exercise, as well as the curricular unit as a whole, was constructed. Then, evidence models were created to map between student written and drawn artifacts and the shared competency model. Finally, the scores obtained using the evidence models were used to train a deep-learning based model for automated writing assessment, as well as to develop an automated drawing assessment model using topological abstraction. The findings reveal that ECD provides an expressive unified framework for multimodal assessment of science learning with accurate predictions of student learning.}, booktitle={Intelligent Tutoring Systems}, publisher={Springer International Publishing}, author={Smith, Andy and Aksit, Osman and Min, Wookhee and Wiebe, Eric and Mott, Bradford W. and Lester, James C.}, editor={Micarelli, A. and Stamper, J. and Panourgia, K.Editors}, year={2016}, pages={165–175} }
 @inproceedings{smith_aksit_min_wiebe_mott_lester_2016, title={Integrating real-time drawing and writing diagnostic models: An evidence-centered design framework for multimodal science assessment}, volume={0684}, booktitle={Intelligent tutoring systems, its 2016}, author={Smith, A. and Aksit, O. and Min, W. and Wiebe, E. and Mott, B. W. and Lester, J. C.}, year={2016}, pages={165–175} }
 @article{vail_grafsgaard_boyer_wiebe_lester_2016, title={Predicting Learning from Student Affective Response to Tutor Questions}, volume={9684}, ISBN={["978-3-319-39582-1"]}, ISSN={["1611-3349"]}, DOI={10.1007/978-3-319-39583-8_15}, abstractNote={Modeling student learning during tutorial interaction is a central problem in intelligent tutoring systems. While many modeling techniques have been developed to address this problem, most of them focus on cognitive models in conjunction with often-complex domain models. This paper presents an analysis suggesting that observing students’ multimodal behaviors may provide deep insight into student learning at critical moments in a tutorial session. In particular, this work examines student facial expression, electrodermal activity, posture, and gesture immediately following inference questions posed by human tutors. The findings show that for human-human task-oriented tutorial dialogue, facial expression and skin conductance response following tutor inference questions are highly predictive of student learning gains. These findings suggest that with multimodal behavior data, intelligent tutoring systems can make more informed adaptive decisions to support students effectively.}, journal={INTELLIGENT TUTORING SYSTEMS, ITS 2016}, author={Vail, Alexandria K. and Grafsgaard, Joseph F. and Boyer, Kristy Elizabeth and Wiebe, Eric N. and Lester, James C.}, year={2016}, pages={154–164} }
 @article{creager_wiebe_2016, title={Understanding Motivations and Behaviors: User-centered Analysis of MOOC Participation}, volume={16}, url={http://uxpamagazine.org/understanding-motivations-and-behaviors/}, number={2}, journal={User Experience Magazine}, author={Creager, J. and Wiebe, E.}, year={2016}, month={Apr} }
 @article{okumuş_lewis_wiebe_hollebrands_2016, title={Utility and usability as factors influencing teacher decisions about software integration}, volume={64}, ISSN={1042-1629 1556-6501}, url={http://dx.doi.org/10.1007/s11423-016-9455-4}, DOI={10.1007/s11423-016-9455-4}, number={6}, journal={Educational Technology Research and Development}, publisher={Springer Science and Business Media LLC}, author={Okumuş, Samet and Lewis, Lindsey and Wiebe, Eric and Hollebrands, Karen}, year={2016}, month={Jun}, pages={1227–1249} }
 @inbook{wiebe_sharek_2016, title={eLearning}, ISBN={9783319274447 9783319274461}, url={http://dx.doi.org/10.1007/978-3-319-27446-1_3}, DOI={10.1007/978-3-319-27446-1_3}, booktitle={Why Engagement Matters}, publisher={Springer International Publishing}, author={Wiebe, Eric and Sharek, David}, year={2016}, pages={53–79} }
 @inproceedings{buffum_lobene_frankosky_boyer_wiebe_lester_2015, title={A Practical Guide to Developing and Validating Computer Science Knowledge Assessments with Application to Middle School}, ISBN={9781450329668}, url={http://dx.doi.org/10.1145/2676723.2677295}, DOI={10.1145/2676723.2677295}, abstractNote={Knowledge assessment instruments, or tests, are commonly created by faculty in classroom settings to measure student knowledge and skill. Another crucial role for assessment instruments is in gauging student learning in response to a computer science education research project, or intervention. In an increasingly interdisciplinary landscape, it is crucial to validate knowledge assessment instruments, yet developing and validating these tests for computer science poses substantial challenges. This paper presents a seven-step approach to designing, iteratively refining, and validating knowledge assessment instruments designed not to assign grades but to measure the efficacy or promise of novel interventions. We also detail how this seven-step process is being instantiated within a three-year project to implement a game-based learning environment for middle school computer science. This paper serves as a practical guide for adapting widely accepted psychometric practices to the development and validation of computer science knowledge assessments to support research.}, booktitle={Proceedings of the 46th ACM Technical Symposium on Computer Science Education - SIGCSE '15}, publisher={ACM Press}, author={Buffum, Philip Sheridan and Lobene, Eleni V. and Frankosky, Megan Hardy and Boyer, Kristy Elizabeth and Wiebe, Eric N. and Lester, James C.}, year={2015} }
 @article{min_frankosky_mott_rowe_wiebe_boyer_lester_2015, title={DeepStealth: Leveraging Deep Learning Models for Stealth Assessment in Game-Based Learning Environments}, volume={9112}, ISBN={["978-3-319-19772-2"]}, ISSN={["1611-3349"]}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-84949009361&partnerID=MN8TOARS}, DOI={10.1007/978-3-319-19773-9_28}, abstractNote={A distinctive feature of intelligent game-based learning environments is their capacity for enabling stealth assessment. Stealth assessments gather information about student competencies in a manner that is invisible, and enable drawing valid inferences about student knowledge. We present a framework for stealth assessment that leverages deep learning, a family of machine learning methods that utilize deep artificial neural networks, to infer student competencies in a game-based learning environment for middle grade computational thinking, Engage. Students’ interaction data, collected during a classroom study with Engage, as well as prior knowledge scores, are utilized to train deep networks for predicting students’ post-test performance. Results indicate deep networks that are pre-trained using stacked denoising autoencoders achieve high predictive accuracy, significantly outperforming standard classification techniques such as support vector machines and naïve Bayes. The findings suggest that deep learning shows considerable promise for automatically inducing stealth assessment models for intelligent game-based learning environments.}, journal={ARTIFICIAL INTELLIGENCE IN EDUCATION, AIED 2015}, author={Min, Wookhee and Frankosky, Megan H. and Mott, Bradford W. and Rowe, Jonathan P. and Wiebe, Eric and Boyer, Kristy Elizabeth and Lester, James C.}, year={2015}, pages={277–286} }
 @article{albert_blanchard_wiebe_2015, title={How high school students construct or create animations about water boiling}, journal={Application of Visual Data in K-16 Science Classrooms}, author={Albert, J. L. and Blanchard, M. R. and Wiebe, E. N.}, year={2015}, pages={191–216} }
 @article{sharek_wiebe_2015, title={Investigating Real-time Predictors of Engagement}, volume={7}, ISSN={1942-3888 1942-3896}, url={http://dx.doi.org/10.4018/IJGCMS.2015010102}, DOI={10.4018/IJGCMS.2015010102}, abstractNote={Engagement is a worthwhile psychological construct to examine in the context of video games and online training. In this context, previous research suggests that the more engaged a person is, the more likely they are to experience overall positive affect while performing at a high level. This research builds on theories of engagement, Flow Theory, and Cognitive Load Theory, to operationalize engagement in terms of cognitive load, affect, and performance. An adaptive algorithm was then developed to test the proposed operationalization of engagement. Using a puzzle-based video game, player performance and engagement was compared across three conditions: adaptive gameplay, a traditional linear gameplay, and choice-based gameplay. Results show that those in the adaptive gameplay condition performed higher compared to those in the other two conditions without any degradation of overall affect or self-report of engagement.}, number={1}, journal={International Journal of Gaming and Computer-Mediated Simulations}, publisher={IGI Global}, author={Sharek, David and Wiebe, Eric}, year={2015}, month={Jan}, pages={20–37} }
 @inproceedings{buffum_frankosky_boyer_wiebe_mott_lester_2015, title={Leveraging collaboration to improve gender equity in a game-based learning environment for middle school computer science}, DOI={10.1109/respect.2015.7296496}, abstractNote={Game-based learning environments can deliver robust learning gains and also have a unique capacity to engage students. Yet they can unintentionally disadvantage students with less prior gaming experience. This is especially concerning in computer science education, as certain underrepresented groups (such as female students) may on average have less prior experience with games. This paper presents evidence that a collaborative gameplay approach can successfully address this problem at the middle school level. In an iterative, designed-based research study, we first used an experimental pilot study to investigate the nature of collaboration in the Engage game-based learning environment, and then deployed Engage in a full classroom study to measure its effectiveness at serving all students. In earlier phases of the intervention, male students outpaced their female peers in learning gains. However, female students caught up during a multi-week classroom implementation. These findings provide evidence that a collaborative gameplay approach may, over time, compensate for gender differences in experience and lead to equitable learning experiences within game-based learning environments for computer science education.}, booktitle={2015 Research in Equity and Sustained Participation in Engineering, Computing, and Technology (RESPECT)}, author={Buffum, P. S. and Frankosky, M. and Boyer, K. E. and Wiebe, Eric and Mott, B. and Lester, J.}, year={2015} }
 @article{wiebe_thompson_behrend_2015, title={MOOCs From the Viewpoint of the Learner}, volume={44}, ISSN={0013-189X 1935-102X}, url={http://dx.doi.org/10.3102/0013189X15584774}, DOI={10.3102/0013189x15584774}, abstractNote={ This response to Perna et al. provides an alternate approach to research on massive open online courses (MOOCs). We argue that a student-centered, theory-driven conceptualization and methodological approaches allow us to move beyond descriptive statistics and into a deeper understanding of MOOC learners. Examples using a teacher development MOOC are presented. }, number={4}, journal={Educational Researcher}, publisher={American Educational Research Association (AERA)}, author={Wiebe, Eric and Thompson, Isaac and Behrend, Tara}, year={2015}, month={May}, pages={252–254} }
 @article{buffum_boyer_wiebe_mott_lester_2015, title={Mind the Gap: Improving Gender Equity in Game-Based Learning Environments with Learning Companions}, volume={9112}, ISBN={["978-3-319-19772-2"]}, ISSN={["1611-3349"]}, DOI={10.1007/978-3-319-19773-9_7}, abstractNote={Game-based learning environments hold great promise for engaging learners. Yet game mechanics can initially pose barriers for students with less prior gaming experience. This paper examines game-based learning for a population of middle school learners in the US, where female students tend to have less gaming experience than male students. In a pilot study with an early version of Engage, a game-based learning environment for middle school computer science education, female students reported higher initial frustration. To address this critical issue, we developed a prototype learning companion designed specifically to reduce frustration through the telling of autobiographical stories. In a pilot study of two 7th grade classrooms, female students responded especially positively to the learning companion, eliminating the gender gap in reported frustration. The results suggest that introducing learning companions can directly contribute to making the benefits of game-based learning equitable for all learners.}, journal={ARTIFICIAL INTELLIGENCE IN EDUCATION, AIED 2015}, author={Buffum, Philip Sheridan and Boyer, Kristy Elizabeth and Wiebe, Eric N. and Mott, Bradford W. and Lester, James C.}, year={2015}, pages={64–73} }
 @article{lee_spires_wiebe_hollebrands_young_2015, title={Portraits of One-To-One Learning Environments In A New Learning Ecology}, volume={10}, number={3}, journal={International Journal of Learning, Teaching and Educational Research}, author={Lee, J.K. and Spires, H.A. and Wiebe, E. and Hollebrands, K. and Young, C.}, year={2015} }
 @article{unfried_faber_stanhope_wiebe_2015, title={The Development and Validation of a Measure of Student Attitudes Toward Science, Technology, Engineering, and Math (S-STEM)}, volume={33}, ISSN={0734-2829 1557-5144}, url={http://dx.doi.org/10.1177/0734282915571160}, DOI={10.1177/0734282915571160}, abstractNote={ Using an iterative design along with multiple methodological approaches and a large representative sample, this study presents reliability, validity, and fairness evidence for two surveys measuring student attitudes toward science, technology, engineering, and math (S-STEM) and interest in STEM careers for (a) 4th- through 5th-grade students (Upper Elementary S-STEM) and (b) 6th- through 12th-grade students (Middle/High S-STEM). Findings from exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) suggested the use of a four-factor structure to measure student attitudes toward science, math, engineering/technology, and 21st century skills. Subject matter experts and literature reviews provided evidence of content validity. Reliability levels were high for both versions. Furthermore, both the Upper Elementary S-STEM and Middle/High S-STEM Surveys demonstrated evidence of configural, metric, and scalar invariance across grade levels, races/ethnicities, and genders. The findings support the validity of interpretations and inferences made from scores on the instruments’ items and subscales. }, number={7}, journal={Journal of Psychoeducational Assessment}, publisher={SAGE Publications}, author={Unfried, Alana and Faber, Malinda and Stanhope, Daniel S. and Wiebe, Eric}, year={2015}, month={Feb}, pages={622–639} }
 @inbook{vail_boyer_wiebe_lester_2015, title={The Mars and Venus Effect: The Influence of User Gender on the Effectiveness of Adaptive Task Support}, ISBN={9783319202662 9783319202679}, ISSN={0302-9743 1611-3349}, url={http://dx.doi.org/10.1007/978-3-319-20267-9_22}, DOI={10.1007/978-3-319-20267-9_22}, abstractNote={Providing adaptive support to users engaged in learning tasks is the central focus of intelligent tutoring systems. There is evidence that female and male users may benefit differently from adaptive support, yet it is not understood how to most effectively adapt task support to gender. This paper reports on a study with four versions of an intelligent tutoring system for introductory computer programming offering different levels of cognitive (conceptual and problem-solving) and affective (motivational and engagement) support. The results show that female users reported significantly more engagement and less frustration with the affective support system than with other versions. In a human tutorial dialogue condition used for comparison, a consistent difference was observed between females and males. These results suggest the presence of the Mars and Venus Effect, a systematic difference in how female and male users benefit from cognitive and affective adaptive support. The findings point toward design principles to guide the development of gender-adaptive intelligent tutoring systems.}, booktitle={Lecture Notes in Computer Science}, publisher={Springer International Publishing}, author={Vail, Alexandria Katarina and Boyer, Kristy Elizabeth and Wiebe, Eric N. and Lester, James C.}, year={2015}, pages={265–276} }
 @inproceedings{vail_boyer_wiebe_lester_2015, title={The Mars and Venus effect: The influence of user gender on the effectiveness of adaptive task support}, volume={9146}, booktitle={User modeling, adaptation and personalization}, author={Vail, A. K. and Boyer, K. E. and Wiebe, E. N. and Lester, J. C.}, year={2015}, pages={265–276} }
 @article{leeman-munk_smith_mott_wiebe_lester_2015, title={Two Modes Are Better Than One: A Multimodal Assessment Framework Integrating Student Writing and Drawing}, volume={9112}, ISBN={["978-3-319-19772-2"]}, ISSN={["1611-3349"]}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-84948972893&partnerID=MN8TOARS}, DOI={10.1007/978-3-319-19773-9_21}, abstractNote={We are beginning to see the emergence of advanced automated assessment techniques that evaluate expressive student artifacts such as free-form written responses and sketches. These approaches have largely operated individually, each considering only a single mode. We hypothesize that there are synergies to be leveraged in multimodal assessments that can integrate multiple modalities of student responses to create a more complete and accurate picture of a student’s knowledge. In this paper, we introduce a novel multimodal assessment framework that integrates two techniques for automatically analyzing student artifacts: a deep learning-based model for assessing student writing, and a topology-based model for assessing student drawing. An evaluation of the framework with elementary students’ writing and drawing assessments demonstrate that 1) each of the framework’s two modalities provides an independent and complementary measure of student science learning, and 2) together, the multimodal framework significantly outperforms either uni-modal approach individually, demonstrating the potential synergistic benefits of multimodal assessment.}, journal={ARTIFICIAL INTELLIGENCE IN EDUCATION, AIED 2015}, author={Leeman-Munk, Samuel and Smith, Andy and Mott, Bradford and Wiebe, Eric and Lester, James}, year={2015}, pages={205–215} }
 @inproceedings{buffum_martinez-arocho_frankosky_rodriguez_wiebe_boyer_2014, title={CS principles goes to middle school}, ISBN={9781450326056}, url={http://dx.doi.org/10.1145/2538862.2538949}, DOI={10.1145/2538862.2538949}, abstractNote={Spurred by evidence that students' future studies are highly influenced during middle school, recent efforts have seen a growing emphasis on introducing computer science to middle school learners. This paper reports on the in-progress development of a new middle school curricular module for Big Data, situated as part of a new CS Principles-based middle school curriculum. Big Data is of widespread societal importance and holds increasing implications for the computer science workforce. It also has appeal as a focus for middle school computer science because of its rich interplay with other important computer science principles. This paper examines three key aspects of a Big Data unit for middle school: its alignment with emerging curricular standards; the perspectives of middle school classroom teachers in mathematics, science, and language arts; and student feedback as explored during a middle school pilot study with a small subset of the planned curriculum. The results indicate that a Big Data unit holds great promise as part of a middle school computer science curriculum.}, booktitle={Proceedings of the 45th ACM technical symposium on Computer science education - SIGCSE '14}, publisher={ACM Press}, author={Buffum, Philip Sheridan and Martinez-Arocho, Allison G. and Frankosky, Megan Hardy and Rodriguez, Fernando J. and Wiebe, Eric N. and Boyer, Kristy Elizabeth}, year={2014} }
 @article{sharek_wiebe_2014, title={Measuring Video Game Engagement Through the Cognitive and Affective Dimensions}, volume={45}, ISSN={1046-8781 1552-826X}, url={http://dx.doi.org/10.1177/1046878114554176}, DOI={10.1177/1046878114554176}, abstractNote={Aim. This study investigates a novel technique for measuring video game engagement by capturing behavioral data with little task interference.}, number={4-5}, journal={Simulation & Gaming}, publisher={SAGE Publications}, author={Sharek, David and Wiebe, Eric}, year={2014}, month={Aug}, pages={569–592} }
 @article{wiebe_lamb_hardy_sharek_2014, title={Measuring engagement in video game-based environments: Investigation of the User Engagement Scale}, volume={32}, ISSN={0747-5632}, url={http://dx.doi.org/10.1016/J.CHB.2013.12.001}, DOI={10.1016/J.CHB.2013.12.001}, abstractNote={This research investigated the use of the User Engagement Scale (UES) as a psychometric tool to measure engagement during video game-play. Exploratory factor analysis revealed four factors (Focused Attention, Perceived Usability, Aesthetics, and Satisfaction) as compared to the six found in the original development of the UES. In the context of video game-play, a revised UES (UESz) demonstrated better psychometric properties than the original UES defined by six subscales, including enhanced reliability. Further validity analysis included comparisons with the Flow State Scale (FSS), showing the complementary nature of the two scales and what constructs both scales might be measuring in a video game context. Criterion validity analysis demonstrated that UESz was more predictive of game performance than the FSS. Findings related to both the UESz and FSS were discussed relative to an overarching framework of hedonic and utilitarian qualities of game-play.}, journal={Computers in Human Behavior}, publisher={Elsevier BV}, author={Wiebe, Eric N. and Lamb, Allison and Hardy, Megan and Sharek, David}, year={2014}, month={Mar}, pages={123–132} }
 @inbook{wiebe_2014, place={Dordrecht}, title={Memory and Science Learning}, ISBN={9789400761650}, url={http://dx.doi.org/10.1007/978-94-007-6165-0_122-2}, DOI={10.1007/978-94-007-6165-0_122-2}, booktitle={Encyclopedia of Science Education}, publisher={Springer Netherlands}, author={Wiebe, Eric}, editor={Gunstone, R.Editor}, year={2014} }
 @article{madden_wiebe_2014, title={Multiple Perspectives on Elementary Teachers’ Science Identities: A case study}, volume={37}, ISSN={0950-0693 1464-5289}, url={http://dx.doi.org/10.1080/09500693.2014.987715}, DOI={10.1080/09500693.2014.987715}, abstractNote={This narrative case study examined the relationship between teacher identity and elementary science teaching. Teacher identity was described using a modification of Gee's framework incorporating three perspectives: the teachers’ self-described identity, the researchers’ view of teacher identity, and the students’ views of teacher identity. Over the course of one school year, we studied one class of second-grade students receiving science instruction from three different teachers. We found that each teacher had unique identity characteristics. Further, the three perspectives of teacher identity were sometimes in conflict with one another within individual teachers, emphasizing the importance of incorporating multiple perspectives in order to give a complete description of teacher identity. This study has meaningful implications for understanding the ways in which students’ perspectives can enrich our understanding of teacher identity.}, number={3}, journal={International Journal of Science Education}, publisher={Informa UK Limited}, author={Madden, Lauren and Wiebe, Eric}, year={2014}, month={Dec}, pages={391–410} }
 @inproceedings{grafsgaard_wiggins_vail_boyer_wiebe_lester_2014, title={The Additive Value of Multimodal Features for Predicting Engagement, Frustration, and Learning during Tutoring}, ISBN={9781450328852}, url={http://dx.doi.org/10.1145/2663204.2663264}, DOI={10.1145/2663204.2663264}, abstractNote={Detecting learning-centered affective states is difficult, yet crucial for adapting most effectively to users. Within tutoring in particular, the combined context of student task actions and tutorial dialogue shape the student's affective experience. As we move toward detecting affect, we may also supplement the task and dialogue streams with rich sensor data. In a study of introductory computer programming tutoring, human tutors communicated with students through a text-based interface. Automated approaches were leveraged to annotate dialogue, task actions, facial movements, postural positions, and hand-to-face gestures. These dialogue, nonverbal behavior, and task action input streams were then used to predict retrospective student self-reports of engagement and frustration, as well as pretest/posttest learning gains. The results show that the combined set of multimodal features is most predictive, indicating an additive effect. Additionally, the findings demonstrate that the role of nonverbal behavior may depend on the dialogue and task context in which it occurs. This line of research identifies contextual and behavioral cues that may be leveraged in future adaptive multimodal systems.}, booktitle={Proceedings of the 16th International Conference on Multimodal Interaction - ICMI '14}, publisher={ACM Press}, author={Grafsgaard, Joseph F. and Wiggins, Joseph B. and Vail, Alexandria Katarina and Boyer, Kristy Elizabeth and Wiebe, Eric N. and Lester, James C.}, year={2014} }
 @article{grafsgaard_wiggins_boyer_wiebe_lester_2013, title={Automatically Recognizing Facial Indicators of Frustration: A Learning-Centric Analysis}, ISSN={["2156-8103"]}, DOI={10.1109/acii.2013.33}, abstractNote={Affective and cognitive processes form a rich substrate on which learning plays out. Affective states often influence progress on learning tasks, resulting in positive or negative cycles of affect that impact learning outcomes. Developing a detailed account of the occurrence and timing of cognitive-affective states during learning can inform the design of affective tutorial interventions. In order to advance understanding of learning-centered affect, this paper reports on a study to analyze a video corpus of computer-mediated human tutoring using an automated facial expression recognition tool that detects fine-grained facial movements. The results reveal three significant relationships between facial expression, frustration, and learning: (1) Action Unit 2 (outer brow raise) was negatively correlated with learning gain, (2) Action Unit 4 (brow lowering) was positively correlated with frustration, and (3) Action Unit 14 (mouth dimpling) was positively correlated with both frustration and learning gain. Additionally, early prediction models demonstrated that facial actions during the first five minutes were significantly predictive of frustration and learning at the end of the tutoring session. The results represent a step toward a deeper understanding of learning-centered affective states, which will form the foundation for data-driven design of affective tutoring systems.}, journal={2013 HUMAINE ASSOCIATION CONFERENCE ON AFFECTIVE COMPUTING AND INTELLIGENT INTERACTION (ACII)}, author={Grafsgaard, Joseph F. and Wiggins, Joseph B. and Boyer, Kristy Elizabeth and Wiebe, Eric N. and Lester, James C.}, year={2013}, pages={159–165} }
 @article{madden_wiebe_2013, title={Curriculum as Experienced by Students: How Teacher Identity Shapes Science Notebook Use}, volume={43}, ISSN={0157-244X 1573-1898}, url={http://dx.doi.org/10.1007/s11165-013-9376-8}, DOI={10.1007/s11165-013-9376-8}, number={6}, journal={Research in Science Education}, publisher={Springer Science and Business Media LLC}, author={Madden, Lauren and Wiebe, Eric N.}, year={2013}, month={Jul}, pages={2567–2592} }
 @inbook{grafsgaard_wiggins_boyer_wiebe_lester_2013, title={Embodied Affect in Tutorial Dialogue: Student Gesture and Posture}, ISBN={9783642391118 9783642391125}, ISSN={0302-9743 1611-3349}, url={http://dx.doi.org/10.1007/978-3-642-39112-5_1}, DOI={10.1007/978-3-642-39112-5_1}, abstractNote={Recent years have seen a growing recognition of the central role of affect and motivation in learning. In particular, nonverbal behaviors such as posture and gesture provide key channels signaling affective and motivational states. Developing a clear understanding of these mechanisms will inform the development of personalized learning environments that promote successful affective and motivational outcomes. This paper investigates posture and gesture in computer-mediated tutorial dialogue using automated techniques to track posture and hand-to-face gestures. Annotated dialogue transcripts were analyzed to identify the relationships between student posture, student gesture, and tutor and student dialogue. The results indicate that posture and hand-to-face gestures are significantly associated with particular tutorial dialogue moves. Additionally, two-hands-to-face gestures occurred significantly more frequently among students with low self-efficacy. The results shed light on the cognitive-affective mechanisms that underlie these nonverbal behaviors. Collectively, the findings provide insight into the interdependencies among tutorial dialogue, posture, and gesture, revealing a new avenue for automated tracking of embodied affect during learning.}, booktitle={Lecture Notes in Computer Science}, publisher={Springer Berlin Heidelberg}, author={Grafsgaard, Joseph F. and Wiggins, Joseph B. and Boyer, Kristy Elizabeth and Wiebe, Eric N. and Lester, James C.}, year={2013}, pages={1–10} }
 @article{madden_bedward_wiebe_benitez-nelson_2012, title={Lessons Learned in Summer Camp: A Case Study of the Learning Paths of Three Campers}, volume={16}, number={3}, journal={Electronic Journal of Science Education}, author={Madden, L. and Bedward, J. and Wiebe, E.N. and Benitez-Nelson, C.R.}, year={2012} }
 @inbook{timms_lester_boyer_wiebe_2012, place={Washington, DC}, title={Machine Learning Methods}, booktitle={New Measurement Paradigms}, publisher={CADRE/EDC}, author={Timms, M. and Lester, J. and Boyer, K.E. and Wiebe, E.}, editor={Timms, M. and Clements, D.H. and Gobert, J. and Ketelhut, D.J. and Lester, J. and Reese, D.D. and Wiebe, E.Editors}, year={2012} }
 @article{spires_wiebe_young_hollebrands_lee_2012, title={Toward a new learning ecology: Professional development for teachers in 1:1 learning environments}, volume={12}, number={2}, journal={Contemporary Issues in Technology and Teacher Education}, author={Spires, H.A. and Wiebe, E. and Young, C.A. and Hollebrands, K. and Lee, J.K.}, year={2012} }
 @article{carrier_wiebe_gray_teachout_2011, title={BioMusic in the Classroom: Interdisciplinary Elementary Science and Music Curriculum Development}, volume={111}, ISSN={0036-6803}, url={http://dx.doi.org/10.1111/j.1949-8594.2011.00116.x}, DOI={10.1111/j.1949-8594.2011.00116.x}, abstractNote={Policymakers and industry leaders are calling for a 21st century education that is more interdisciplinary in nature, including the ability to solve problems and think creatively (PTCS, 2004). Traditional teaching practices that present subjects as separate and distinct disciplines do not encourage students to make connections between subjects in school and in the inherently interdisciplinary nature of their daily lives. It is important for educators to help students link multiple subjects with the world outside the classroom (Katz & McGinnis, 1999), encouraging reform that implements a multidisciplinary approach and real world applications. Boix Mansilla, Miller, and Gardner (2000) describe interdisciplinary learning as integrating concepts from two or more disciplines to establish an understanding that moves beyond the scope of one discipline. It follows that rich inquiry is often achieved by taking multiple perspectives and multiple approaches to examining a science topic (AAAS, 2006).}, number={8}, journal={School Science and Mathematics}, publisher={Wiley}, author={Carrier, Sarah and Wiebe, Eric N. and Gray, Patricia and Teachout, David}, year={2011}, month={Dec}, pages={425–434} }
 @article{behrend_wiebe_london_johnson_2011, title={Cloud computing adoption and usage in community colleges}, volume={30}, ISSN={0144-929X 1362-3001}, url={http://dx.doi.org/10.1080/0144929X.2010.489118}, DOI={10.1080/0144929x.2010.489118}, abstractNote={Cloud computing is gaining popularity in higher education settings, but the costs and benefits of this tool have gone largely unexplored. The purpose of this study was to examine the factors that lead to technology adoption in a higher education setting. Specifically, we examined a range of predictors and outcomes relating to the acceptance of a cloud computing platform in rural and urban community colleges. Drawing from the Technology Acceptance Model 3 (TAM3) (Venkatesh, V. and Bala, H., 2008. Technology Acceptance Model 3 and a research agenda on interventions. Decision Sciences, 39 (2), 273–315), we build on the literature by examining both the actual usage and future intentions; further, we test the direct and indirect effects of a range of predictors on these outcomes. Approximately 750 community college students enrolled in basic computing skills courses participated in this study; findings demonstrated that background characteristics such as the student's ability to travel to campus had influenced the usefulness perceptions, while ease of use was largely determined by first-hand experiences with the platform, and instructor support. We offer recommendations for community college administrators and others who seek to incorporate cloud computing in higher education settings.}, number={2}, journal={Behaviour & Information Technology}, publisher={Informa UK Limited}, author={Behrend, Tara S. and Wiebe, Eric N. and London, Jennifer E. and Johnson, Emily C.}, year={2011}, month={Mar}, pages={231–240} }
 @article{cook_wiebe_carter_2011, title={Comparing visual representations of DNA in two multimedia presentations}, volume={20}, number={1}, journal={Journal of Educational Multimedia and Hypermedia}, author={Cook, M. and Wiebe, E. and Carter, G.}, year={2011}, pages={21–42} }
 @article{jones_gardner_taylor_wiebe_forrester_2011, title={Conceptualizing Magnification and Scale: The Roles of Spatial Visualization and Logical Thinking}, volume={41}, ISSN={0157-244X 1573-1898}, url={http://dx.doi.org/10.1007/s11165-010-9169-2}, DOI={10.1007/s11165-010-9169-2}, number={3}, journal={Research in Science Education}, publisher={Springer Science and Business Media LLC}, author={Jones, M. Gail and Gardner, Grant and Taylor, Amy R. and Wiebe, Eric and Forrester, Jennifer}, year={2011}, month={May}, pages={357–368} }
 @book{london_wiebe_2011, place={Raleigh, NC}, title={Evaluation of Virtual Computing Lab in Community Colleges: Fall and Spring 2010}, institution={The Friday Institute}, author={London, J. and Wiebe, E.N.}, year={2011} }
 @article{branoff_wiebe_shreve_2011, title={How students use online instructional resources in a blended instruction introductory engineering graphics course}, volume={15}, number={2}, journal={Journal of Geometry and Graphics}, author={Branoff, T. and Wiebe, E. and Shreve, M.}, year={2011}, pages={213–223} }
 @article{wiebe_branoff_shreve_2011, title={Online resource utilization in a hybrid course in engineering graphics}, volume={2}, url={https://eric.ed.gov/?id=EJ1076058}, number={3}, journal={Advances in Engineering Education}, author={Wiebe, E.N. and Branoff, T.J. and Shreve, M.A.}, year={2011} }
 @article{behrend_sharek_meade_wiebe_2011, title={The viability of crowdsourcing for survey research}, volume={43}, ISSN={1554-3528}, url={http://dx.doi.org/10.3758/s13428-011-0081-0}, DOI={10.3758/s13428-011-0081-0}, abstractNote={Online contract labor portals (i.e., crowdsourcing) have recently emerged as attractive alternatives to university participant pools for the purposes of collecting survey data for behavioral research. However, prior research has not provided a thorough examination of crowdsourced data for organizational psychology research. We found that, as compared with a traditional university participant pool, crowdsourcing respondents were older, were more ethnically diverse, and had more work experience. Additionally, the reliability of the data from the crowdsourcing sample was as good as or better than the corresponding university sample. Moreover, measurement invariance generally held across these groups. We conclude that the use of these labor portals is an efficient and appropriate alternative to a university participant pool, despite small differences in personality and socially desirable responding across the samples. The risks and advantages of crowdsourcing are outlined, and an overview of practical and ethical guidelines is provided.}, number={3}, journal={Behavior Research Methods}, publisher={Springer Science and Business Media LLC}, author={Behrend, Tara S. and Sharek, David J. and Meade, Adam W. and Wiebe, Eric N.}, year={2011}, month={Mar}, pages={800–813} }
 @article{wiebe_roberts_behrend_2010, title={An examination of two mental workload measurement approaches to understanding multimedia learning}, volume={26}, ISSN={0747-5632}, url={http://dx.doi.org/10.1016/j.chb.2009.12.006}, DOI={10.1016/j.chb.2009.12.006}, abstractNote={This study reports on an examination of two measures of mental workload: the NASA-TLX and Paas’ Subjective Cognitive Load (SCL) measure. The goal was to assess the relative efficacy of the measures in the design and research of multimedia learning environments. Benchmarks based on the literature as to the goals for mental workload measurement in learning research are established. A multifaceted study was conducted which manipulated various aspects of mental workload in order to study the utility of these two measures in detecting changes in load and their relationship to learning outcomes. The results indicate that the weighted version of the NASA-TLX provided little additional value over the unweighted version of the measure. While both the NASA-TLX and SCL measures were sensitive to changes in both intrinsic and extraneous load, the study revealed differences in the measures based on levels of each of these load factors. The study also concludes that a better understanding of the third factor, germane load, will be needed to both expand the theoretical framework about mental workload in instructional settings and further understand the utility of these two measures.}, number={3}, journal={Computers in Human Behavior}, publisher={Elsevier BV}, author={Wiebe, Eric N. and Roberts, Edward and Behrend, Tara S.}, year={2010}, month={May}, pages={474–481} }
 @book{bertoline_wiebe_hartman_ross_2010, place={New York, NY}, edition={6th}, title={Fundamentals of graphics communication}, publisher={McGraw-Hill}, author={Bertoline, G.R. and Wiebe, E.N. and Hartman, N.W. and Ross, W.A.}, year={2010} }
 @article{minogue_wiebe_madden_bedward_carter_2010, title={Graphically enhanced science notebooks}, volume={48}, number={3}, journal={Science and Children}, author={Minogue, J. and Wiebe, E. and Madden, L. and Bedward, J. and Carter, M.}, year={2010}, pages={52–55} }
 @inbook{wiebe_2010, place={Landsdowne, MD}, title={Learning design: Creating contexts for learning experiences}, booktitle={Future of STEM Curricula and Instructional Design: A Blue Sky Workshop}, publisher={Center for the Study of Mathematics Curriculum}, author={Wiebe, E.N.}, year={2010}, pages={39–53} }
 @article{minogue_madden_bedward_wiebe_carter_2010, title={The Cross-Case Analyses of Elementary Students’ Engagement in the Strands of Science Proficiency}, volume={21}, ISSN={1046-560X 1573-1847}, url={http://dx.doi.org/10.1007/s10972-010-9195-y}, DOI={10.1007/s10972-010-9195-y}, abstractNote={Recent reports have begun to lay the foundation for a re-visioned K-8 science curriculum which includes four strands that could be used to define and assess science proficiency for all students. Using these strands as an analytic lens, this pre-post multiple-case case study explores elementary school science teachers’ practices and their students’ actions. This work focuses on naturally occurring ordinary events and builds a description of how these strands of proficiencies are being developed. The results of cross-case analyses suggest that while the participating teachers do engage their students in activities and exercises that contribute to the development of all 4 strands of science proficiency; the nature, duration, and distribution (across the 4 strands) of these activities varied.}, number={5}, journal={Journal of Science Teacher Education}, publisher={Informa UK Limited}, author={Minogue, James and Madden, Lauren and Bedward, John and Wiebe, Eric and Carter, Mike}, year={2010}, month={Aug}, pages={559–587} }
 @article{branoff_wiebe_2009, title={Face-to-Face, hybrid, or online?: Issues faculty face redesigning an introductory engineering graphics course}, volume={73}, number={1}, journal={Engineering Design Graphics Journal}, author={Branoff, T. and Wiebe, E.}, year={2009}, pages={25–31} }
 @article{wiebe_minogue_jones_cowley_krebs_2009, title={Haptic feedback and students' learning about levers: unraveling the effect of simulated touch}, volume={53}, DOI={10.1016/j.compedu.2009.04.004}, abstractNote={While there has been extensive experimental research on haptics, less has been conducted on cross-modal interactions between visual and haptic perception and even less still on cross-modal applications in instructional settings. This study looks at a simulation on the principles of levers using both visual and haptic feedback: one group received visual and haptic feedback while the other just visual feedback. Using the triangulation of learning scores, eye tracking data, and video analysis of interaction with the levers, the efficacy of haptic feedback to improve learning was explored. The results indicate that while the total fixation time on the levers and numeric readout was greater for the visual and haptic group, very similar patterns of visual attention were seen between groups. Perhaps surprisingly, the visual only group scored higher on an embedded assessment. Explanations for these results are synthesized from theories of cross-modal perception and cognitive architecture.}, number={2}, journal={Computers & Education}, author={Wiebe, Eric and Minogue, J. and Jones, M. G. and Cowley, J. and Krebs, D.}, year={2009}, pages={667–676} }
 @book{behrend_wiebe_london_johnson_2009, place={Raleigh, NC}, title={Implementation of the Virtual Computer Lab (VCL) in community colleges - Fall 2008}, institution={The Friday Institute}, author={Behrend, T. and Wiebe, E.N. and London, J. and Johnson, E.}, year={2009} }
 @inbook{scheiter_wiebe_holsanova_2009, title={Theoretical and Instructional Aspects of Learning with Visualizations}, ISBN={9781605661582 9781605661599}, url={http://dx.doi.org/10.4018/978-1-60566-158-2.ch005}, DOI={10.4018/978-1-60566-158-2.ch005}, abstractNote={Multimedia environments consist of verbal and visual representations that, if appropriately processed, allow for the construction of an integrated mental model of the content. Whereas much is known on how students learn from verbal representations, there are fewer insights regarding the processing of visual information, alone or in conjunction with text. This chapter uses a semiotics approach to provide a defi- nition of visualizations as a specific form of external representation, and then discusses the differences between verbal and visual representations in how they represent information. Finally, it discusses how meaning is achieved when learning with them. The next section discusses basic perceptual and cognitive processes relevant to learning with visualizations. This background is used to specify the instructional functions that visualizations have either as self-contained instructional messages or as text adjuncts. Moreover, the role of individual differences in processing visualizations is highlighted. The chapter ends with methodological suggestions concerning the important role of interdisciplinary research and assessment methods in this area. }, booktitle={Cognitive Effects of Multimedia Learning}, publisher={IGI Global}, author={Scheiter, Katharina and Wiebe, Eric and Holsanova, Jana}, editor={Zheng, Robert Z.Editor}, year={2009}, pages={67–88} }
 @book{spires_wiebe_young_hollebrands_lee_2009, place={Raleigh, NC}, series={Friday Institute White Paper Series}, title={Toward a new learning ecology: Teaching and learning in 1:1 environments}, institution={North Carolina State University}, author={Spires, H.A. and Wiebe, E. and Young, C.A. and Hollebrands, K. and Lee, J.K.}, year={2009}, collection={Friday Institute White Paper Series} }
 @inbook{wiebe_2008, title={Data Visualization and Gaming}, ISBN={9789087903794 9789087903794 9789087903817 9789087903817}, url={http://dx.doi.org/10.1163/9789087903817_006}, DOI={10.1163/9789087903817_006}, booktitle={Serious Educational Games}, publisher={Brill | Sense}, author={Wiebe, Eric N.}, year={2008}, month={Jan} }
 @book{bertoline_wiebe_2008, place={New York, NY}, edition={5th}, title={Fundamentals of Graphics Communication}, publisher={McGraw-Hill}, author={Bertoline, G.R. and Wiebe, E.N.}, year={2008} }
 @book{behrend_wiebe_sharek_2008, place={Raleigh, NC}, title={Implementation of the Virtual Computer Lab (VCL) at Wake Tech Community College}, institution={The Friday Institute}, author={Behrend, T. and Wiebe, E.N. and Sharek, D.}, year={2008} }
 @article{wiebe_annetta_2008, title={Influences on visual attentional distribution in multimedia instruction}, volume={17}, number={2}, journal={Journal of Educational Multimedia and Hypermedia}, author={Wiebe, E. and Annetta, L.}, year={2008}, pages={259–277} }
 @article{carter_cook_park_wiebe_butler_2008, title={Middle Grade Students' Interpretations of Contour Maps}, volume={108}, ISSN={0036-6803 1949-8594}, url={http://dx.doi.org/10.1111/j.1949-8594.2008.tb17806.x}, DOI={10.1111/j.1949-8594.2008.tb17806.x}, abstractNote={This study examined eighth graders' approach to three tasks implemented to assist students with learning to interpret contour maps. Students' approach to and interpretation of these three tasks were analyzed qualitatively. When students were rank ordered according to their scores on a standardized test of spatial ability, the Minnesota Paper Form Board Task (Likert & Quasha, 1948), evidence emerged that spatial ability was related to how students interpreted the tasks. Students with the relatively lowest spatial ability scores had difficulty picking out the relevant features of the representations used for instruction and despite scaffolding attempts by peers remained unclear about their interpretation. Students with relatively higher spatial ability were able to pick out salient features of the representations used for instruction which resulted in their learning to read and interpret contour maps.}, number={2}, journal={School Science and Mathematics}, publisher={Wiley}, author={Carter, Glenda and Cook, Michelle and Park, John C. and Wiebe, Eric N. and Butler, Susan M.}, year={2008}, month={Feb}, pages={71–79} }
 @book{bertoline_wiebe_hartman_ross_2008, place={New York, NY}, edition={4th}, title={Technical graphics communication}, publisher={McGraw-Hill}, author={Bertoline, G.R. and Wiebe, E.N. and Hartman, N.W. and Ross, W.A.}, year={2008} }
 @article{cook_wiebe_carter_2008, title={The influence of prior knowledge on viewing and interpreting graphics with macroscopic and molecular representations}, volume={92}, ISSN={["1098-237X"]}, DOI={10.1002/sce.20262}, abstractNote={Abstract}, number={5}, journal={SCIENCE EDUCATION}, author={Cook, Michelle and Wiebe, Eric N. and Carter, Glenda}, year={2008}, month={Sep}, pages={848–867} }
 @article{cook_carter_wiebe_2008, title={The interpretation of cellular transport graphics by students with low and high prior knowledge}, volume={30}, ISSN={["1464-5289"]}, DOI={10.1080/09500690601187168}, abstractNote={The purpose of this study was to examine how prior knowledge of cellular transport influenced how high school students in the USA viewed and interpreted graphic representations of this topic. The participants were Advanced Placement Biology students (n = 65); each participant had previously taken a biology course in high school. After assessing prior knowledge using the Diffusion and Osmosis Diagnostic Test, two graphical representations of cellular transport processes were selected for analysis. Three different methods of data collection—eye tracking, interviews, and questionnaires—were used to investigate differences in perceived salient features of the graphics, interpretations of the graphics, and processing difficulty experienced while attending to and interpreting the graphics. The results from the eye tracking data, interviews, and instructional representation questionnaires were triangulated and revealed differences in how high and low prior knowledge students attended to and interpreted particle differences, concentration gradient, the role of adenosine triphosphate , endocytosis and exocytosis, and text labels and captions. Without adequate domain knowledge, low prior knowledge students focused on the surface features of the graphics (ex. differences in particle colour) to build an understanding of the concepts represented. On the other hand, with more abundant and better‐organised domain knowledge, high prior knowledge students were more likely to attend to the thematically relevant content in the graphics, which enhanced their understanding. The findings of this study offer a more complete understanding of how differentially prepared learners view and interpret graphics and have the potential to inform instructional design.}, number={2}, journal={INTERNATIONAL JOURNAL OF SCIENCE EDUCATION}, author={Cook, Michelle and Carter, Glenda and Wiebe, Eric N.}, year={2008}, pages={239–261} }
 @article{jessee_wiebe_2008, title={Visual Perception and the HSV Color System: Exploring Color in the Communications Technology Classroom}, volume={68}, number={1}, journal={Technology Teacher}, author={Jessee, E. and Wiebe, E.}, year={2008}, pages={7–11} }
 @article{annetta_slykhuis_wiebe_2007, title={Evaluating Gender Differences of
Attitudes and Perceptions Toward
PowerPoint for Preservice
Science Teachers}, volume={3}, ISSN={1305-8215 1305-8223}, url={http://dx.doi.org/10.12973/ejmste/75410}, DOI={10.12973/ejmste/75410}, abstractNote={Microsoft PowerPoint™ has become the generic name used when describing slideware
applications. This study analyzed the gender differences of participant attitudes and
perceptions of various components of PowerPoint™ presentations. Preservice science
teachers (none licensed, mostly undergraduates) viewing PowerPoint™ presentations of
science content provided the data. The components of the presentations studied were:
text, graphics, the combination of text and graphics, narration, and appropriate use of
PowerPoint™ for teaching and learning science content. The affect of animations viewed
in prior participant PowerPoint™ experiences was also ascertained. A Kruskal-Wallis test
was calculated to analyze the differences between genders for the perceived effectiveness
of aforementioned components of PowerPoint™. Results showed a significant difference
(H<0.05) for the affect of graphics in PowerPoint™ on gender. Females found the
integration of graphics in PowerPoint™ to be a more effective approach to learning
science than did males.}, number={4}, journal={Eurasia Journal of Mathematics, Science and Technology Education}, publisher={Modestum Limited}, author={Annetta, Leonard A. and Slykhuis, David and Wiebe, Eric}, year={2007}, month={Dec}, pages={297–304} }
 @article{wiebe_slykhuis_annetta_2007, title={Evaluating the Effectiveness of Scientific Visualization In Two PowerPoint Delivery Strategies on Science Learning for Preservice Science Teachers}, volume={5}, ISSN={1571-0068 1573-1774}, url={http://dx.doi.org/10.1007/S10763-006-9041-Z}, DOI={10.1007/S10763-006-9041-Z}, number={2}, journal={International Journal of Science and Mathematics Education}, publisher={Springer Science and Business Media LLC}, author={Wiebe, Eric N. and Slykhuis, David A. and Annetta, Leonard A.}, year={2007}, month={Mar}, pages={329–348} }
 @book{gary r. bertoline_2007, title={Fundamentals of graphics communication}, publisher={New York, NY: McGraw-Hill Higher Education}, author={Gary R. Bertoline, Eric N. Wiebe}, year={2007} }
 @article{carter_ferzli_wiebe_2007, title={Writing to Learn by Learning to Write in the Disciplines}, volume={21}, ISSN={1050-6519 1552-4574}, url={http://dx.doi.org/10.1177/1050651907300466}, DOI={10.1177/1050651907300466}, abstractNote={The traditional distinction between writing across the curriculum and writing in the disciplines (WID) as writing to learn versus learning to write understates WID's focus on learning in the disciplines. Advocates of WID have described learning as socialization, but little research addresses how writing disciplinary discourses in disciplinary settings encourages socialization into the disciplines. Data from interviews with students who wrote lab reports in a biology lab suggest five ways in which writing promotes learning in scientific disciplines. Drawing on theories of situated learning, the authors argue that apprenticeship genres can encourage socialization into disciplinary communities.}, number={3}, journal={Journal of Business and Technical Communication}, publisher={SAGE Publications}, author={Carter, Michael and Ferzli, Miriam and Wiebe, Eric N.}, year={2007}, month={Jul}, pages={278–302} }
 @article{wiebe_slykhuis_2006, title={Evaluating the effectiveness of scientific visualization in two PowerPoint? delivery strategies on science learning for preservice science teachers}, journal={International Journal of Science and Mathematics Education}, author={Wiebe, E. N. and Slykhuis, D. A.}, year={2006} }
 @article{park_carter_wiebe_reid-griffin_butler_2006, title={Gestures: Silent Scaffolding within Small Groups}, volume={41}, number={1}, journal={Journal of Classroom Interaction}, author={Park, J.C. and Carter, G. and Wiebe, E.N. and Reid-Griffin, A. and Butler, Susan M.}, year={2006}, pages={15–21} }
 @article{jones_taylor_minogue_broadwell_wiebe_carter_2006, title={Understanding Scale: Powers of Ten}, volume={16}, ISSN={1059-0145 1573-1839}, url={http://dx.doi.org/10.1007/s10956-006-9034-2}, DOI={10.1007/s10956-006-9034-2}, number={2}, journal={Journal of Science Education and Technology}, publisher={Springer Science and Business Media LLC}, author={Jones, M. Gail and Taylor, Amy and Minogue, James and Broadwell, Bethany and Wiebe, Eric and Carter, Glenda}, year={2006}, month={Dec}, pages={191–202} }
 @article{slykhuis_wiebe_annetta_2005, title={Eye-Tracking Students' Attention to PowerPoint Photographs in a Science Education Setting}, volume={14}, ISSN={1059-0145 1573-1839}, url={http://dx.doi.org/10.1007/s10956-005-0225-z}, DOI={10.1007/s10956-005-0225-z}, number={5-6}, journal={Journal of Science Education and Technology}, publisher={Springer Science and Business Media LLC}, author={Slykhuis, David A. and Wiebe, Eric N. and Annetta, Len A.}, year={2005}, month={Dec}, pages={509–520} }
 @book{bertoline_wiebe_2005, place={New York, NY}, edition={4th}, title={Fundamentals of Graphics Communication}, publisher={McGraw-Hill}, author={Bertoline, G.R. and Wiebe, E.N.}, year={2005} }
 @book{gary r. bertoline_2005, title={Fundamentals of graphics communication}, publisher={New York: McGraw-Hill}, author={Gary R. Bertoline, Eric N. Wiebe}, year={2005} }
 @book{bertoline_wiebe_2005, title={Fundamentals of graphics communication. (2nd ed.)}, ISBN={0072864583}, publisher={New York, NY: McGraw-Hill}, author={Bertoline, G. R. and Wiebe, E. N.}, year={2005} }
 @article{ferzli_carter_wiebe_2005, title={LabWrite: Transforming lab reports from busywork to meaningful learning opportunities}, volume={35}, journal={Journal of College Science Teaching}, author={Ferzli, M. and Carter, M. and Wiebe, E.}, year={2005}, pages={31–33} }
 @article{patrick_carter_wiebe_2005, title={Visual Representations of DNA Replication: Middle Grades Students’ Perceptions and Interpretations}, volume={14}, ISSN={1059-0145 1573-1839}, url={http://dx.doi.org/10.1007/s10956-005-7200-6}, DOI={10.1007/s10956-005-7200-6}, number={3}, journal={Journal of Science Education and Technology}, publisher={Springer Science and Business Media LLC}, author={Patrick, Michelle D. and Carter, Glenda and Wiebe, Eric N.}, year={2005}, month={Sep}, pages={353–365} }
 @article{reid-griffin_carter_park_wiebe_flynn_parsons_butler_haefner_2004, title={Educators working smarter: A closer look at a local community of practice}, volume={26}, DOI={10.1080/01626620.2004.10463331}, abstractNote={Abstract The increasing demands of American higher education have led many in academia to form collaborative teams, striving to work smarter to establish communities of practices. This grassroots effort has allowed the faculty at a research university to initiate a large scale research project encompassing varied research interests and providing opportunities to dialogue about other aspects of science education. One collaborative team of educators was created to develop and implement a research project focused on middle school students' spatial-visualization abilities. This project serves as a model to improve the science teacher education programs at a research university.}, number={3}, journal={Action in Teacher Education}, author={Reid-Griffin, A. and Carter, G. and Park, J. and Wiebe, Eric and Flynn, L. and Parsons, E. C. and Butler, S. and Haefner, L.}, year={2004}, pages={44–51} }
 @inproceedings{katira_williams_wiebe_miller_balik_gehringer_2004, title={On understanding compatibility of student pair programmers}, ISBN={1581137982}, url={http://dx.doi.org/10.1145/971300.971307}, DOI={10.1145/971300.971307}, abstractNote={In recent years, educators have increasingly used pair programming in their computer science courses. Pair programming has been shown to be beneficial for both the teaching staff and the students in the courses. Occasionally, though, students are not compatible with their partners. An extensive study was done at the North Carolina State University to provide guidance on forming student pairs to improve the chances that pairs will be compatible and have a productive work relationship. We examined compatibility among freshman, advanced undergraduate, and graduate students. We have found that the students' perception of their partner's skill level has a significant influence on their compatibility. Graduate students work well with partners of similar actual skill level. Freshmen seem to work better with partners with different Myers Briggs personality type. Students' self-esteem does not appear to be a major contributor to pair compatibility.}, booktitle={Proceedings of the 35th SIGCSE technical symposium on Computer science education  - SIGCSE '04}, publisher={ACM Press}, author={Katira, Neha and Williams, Laurie and Wiebe, Eric and Miller, Carol and Balik, Suzanne and Gehringer, Ed}, year={2004} }
 @article{carter_ferzli_wiebe_2004, title={Teaching genre to English first-language adults: A study of the laboratory report}, volume={38}, number={4}, journal={Research in the Teaching of English}, author={Carter, M. and Ferzli, M. and Wiebe, E.}, year={2004} }
 @book{wiebe_williams_yang_miller_2003, place={Raleigh, NC}, title={Computer Science Attitude Survey}, number={NCSU CSC TR-2003-1}, institution={Department of Computer Science, NC State University}, author={Wiebe, E.N. and Williams, L. and Yang, K. and Miller, C.}, year={2003}, month={Jan} }
 @article{butler_wiebe_2003, title={Designing a technology-based science lesson: Student teachers grapple with an authentic problem of practice}, volume={11}, number={4}, journal={Journal of Technology and Teacher Education}, author={Butler, S. M. and Wiebe, E. N.}, year={2003}, pages={463–481} }
 @inbook{nagappan_williams_wiebe_miller_balik_ferzli_petlick_2003, title={Pair learning: With an eye toward future success}, volume={2753}, ISBN={354040662X}, DOI={10.1007/978-3-540-45122-8_21}, abstractNote={Pair programming is a practice in which two programmers work collaboratively at one computer on the same design, algorithm, or code. Prior research indicates that pair programmers produce higher quality code in essentially half the time taken by solo programmers. Pair programming is becoming increasingly popular in industry and in university curricula. An experiment was run at North Carolina State University over a period of one and a half years to assess the efficacy of pair programming as an alternative educational technique in an introductory programming course. We found that the retention rate of the students in the introductory programming courses is equal to or better than that of the students in the solo programming courses. Most students show a positive attitude towards collaborative programming, and students in paired classes continue to be successful in subsequent programming classes that require solo programming. Pair programming also leads to a reduced workload for the course staff in terms of grading, questions answered and teaching effort.}, booktitle={Extreme programming and agile methods: XP/Agile Universe 2003: Third XP Agile Universe Conference, New Orleans, LA, USA, August 10-13, 2003}, publisher={Berlin; New York: Springer}, author={Nagappan, N. and Williams, L. and Wiebe, Eric and Miller, C. and Balik, S. and Ferzli, M. and Petlick, J.}, year={2003}, pages={185–198} }
 @article{wiebe_branoff_hartman_2003, title={Teaching geometry through dynamic modeling in introductory engineering graphics}, volume={67}, number={2}, journal={Engineering Design Graphics Journal}, author={Wiebe, E. N. and Branoff, T. J. and Hartman, N. W.}, year={2003}, pages={12–20} }
 @book{bertoline_wiebe_2003, title={Technical graphics communication. (3rd ed.)}, ISBN={0073655988}, publisher={Boston: McGraw-Hill}, author={Bertoline, G. R. and Wiebe, E. N.}, year={2003} }
 @article{wiebe_2003, title={Transfer of learning between 3D modeling systems}, volume={67}, number={3}, journal={Engineering Design Graphics Journal}, author={Wiebe, E. N.}, year={2003}, pages={15–28} }
 @inproceedings{wiebe_clark_2003, title={VisTE Project: Visualization for improved technological and scientific literacy}, ISBN={0044848641}, booktitle={Proceedings of the Annual ASEE Meeting}, publisher={Washington, DC: ASEE}, author={Wiebe, E. N. and Clark, A. C.}, year={2003} }
 @article{wiebe_shaver_wogalter_2002, title={Attitudes about the Internet: Implications for use in education}, volume={31}, DOI={10.2190/l7ub-g81u-0md5-3fk7}, abstractNote={ This study identified beliefs and attitudes about the Internet in relation to different populations of higher education students. A pair of surveys were used to better understand positive and negative attitudes students harbor concerning the WWW and related Internet technologies. The responses were used to both validate what are the most salient positive and negative aspects of the Internet and to reveal differences in attitude toward these aspects based on demographic variables. The results are discussed with respect to the affective dimensions that shape the use of Internet-related technologies and the need for further research into the impact of the Internet on higher education. }, number={2}, journal={Journal of Educational Technology Systems}, author={Wiebe, Eric and Shaver, E. and Wogalter, M. S.}, year={2002}, pages={143–156} }
 @article{branoff_hartman_wiebe_2002, title={Constraint-based, three-dimensional solid modeling in an introductory engineering graphics course: Re-examining the curriculum}, volume={66}, number={1}, journal={Engineering Design Graphics Journal}, author={Branoff, T. J. and Hartman, N. W. and Wiebe, E. N.}, year={2002}, pages={5–10} }
 @book{bertoline_wiebe_2002, place={New York, NY}, edition={3rd}, title={Fundamentals of Graphics Communication}, publisher={McGraw-Hill}, author={Bertoline, G.R. and Wiebe, E.N.}, year={2002} }
 @article{williams_wiebe_yang_ferzli_miller_2002, title={In support of paired programming in the introductory computer science course}, volume={12}, DOI={10.1076/csed.12.3.197.8618}, abstractNote={A formal pair programming experiment was run at North Carolina to empirically assess the educational efficacy of the technique in a CS1 course. Results indicate that students who practice pair programming perform better on programming projects and are more likely to succeed by completing the class with a C or better. Student pairs are more self-sufficient which reduces their reliance on the teaching staff. Qualitatively, paired students demonstrate higher order thinking skills than students who work alone. These results are supportive of pair programming as a collaborative learning technique.}, number={3}, journal={Computer Science Education}, author={Williams, L. and Wiebe, Eric and Yang, K. and Ferzli, M. and Miller, C.}, year={2002}, pages={197–212} }
 @inproceedings{williams_yang_wiebe_ferzli_miller_2002, title={Pair programming in an introductory computer science course: Initial results and recommendations}, ISBN={1581134711}, booktitle={OOPSLA 2002: 17th ACM Conference on Object-Oriented Programming, Systems, Languages, and Applications : conference proceedings: November 4-8, 2002, Washington State Convention and Trade Center, Seattle, Washington, USA}, publisher={New York, NY: ACM Press}, author={Williams, L. and Yang, K. and Wiebe, E. and Ferzli, M. and Miller, C.}, year={2002} }
 @book{ferzli_wiebe_williams_2002, place={Raleigh, NC}, title={Paired Programming Project: Focus Groups with Teaching Assistants and Students}, number={NCSU CSC TR-2002-16}, institution={Department of Computer Science, NC State University}, author={Ferzli, M. and Wiebe, E.N. and Williams, L.}, year={2002}, month={Nov} }
 @article{clark_wiebe_2001, title={Comparing computer usage by students in education programs to technology education majors}, volume={13}, DOI={10.21061/jte.v13i1.a.1}, abstractNote={Introduction The 1990s have been an era of growth in computer usage for campuses across the United States. A national survey of information technology use in higher education indicated an increasing integration of computing related activities into college courses (Campus Computing Project, 2000). This survey reported that three-fifths of undergraduate courses utilized electronic mail and two-fifths made use of World Wide Web (WWW) resources. Parallel to this trend is the growing number of colleges and universities instituting requirements for student computer ownership (“Growing number of colleges require...,” 2000). This article reported that many of the schools implementing the requirement did so to guarantee that all students had access to the same computing resources. Research by Brown (1999) indicated that at schools without a computer ownership requirement, only half the students are likely to own one. National surveys of teacher education programs seem to show trends that are similar to other higher education programs (Moursund & Bielefeldt, 1999; Rosenthal, 1999). While some statistics are available for teacher education programs as a whole, little research has been done in this area that focuses on technology education. For example, does the strong emphasis on technology in general in technology education teacher preparation programs make it more likely that majors in these programs would own a computer (in the absence of required ownership) than, say, a social studies or mathematics pre-service teacher? Apart from the actual ownership of the computer, are students in other education majors likely to utilize their computers differently in the course of their studies? These become important questions when assessing whether different teacher education programs are meeting local and national mandates for computing literacy. While nearly all national teacher education organizations have called for some elements of computer competency, technology education has logically put computing and information technology literacy front and center (International Technology Education Association, 2000). Though this study focuses on a technology education program at a single institution, the}, number={1}, journal={Journal of Technology Education}, author={Clark, A. C. and Wiebe, Eric}, year={2001}, pages={5–16} }
 @article{wiebe_clark_hasse_2001, title={Scientific visualization: Linking science and technology education through graphic communications}, volume={6}, number={1}, journal={Journal of Design and Technology Education}, author={Wiebe, E. N. and Clark, A. C. and Hasse, E. V.}, year={2001}, pages={40–47} }
 @inproceedings{wiebe_hare_carter_fahmy_russell_ferzli_2001, title={Supporting lab report writing in an introductory materials engineering lab}, booktitle={2001 ASEE annual conference & exposition: Proceedings ; June 24-27, 2001, Albuquerque Convention Center, Albuquerque, New Mexico}, publisher={Washington, DC: ASEE}, author={Wiebe, E. N. and Hare, T. M. and Carter, M. and Fahmy, Y. and Russell, R. and Ferzli, M.}, year={2001} }
 @article{wiebe_clark_2001, title={Understanding the diversity of student computing activity}, volume={29}, DOI={10.2190/ltrv-qrb8-wqdh-r7ff}, abstractNote={ A College of Education and Psychology undertook a survey of its majors to gain a better understanding of computer ownership and usage. Of interest was whether all logical groupings of students (e.g., graduate vs. undergraduate, gender, age, ethnicity) could be created equivalent in terms of their access and experience with computing. The results of the survey found a very high percentage of students (91.1 percent) owned computers, with no difference found on the basis of year in school, gender, or ethnicity. Differences in the number of hours per week that a computer was used and the types of activities the computer was used for were found based on the age and full/part-time status in school. The results of the survey also indicated that Internet usage is ubiquitous across all years in school but with differences seen based on gender and ethnicity. Differences in other types of applications (i.e., word processing, presentation, spreadsheet/database, and statistics) were also seen both between applications and between year in school. Students' perceived skill level and the application usage were significantly positively correlated. Implications of strategic planning for computing policy and instruction are discussed. }, number={4}, journal={Journal of Educational Technology Systems}, author={Wiebe, Eric and Clark, A. C.}, year={2001}, pages={291–312} }
 @article{wiebe_2000, title={Deep realities: The fit of usability in business}, volume={24}, DOI={10.1145/353927.353932}, abstractNote={This commentary provides insight into the case study presented by Mirel by analyzing the social/organizational themes of (a) text book process versus deep reality, (b) group dynamics, (c) leadership, and (d) the role of values. It concludes that social information processing can provide explanatory power for both this case study and for other professional settings. It also notes the importance of ongoing and early educationof software industry professionals in the importance of usability.}, number={4}, journal={ACM Journal of Computer Documentation}, author={Wiebe, Eric}, year={2000}, pages={220–226} }
 @article{clark_wiebe_2000, title={Scientific visualization for secondary and post-secondary education}, volume={26}, number={1}, journal={Journal of Technology Studies}, author={Clark, A. C. and Wiebe, E. N.}, year={2000}, pages={24–32} }
 @article{wiebe_1999, title={3-D constraint-based modeling: Finding common themes}, volume={63}, number={2}, journal={Engineering Design Graphics Journal}, author={Wiebe, E. N.}, year={1999}, pages={15–31} }
 @article{wiebe_1999, title={Future applications of geometry and graphics}, volume={63}, number={2}, journal={Engineering Design Graphics Journal}, author={Wiebe, E. N.}, year={1999}, pages={13–20} }
 @article{wiebe_1999, title={Integration of electronic mail into schools}, volume={21}, ISSN={["0735-6331"]}, DOI={10.2190/5txg-7vc0-khw5-5an9}, abstractNote={ Surveys and site-based interviews and observation were used to examine the introduction of electronic mail (e-mail) into three elementary schools. A contingency model of technology adoption by organizations was used to develop the instruments and interpret the results. Surveys were given to all of the school staff to capture information on key factors such as: expectations for e-mail, influence of peers and administrators, training, technical support, and other logistical factors. On-site observation was used to expand on the findings of the surveys. Findings indicated that a majority of the contingency factors were correlated to e-mail usage and that these contingency factors also helped explain the differences in usage between the three schools. }, number={1}, journal={JOURNAL OF EDUCATIONAL COMPUTING RESEARCH}, author={Wiebe, EN}, year={1999}, pages={55–73} }
 @article{wiebe_clark_1998, title={Evolving technical graphics in the high schools: A new curriculum in scientific visualization}, volume={62}, number={2}, journal={Engineering Design Graphics Journal}, author={Wiebe, E. N. and Clark, A. C.}, year={1998}, pages={4–15} }
 @article{clark_wiebe_1998, title={Evolving technology and graphics in secondary education: A new curriculum in scientific visualization for North Carolina}, volume={3}, number={1998}, journal={Technology Education Journal (North Carolina Council of Technology Teacher Educators)}, author={Clark, A. C. and Wiebe, E. N.}, year={1998}, pages={23–48} }
 @book{bertoline_wiebe_miller_1998, place={New York, NY}, edition={2nd}, title={Fundamentals of Graphics Communication}, publisher={McGraw-Hill}, author={Bertoline, G.R. and Wiebe, E.N. and Miller, C.L.}, year={1998} }
 @book{bertoline_wiebe_miller_1998, title={Fundamentals of graphics communication (2nd ed.)}, ISBN={0072892013}, publisher={Boston, MA: WCB/McGraw-Hill}, author={Bertoline, G. R. and Wiebe, E. N. and Miller, C.}, year={1998} }
 @inbook{wiebe_howe_1998, title={Graphics design for the web}, booktitle={Human factors and web development: Ch. 17}, publisher={Mahwah, N.J.: Lawrence Erlbaum Associates}, author={Wiebe, E. N. and Howe, J. E.}, editor={C. Forsythe, J. Ratner and Grose, E.Editors}, year={1998}, pages={225–240} }
 @book{wiebe_1998, title={Instructor's manual for fundamentals of graphics communication (2nd ed.)}, publisher={New York, NY: McGraw-Hill}, author={Wiebe, E. N.}, year={1998} }
 @book{wiebe_mendick_summey_1998, place={Raleigh, NC}, title={Specification and development of intranet-based product data management tools for the furniture industry}, number={1998-1)1998-1}, institution={North Carolina State University, Furniture Manufacturing and Management Center}, author={Wiebe, E.N. and Mendick, M. and Summey, J.}, year={1998} }
 @article{wiebe_1998, title={The taxonomy of geometry and graphics}, volume={2}, number={2}, journal={Journal for Geometry and Graphics}, author={Wiebe, E. N.}, year={1998}, pages={189–196} }
 @article{wiebe_1998, title={Using site-based techniques to evolve the product development process in manufacturing industries}, volume={42}, DOI={10.1177/154193129804201310}, abstractNote={Many manufacturing industries, especially small to medium-sized companies, are in the process of exploring the move from two-dimensional computer-aided design (CAD) technologies to three-dimensional CAD tools interfaced with product data management (PDM) systems. For many companies, their current organizational structure is not well suited to fully leverage the capabilities of new CAD/PDM technology. This paper explores the author's experiences working in the residential furniture industry, helping companies successfully integrate CAD/PDM systems into their engineering and manufacturing operations. Of particular focus was the role user-centered, site-based techniques played in helping one company with this integration process. Both current and future scenarios based on an in-depth analysis of the product developed process were generated and used to help guide an implementation plan for a new CAD/PDM system.}, number={1998 Oct.}, journal={Proceedings of the Human Factors and Ergonomics Society Annual Meeting}, author={Wiebe, Eric}, year={1998} }
 @article{wiebe_1997, title={Adding agility to CAD: Integrating product data management tools into an organization}, volume={7}, ISSN={["1045-2699"]}, DOI={10.1002/(SICI)1520-6564(199724)7:1<21::AID-HFM3>3.0.CO;2-I}, abstractNote={The integration of product data management (PDM) software tools into a manufacturing company requires both technical and organizational considerations. Using an information processing paradigm, the impact of PDM on the design process and group activities are assessed. Using ongoing work with the furniture industry in the Southeastern United States as an example, the relationship of job design and the product development process to the introduction of PDM is examined. © 1997 John Wiley & Sons, Inc.. Inc.}, number={1}, journal={HUMAN FACTORS AND ERGONOMICS IN MANUFACTURING}, author={Wiebe, EN}, year={1997}, pages={21–35} }
 @inproceedings{wiebe_howe_summey_norton_1997, place={Amsterdam}, title={Computing and organizational assessment in the furniture industry}, volume={B}, booktitle={Design of computing systems : proceedings of the Seventh International Conference on Human-Computer Interaction (HCI International '97), San Francisco, California, USA, August 24-29 1997}, publisher={Elsevier}, author={Wiebe, E.N. and Howe, J.E. and Summey, J. and Norton, J.J.}, editor={Salvendy, G. and Smith, M. and Koubek, R.J.Editors}, year={1997} }
 @book{wiebe_1997, title={Instructor's manual for technical graphics communication (2nd. ed.)}, publisher={New York, NY: McGraw-Hill}, author={Wiebe, E. N.}, year={1997} }
 @book{wiebe_norton_summey_howe_1997, place={Raleigh, NC}, title={Organizational assessment of integrating CAD and product data management tools in the furniture industry}, number={1997-3}, institution={North Carolina State University, Furniture Manufacturing and Management Center}, author={Wiebe, E.N. and Norton, J.J. and Summey, J. and Howe, J.E.}, year={1997} }
 @book{bertoline_wiebe_nasman_1997, title={Solutions manual to accompany Technical graphics communication (2nd. ed.)}, ISBN={0256266689}, publisher={Boston, MA: McGraw-Hill}, author={Bertoline, Gary R. and Wiebe, E. N. and Nasman, et al.}, year={1997} }
 @book{bertoline_wiebe_miller_mohler_1997, place={Chicago, IL}, edition={2nd}, title={Technical Graphics Communication}, publisher={Irwin}, author={Bertoline, G.R. and Wiebe, E.N. and Miller, C.L. and Mohler, J.L.}, year={1997} }
 @book{bertoline_wiebe_miller_mohler_1997, title={Technical graphics communication and student CD-ROM package (2nd ed.)}, ISBN={0256229813}, publisher={Chicago, IL: Irwin}, author={Bertoline, G. R. and Wiebe, E. N. and Miller, C. and Mohler, J.}, year={1997} }
 @book{wiebe_summey_1996, place={Raleigh, NC}, title={Enhancing product development through parametric and product data management tools}, number={1996-1}, institution={North Carolina State University, Furniture Manufacturing and Management Center}, author={Wiebe, E.N. and Summey, J.}, year={1996} }
 @book{bertoline_wiebe_miller_nasman_1996, place={New York, NY}, edition={1st}, title={Fundamentals of Graphics Communication}, publisher={McGraw-Hill}, author={Bertoline, G.R. and Wiebe, E.N. and Miller, C.L. and Nasman, L.O.}, year={1996} }
 @inproceedings{clark_wiebe_shown_1996, title={Future directions for graphics: A look at the new technical graphics curriculum in NC high schools}, booktitle={Proceedings of the Engineering Design Graphics Division of the American Society for Engineering Education, Mid-Year Meeting, NC State University, Raleigh, NC}, author={Clark, A. C. and Wiebe, E. N. and Shown, T.}, year={1996} }
 @book{wiebe_summey_1995, place={Raleigh, NC}, title={Assessment of current trends in computer-aided design and manufacturing in the furniture industry}, number={1995-3}, institution={North Carolina State University, Furniture Manufacturing and Management Center}, author={Wiebe, E.N. and Summey, J.}, year={1995} }
 @book{bertoline_wiebe_miller_nasman_1995, title={Engineering graphics communication}, ISBN={0256114188}, publisher={Chicago, IL: Irwin,}, author={Bertoline, G. R. and Wiebe, E. N. and Miller, C. and Nasman, L.}, year={1995} }
 @inbook{wiebe_1995, place={Santa Monica, CA}, title={Evaluation of alternative methods of representing three-dimensional objects on computer displays}, booktitle={Human factors perspectives on human-computer interaction : selections from proceedings of Human Factors and Ergonomics Society annual meetings, 1983-1994}, publisher={Human Factors and Ergonomics Society}, author={Wiebe, E.N.}, editor={Perlman, G. and Green, G.K. and Wogalter, M.S.Editors}, year={1995}, pages={373–377} }
 @book{bertoline_wiebe_miller_nasman_1995, place={Chicago, IL}, edition={1st}, title={Technical Graphics Communication}, publisher={Irwin}, author={Bertoline, G.R. and Wiebe, E.N. and Miller, C.L. and Nasman, L.O.}, year={1995} }
 @inproceedings{wiebe_1994, title={Evaluation of alternative methods of representing three-dimensional objects on computer displays}, DOI={10.1177/154193129403801917}, abstractNote={ Due to the increased use of 3D modeling software in the design and manufacture of products, careful evaluation needs to be made as to how the 3D model is represented on the computer display. The experiment's hypothesis is that both rate in which projections of a rotating object are presented and whether the object is rendered as a line drawing or shaded will effect the mental representation of the object. The experiment factorially crossed three levels of projection presentation rate with two levels of rendering (line drawing vs. shaded). All levels of both independent variables were between subjects. The subjects' score on a mental rotations test score was used as a covariant. The subjects each viewed 40 displays representing different rotating objects and identified the objects through a forced choice pair selection. RT and error rate were measured for each selection trial. Data on a total of 72 subjects was analyzed using the ANOVA procedure. The results of the experiment showed a significant main effect of the rate of presentation variable on RT. The results also showed a significant main effect of the rendering variable on error rate. No interaction was found between the two independent variables. The results indicate varying presentation rate can be an effective tool in allowing faster interpretations of an object. It is also recommended that the display technique be carefully matched to the complexity of the object being displayed and the capabilities of the computer being used to display it. }, booktitle={Proceedings of the Human Factors and Ergonomics Society 38th Annual Meeting, October 24-28, 1994}, publisher={Santa Monica, CA: Human Factors and Ergonomic Society}, author={Wiebe, Eric}, year={1994} }
 @article{wiebe_1993, title={Visualization of three-dimensional form: A discussion of theoretical models of internal representation}, volume={57}, number={1}, journal={Engineering Design Graphics Journal}, author={Wiebe, E. N.}, year={1993}, pages={18–28} }
 @article{wiebe_1992, title={Scientific visualization: A new course concept for engineering graphics}, volume={56}, number={1}, journal={Engineering Design Graphics Journal}, author={Wiebe, E. N.}, year={1992}, pages={39–44} }
 @book{wiebe_1991, title={The student edition of Generic CADD}, publisher={Reading, MA: Addison-Wesley}, author={Wiebe, E. N.}, year={1991} }