Eric Wiebe

Zambrano, A. F., Barany, A., Ocumpaugh, J., Nasiar, N., Hutt, S., Goslen, A., … Mott, B. (2023). Cracking the Code of Learning Gains: Using Ordered Network Analysis to Understand the Influence of Prior Knowledge. https://doi.org/10.1007/978-3-031-47014-1_2

Rachmatullah, A., Vandenberg, J., Shin, S., & Wiebe, E. (2023). Cross-Country Variation in (Binary) Gender Differences in Secondary School Students' CS Attitudes: Re-Validating and Generalizing a CS Attitudes Scale. ACM TRANSACTIONS ON COMPUTING EDUCATION, 23(4). https://doi.org/10.1145/3630014

Ma, Y., Celepkolu, M., Boyer, K. E., Wiebe, E., Lynch, C. F., & Israel, M. (2023). How Noisy is Too Noisy? The Impact of Data Noise on Multimodal Recognition of Confusion and Conflict During Collaborative Learning. PROCEEDINGS OF THE 25TH INTERNATIONAL CONFERENCE ON MULTIMODAL INTERACTION, ICMI 2023, pp. 326–335. https://doi.org/10.1145/3577190.3614127

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

Unfried, A., Rachmatullah, A., Alexander, A., & Wiebe, E. (2022). An alternative to STEBI-A: validation of the T-STEM science scale. INTERNATIONAL JOURNAL OF STEM EDUCATION, 9(1). https://doi.org/10.1186/s40594-022-00339-x

Rachmatullah, A., & Wiebe, E. N. (2022, April 28). Changes and Sources of Changes of Middle School Teachers' Self-efficacy for Teaching Science in A Computationally Rich Environment: A Mixed-Methods Study. JOURNAL OF SCIENCE TEACHER EDUCATION, Vol. 4. https://doi.org/10.1080/1046560X.2022.2035990

Rachmatullah, A., & Wiebe, E. N. (2022, October 1). Exploring middle school students' interests in computationally intensive science careers: The CISCI instrument validation and intervention. SCIENCE EDUCATION, Vol. 10. https://doi.org/10.1002/sce.21771

Horwitz, P., Reichsman, F., Lord, T., Dorsey, C., Wiebe, E., & Lester, J. (2022, August 5). If We Build It, Will They Learn? An Analysis of Students' Understanding in an Interactive Game During and After a Research Project. TECHNOLOGY KNOWLEDGE AND LEARNING, Vol. 8. https://doi.org/10.1007/s10758-022-09617-7

Zhang, J., Hutt, S., Ocumpaugh, J., Henderson, N., Goslen, A., Rowe, J. P., … Lester, J. (2022). Investigating Student Interest and Engagement in Game-Based Learning Environments. ARTIFICIAL INTELLIGENCE IN EDUCATION, PT I, Vol. 13355, pp. 711–716. https://doi.org/10.1007/978-3-031-11644-5_72

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

Rachmatullah, A., Hinckle, M., & Wiebe, E. N. (2022, June 14). The Role of Teachers' Self-efficacy Beliefs and Habits in Differentiating Types of K-12 Science Teachers. RESEARCH IN SCIENCE EDUCATION, Vol. 6. https://doi.org/10.1007/s11165-022-10060-y

Rachmatullah, A., Vandenberg, J., & Wiebe, E. (2022). Toward More Generalizable CS and CT Instruments: Examining the Interaction of Country and Gender at the Middle Grades Level. PROCEEDINGS OF THE 27TH ACM CONFERENCE ON INNOVATION AND TECHNOLOGY IN COMPUTER SCIENCE EDUCATION, ITICSE 2022, VOL 1, pp. 179–185. https://doi.org/10.1145/3502718.3524790

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

Rachmatullah, A., & Wiebe, E. N. (2021, November 30). Building a computational model of food webs: Impacts on middle school students' computational and systems thinking skills. JOURNAL OF RESEARCH IN SCIENCE TEACHING, Vol. 11. https://doi.org/10.1002/tea.21738

Mutch-Jones, K., Boulden, D. C., Gasca, S., Lord, T., Wiebe, E., & Reichsman, F. (2021, May 24). Co-teaching with an immersive digital game: supporting teacher-game instructional partnerships. ETR&D-EDUCATIONAL TECHNOLOGY RESEARCH AND DEVELOPMENT, Vol. 5. https://doi.org/10.1007/s11423-021-10000-z

Boulden, D. C., Rachmatullah, A., Oliver, K. M., & Wiebe, E. (2021). Measuring in-service teacher self-efficacy for teaching computational thinking: development and validation of the T-STEM CT. EDUCATION AND INFORMATION TECHNOLOGIES, 26(4), 4663–4689. https://doi.org/10.1007/s10639-021-10487-2

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

Rachmatullah, A., Reichsman, F., Lord, T., Dorsey, C., Mott, B., Lester, J., & Wiebe, E. (2021). Modeling Secondary Students' Genetics Learning in a Game-Based Environment: Integrating the Expectancy-Value Theory of Achievement Motivation and Flow Theory. JOURNAL OF SCIENCE EDUCATION AND TECHNOLOGY, 30(4), 511–528. https://doi.org/10.1007/s10956-020-09896-8

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

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

Kite, V., Park, S., & Wiebe, E. (2021). The Code-Centric Nature of Computational Thinking Education: A Review of Trends and Issues in Computational Thinking Education Research. SAGE Open, 11(2), 215824402110164. https://doi.org/10.1177/21582440211016418

Rachmatullah, A., Mayhorn, C. B., & Wiebe, E. N. (2021). The effects of prior experience and gender on middle school students? computer science learning and monitoring accuracy in the Use-Modify-Create progression. LEARNING AND INDIVIDUAL DIFFERENCES, 86. https://doi.org/10.1016/j.lindif.2021.101983

Rachmatullah, A., Akram, B., Boulden, D., Mott, B., Boyer, K., Lester, J., & Wiebe, E. (2020). Development and Validation of the Middle Grades Computer Science Concept Inventory (MG-CSCI) Assessment. Eurasia Journal of Mathematics, Science and Technology Education, 16(5). https://doi.org/10.29333/ejmste/116600

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

Wiebe, E., Kite, V., & Park, S. (2020). Integrating Computational Thinking in STEM. In C. C. Johnson, M. J. Mohr-Schroeder, T. J. Moore, & L. D. English (Eds.), Handbook of Research on STEM Education. New York: Routledge.

Kite, V., Park, S., & Wiebe, E. (2020, November 11). The Code-Centric Nature of Computational Thinking Education: A Review of Trends and Issues in Computational Thinking Education Research. https://doi.org/10.31124/advance.13221905

Kite, V., Park, S., & Wiebe, E. (2020, November 11). The Code-Centric Nature of Computational Thinking Education: A Review of Trends and Issues in Computational Thinking Education Research. https://doi.org/10.31124/advance.13221905.v1

Smith, A., Leeman-Munk, S., Shelton, A., Mott, B., Wiebe, E., & Lester, J. (2019). A Multimodal Assessment Framework for Integrating Student Writing and Drawing in Elementary Science Learning. IEEE Transactions on Learning Technologies, 12(1), 3–15. https://doi.org/10.1109/TLT.2018.2799871

Lytle, N., Cateté, V., Dong, Y., Boulden, D., Akram, B., Houchins, J., … Wiebe, E. (2019). CEO: A Triangulated Evaluation of a Modeling-Based CT-Infused CS Activity for Non-CS Middle Grade Students. Proceedings of the ACM Conference on Global Computing Education  - CompEd '19, 58–64. https://doi.org/10.1145/3300115.3309527

Min, W., Frankosky, M., Mott, B. W., Rowe, J., Smith, P. A. M., Wiebe, E., … Lester, J. (2019). DeepStealth: Game-Based Learning Stealth Assessment with Deep Neural Networks. IEEE Transactions on Learning Technologies, 13(2), 1–1. https://doi.org/10.1109/TLT.2019.2922356

Wiebe, E., London, J., Aksit, O., Mott, B. W., Boyer, K. E., & Lester, J. C. (2019). Development of a Lean Computational Thinking Abilities Assessment for Middle Grades Students. Proceedings of the 50th ACM Technical Symposium on Computer Science Education - SIGCSE '19. Presented at the the 50th ACM Technical Symposium. https://doi.org/10.1145/3287324.3287390

Aksit, O., & Wiebe, E. N. (2019). Exploring Force and Motion Concepts in Middle Grades Using Computational Modeling: a Classroom Intervention Study. Journal of Science Education and Technology, 29(1), 65–82. https://doi.org/10.1007/s10956-019-09800-z

Lytle, N., Catete, V., Isvik, A., Boulden, D., Dong, Y., Wiebe, E., & Barnes, T. (2019). From 'Use' to 'Choose': Scaffolding CT Curricula and Exploring Student Choices while Programming [Paper]. Proceedings of the 14th Workshop in Primary and Secondary Computing Education on   - WiPSCE'19, 18. https://doi.org/10.1145/3361721.3362110

Wiggins, J. B., Wilkinson, J., Baigorria, L., Huang, Y., Boyer, K. E., Lynch, C., & Wiebe, E. (2019). From Doodles to Designs: Participatory Pedagogical Agent Design with Elementary Students. Proceedings of the Interaction Design and Children on ZZZ  - IDC '19, 642–647. https://doi.org/10.1145/3311927.3325321

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

Kite, V., Park, S., & Wiebe, E. (2019). Recognizing and Questioning the CT Education Paradigm. Proceedings of the 50th ACM Technical Symposium on Computer Science Education  - SIGCSE '19. Presented at the the 50th ACM Technical Symposium. https://doi.org/10.1145/3287324.3293765

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

Lytle, N., Cateté, V., Boulden, D., Dong, Y., Houchins, J., Milliken, A., … Barnes, T. (2019). Use, Modify, Create: Comparing Computational Thinking Lesson Progressions for STEM Classes. Proceedings of the 2019 ACM Conference on Innovation and Technology in Computer Science Education, 395–401. https://doi.org/10.1145/3304221.3319786

Boulden, D. C., Wiebe, E., Akram, B., Buffum, P., Aksit, O., Mott, B., … Lester, J. (2018). Computational Thinking Integration into Middle Grades Science Classrooms: Strategies for Meeting the Challenges. Middle Grades Review, 4(3). Retrieved from http://files.eric.ed.gov/fulltext/EJ1201235.pdf

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

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

Wiebe, E., Unfried, A., & Faber, M. (2018). The Relationship of STEM Attitudes and Career Interest. Eurasia Journal of Mathematics, Science and Technology Education, 14(10). https://doi.org/10.29333/ejmste/92286

Wiggins, J. B., Kulkarni, M., Min, W., Boyer, K. E., Mott, B., Wiebe, E., & Lester, J. (2018). User Affect and No-Match Dialogue Scenarios: An Analysis of Facial Expression. Proceedings of the 4th International Workshop on Multimodal Analyses Enabling Artificial Agents in Human-Machine Interaction - MA3HMI'18, 6–14. https://doi.org/10.1145/3279972.3279979

Pezzullo, L. G., Wiggins, J. B., Frankosky, M. H., Min, W., Boyer, K. E., Mott, B. W., … Lester, J. C. (2017). "Thanks Alisha, Keep in Touch": Gender Effects and Engagement with Virtual Learning Companions. ARTIFICIAL INTELLIGENCE IN EDUCATION, AIED 2017, Vol. 10331, pp. 299–310. https://doi.org/10.1007/978-3-319-61425-0_25

Min, W., Frankosky, M. H., Mott, B. W., Wiebe, E. N., Boyer, K. E., & Lester, J. C. (2017). Inducing Stealth Assessors from Game Interaction Data. ARTIFICIAL INTELLIGENCE IN EDUCATION, AIED 2017, Vol. 10331, pp. 212–223. https://doi.org/10.1007/978-3-319-61425-0_18

Milbourne, J., & Wiebe, E. (2017). The Role of Content Knowledge in Ill-Structured Problem Solving for High School Physics Students. Research in Science Education, 48(1), 165–179. https://doi.org/10.1007/s11165-016-9564-4

Buffum, P. S., Frankosky, M., Boyer, K. E., Wiebe, E. N., Mott, B. W., & Lester, J. C. (2016). Collaboration and Gender Equity in Game-Based Learning for Middle School Computer Science. Computing in Science & Engineering, 18(2), 18–28. https://doi.org/10.1109/mcse.2016.37

Wiggins, J. B., Grafsgaard, J. F., Boyer, K. E., Wiebe, E. N., & Lester, J. C. (2016). Do You Think You Can? The Influence of Student Self-Efficacy on the Effectiveness of Tutorial Dialogue for Computer Science. International Journal of Artificial Intelligence in Education, 27(1), 130–153. https://doi.org/10.1007/s40593-015-0091-7

Shelton, A., Smith, A., Wiebe, E., Behrle, C., Sirkin, R., & Lester, J. (2016). Drawing and Writing in Digital Science Notebooks: Sources of Formative Assessment Data. Journal of Science Education and Technology, 25(3), 474–488. https://doi.org/10.1007/S10956-016-9607-7

Buffum, P. S., Frankosky, M. H., Boyer, K. E., Wiebe, E. N., Mott, B. W., & Lester, J. C. (2016). Empowering All Students. Proceedings of the 47th ACM Technical Symposium on Computing Science Education  - SIGCSE '16. Presented at the the 47th ACM Technical Symposium. https://doi.org/10.1145/2839509.2844595

Vail, A. K., Grafsgaard, J. F., Boyer, K. E., Wiebe, E. N., & Lester, J. C. (2016). Gender Differences in Facial Expressions of Affect During Learning. Proceedings of the 2016 Conference on User Modeling Adaptation and Personalization - UMAP '16. Presented at the the 2016 Conference. https://doi.org/10.1145/2930238.2930257

Smith, A., Aksit, O., Min, W., Wiebe, E., Mott, B. W., & Lester, J. C. (2016). Integrating Real-Time Drawing and Writing Diagnostic Models: An Evidence-Centered Design Framework for Multimodal Science Assessment. In A. Micarelli, J. Stamper, & K. Panourgia (Eds.), Intelligent Tutoring Systems (Vol. 9684, pp. 165–175). https://doi.org/10.1007/978-3-319-39583-8_16

Smith, A., Aksit, O., Min, W., Wiebe, E., Mott, B. W., & Lester, J. C. (2016). Integrating real-time drawing and writing diagnostic models: An evidence-centered design framework for multimodal science assessment. Intelligent tutoring systems, its 2016, 0684, 165–175.

Vail, A. K., Grafsgaard, J. F., Boyer, K. E., Wiebe, E. N., & Lester, J. C. (2016). Predicting Learning from Student Affective Response to Tutor Questions. INTELLIGENT TUTORING SYSTEMS, ITS 2016, Vol. 9684, pp. 154–164. https://doi.org/10.1007/978-3-319-39583-8_15

Creager, J., & Wiebe, E. (2016). Understanding Motivations and Behaviors: User-centered Analysis of MOOC Participation. User Experience Magazine, 16(2). Retrieved from http://uxpamagazine.org/understanding-motivations-and-behaviors/

Okumuş, S., Lewis, L., Wiebe, E., & Hollebrands, K. (2016). Utility and usability as factors influencing teacher decisions about software integration. Educational Technology Research and Development, 64(6), 1227–1249. https://doi.org/10.1007/s11423-016-9455-4

Wiebe, E., & Sharek, D. (2016). eLearning. In Why Engagement Matters (pp. 53–79). https://doi.org/10.1007/978-3-319-27446-1_3

Buffum, P. S., Lobene, E. V., Frankosky, M. H., Boyer, K. E., Wiebe, E. N., & Lester, J. C. (2015). A Practical Guide to Developing and Validating Computer Science Knowledge Assessments with Application to Middle School. Proceedings of the 46th ACM Technical Symposium on Computer Science Education - SIGCSE '15. Presented at the the 46th ACM Technical Symposium. https://doi.org/10.1145/2676723.2677295

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

Albert, J. L., Blanchard, M. R., & Wiebe, E. N. (2015). How high school students construct or create animations about water boiling. Application of Visual Data in K-16 Science Classrooms, 191–216.

Sharek, D., & Wiebe, E. (2015). Investigating Real-time Predictors of Engagement. International Journal of Gaming and Computer-Mediated Simulations, 7(1), 20–37. https://doi.org/10.4018/IJGCMS.2015010102

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

Wiebe, E., Thompson, I., & Behrend, T. (2015). MOOCs From the Viewpoint of the Learner. Educational Researcher, 44(4), 252–254. https://doi.org/10.3102/0013189x15584774

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

Lee, J. K., Spires, H. A., Wiebe, E., Hollebrands, K., & Young, C. (2015). Portraits of One-To-One Learning Environments In A New Learning Ecology. International Journal of Learning, Teaching and Educational Research, 10(3).

Unfried, A., Faber, M., Stanhope, D. S., & Wiebe, E. (2015). The Development and Validation of a Measure of Student Attitudes Toward Science, Technology, Engineering, and Math (S-STEM). Journal of Psychoeducational Assessment, 33(7), 622–639. https://doi.org/10.1177/0734282915571160

Vail, A. K., Boyer, K. E., Wiebe, E. N., & Lester, J. C. (2015). The Mars and Venus Effect: The Influence of User Gender on the Effectiveness of Adaptive Task Support. In Lecture Notes in Computer Science (pp. 265–276). https://doi.org/10.1007/978-3-319-20267-9_22

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

Leeman-Munk, S., Smith, A., Mott, B., Wiebe, E., & Lester, J. (2015). Two Modes Are Better Than One: A Multimodal Assessment Framework Integrating Student Writing and Drawing. ARTIFICIAL INTELLIGENCE IN EDUCATION, AIED 2015, Vol. 9112, pp. 205–215. https://doi.org/10.1007/978-3-319-19773-9_21

Buffum, P. S., Martinez-Arocho, A. G., Frankosky, M. H., Rodriguez, F. J., Wiebe, E. N., & Boyer, K. E. (2014). CS principles goes to middle school. Proceedings of the 45th ACM technical symposium on Computer science education - SIGCSE '14. Presented at the the 45th ACM technical symposium. https://doi.org/10.1145/2538862.2538949

Sharek, D., & Wiebe, E. (2014). Measuring Video Game Engagement Through the Cognitive and Affective Dimensions. Simulation & Gaming, 45(4-5), 569–592. https://doi.org/10.1177/1046878114554176

Wiebe, E. N., Lamb, A., Hardy, M., & Sharek, D. (2014). Measuring engagement in video game-based environments: Investigation of the User Engagement Scale. Computers in Human Behavior, 32, 123–132. https://doi.org/10.1016/J.CHB.2013.12.001

Wiebe, E. (2014). Memory and Science Learning. In R. Gunstone (Ed.), Encyclopedia of Science Education. https://doi.org/10.1007/978-94-007-6165-0_122-2

Madden, L., & Wiebe, E. (2014). Multiple Perspectives on Elementary Teachers’ Science Identities: A case study. International Journal of Science Education, 37(3), 391–410. https://doi.org/10.1080/09500693.2014.987715

Grafsgaard, J. F., Wiggins, J. B., Vail, A. K., Boyer, K. E., Wiebe, E. N., & Lester, J. C. (2014). The Additive Value of Multimodal Features for Predicting Engagement, Frustration, and Learning during Tutoring. Proceedings of the 16th International Conference on Multimodal Interaction - ICMI '14. Presented at the the 16th International Conference. https://doi.org/10.1145/2663204.2663264

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

Madden, L., & Wiebe, E. N. (2013). Curriculum as Experienced by Students: How Teacher Identity Shapes Science Notebook Use. Research in Science Education, 43(6), 2567–2592. https://doi.org/10.1007/s11165-013-9376-8

Grafsgaard, J. F., Wiggins, J. B., Boyer, K. E., Wiebe, E. N., & Lester, J. C. (2013). Embodied Affect in Tutorial Dialogue: Student Gesture and Posture. In Lecture Notes in Computer Science (pp. 1–10). https://doi.org/10.1007/978-3-642-39112-5_1

Madden, L., Bedward, J., Wiebe, E. N., & Benitez-Nelson, C. R. (2012). Lessons Learned in Summer Camp: A Case Study of the Learning Paths of Three Campers. Electronic Journal of Science Education, 16(3).

Timms, M., Lester, J., Boyer, K. E., & Wiebe, E. (2012). Machine Learning Methods. In M. Timms, D. H. Clements, J. Gobert, D. J. Ketelhut, J. Lester, D. D. Reese, & E. Wiebe (Eds.), New Measurement Paradigms. Washington, DC: CADRE/EDC.

Spires, H. A., Wiebe, E., Young, C. A., Hollebrands, K., & Lee, J. K. (2012). Toward a new learning ecology: Professional development for teachers in 1:1 learning environments. Contemporary Issues in Technology and Teacher Education, 12(2).

Carrier, S., Wiebe, E. N., Gray, P., & Teachout, D. (2011). BioMusic in the Classroom: Interdisciplinary Elementary Science and Music Curriculum Development. School Science and Mathematics, 111(8), 425–434. https://doi.org/10.1111/j.1949-8594.2011.00116.x

Behrend, T. S., Wiebe, E. N., London, J. E., & Johnson, E. C. (2011). Cloud computing adoption and usage in community colleges. Behaviour & Information Technology, 30(2), 231–240. https://doi.org/10.1080/0144929x.2010.489118

Cook, M., Wiebe, E., & Carter, G. (2011). Comparing visual representations of DNA in two multimedia presentations. Journal of Educational Multimedia and Hypermedia, 20(1), 21–42.

Jones, M. G., Gardner, G., Taylor, A. R., Wiebe, E., & Forrester, J. (2011). Conceptualizing Magnification and Scale: The Roles of Spatial Visualization and Logical Thinking. Research in Science Education, 41(3), 357–368. https://doi.org/10.1007/s11165-010-9169-2

London, J., & Wiebe, E. N. (2011). Evaluation of Virtual Computing Lab in Community Colleges: Fall and Spring 2010 [Research Report]. Raleigh, NC: The Friday Institute.

Branoff, T., Wiebe, E., & Shreve, M. (2011). How students use online instructional resources in a blended instruction introductory engineering graphics course. Journal of Geometry and Graphics, 15(2), 213–223.

Wiebe, E. N., Branoff, T. J., & Shreve, M. A. (2011). Online resource utilization in a hybrid course in engineering graphics. Advances in Engineering Education, 2(3). Retrieved from https://eric.ed.gov/?id=EJ1076058

Behrend, T. S., Sharek, D. J., Meade, A. W., & Wiebe, E. N. (2011). The viability of crowdsourcing for survey research. Behavior Research Methods, 43(3), 800–813. https://doi.org/10.3758/s13428-011-0081-0

Wiebe, E. N., Roberts, E., & Behrend, T. S. (2010). An examination of two mental workload measurement approaches to understanding multimedia learning. Computers in Human Behavior, 26(3), 474–481. https://doi.org/10.1016/j.chb.2009.12.006

Bertoline, G. R., Wiebe, E. N., Hartman, N. W., & Ross, W. A. (2010). Fundamentals of graphics communication (6th ed.). New York, NY: McGraw-Hill.

Minogue, J., Wiebe, E., Madden, L., Bedward, J., & Carter, M. (2010). Graphically enhanced science notebooks. Science and Children, 48(3), 52–55.

Wiebe, E. N. (2010). Learning design: Creating contexts for learning experiences. In Future of STEM Curricula and Instructional Design: A Blue Sky Workshop (pp. 39–53). Landsdowne, MD: Center for the Study of Mathematics Curriculum.

Minogue, J., Madden, L., Bedward, J., Wiebe, E., & Carter, M. (2010). The Cross-Case Analyses of Elementary Students’ Engagement in the Strands of Science Proficiency. Journal of Science Teacher Education, 21(5), 559–587. https://doi.org/10.1007/s10972-010-9195-y

Branoff, T., & Wiebe, E. (2009). Face-to-Face, hybrid, or online?: Issues faculty face redesigning an introductory engineering graphics course. Engineering Design Graphics Journal, 73(1), 25–31.

Wiebe, E., Minogue, J., Jones, M. G., Cowley, J., & Krebs, D. (2009). Haptic feedback and students' learning about levers: unraveling the effect of simulated touch. Computers & Education, 53(2), 667–676. https://doi.org/10.1016/j.compedu.2009.04.004

Behrend, T., Wiebe, E. N., London, J., & Johnson, E. (2009). Implementation of the Virtual Computer Lab (VCL) in community colleges - Fall 2008 [Research Report]. Raleigh, NC: The Friday Institute.

Scheiter, K., Wiebe, E., & Holsanova, J. (2009). Theoretical and Instructional Aspects of Learning with Visualizations. In R. Z. Zheng (Ed.), Cognitive Effects of Multimedia Learning (pp. 67–88). https://doi.org/10.4018/978-1-60566-158-2.ch005

Spires, H. A., Wiebe, E., Young, C. A., Hollebrands, K., & Lee, J. K. (2009). Toward a new learning ecology: Teaching and learning in 1:1 environments [Friday Institute White Paper]. Raleigh, NC: North Carolina State University.

Wiebe, E. N. (2008). Data Visualization and Gaming. In Serious Educational Games. https://doi.org/10.1163/9789087903817_006

Bertoline, G. R., & Wiebe, E. N. (2008). Fundamentals of Graphics Communication (5th ed.). New York, NY: McGraw-Hill.

Behrend, T., Wiebe, E. N., & Sharek, D. (2008). Implementation of the Virtual Computer Lab (VCL) at Wake Tech Community College [Evaluation Report]. Raleigh, NC: The Friday Institute.

Wiebe, E., & Annetta, L. (2008). Influences on visual attentional distribution in multimedia instruction. Journal of Educational Multimedia and Hypermedia, 17(2), 259–277.

Carter, G., Cook, M., Park, J. C., Wiebe, E. N., & Butler, S. M. (2008). Middle Grade Students' Interpretations of Contour Maps. School Science and Mathematics, 108(2), 71–79. https://doi.org/10.1111/j.1949-8594.2008.tb17806.x

Bertoline, G. R., Wiebe, E. N., Hartman, N. W., & Ross, W. A. (2008). Technical graphics communication (4th ed.). New York, NY: McGraw-Hill.

Cook, M., Wiebe, E. N., & Carter, G. (2008). The influence of prior knowledge on viewing and interpreting graphics with macroscopic and molecular representations. SCIENCE EDUCATION, 92(5), 848–867. https://doi.org/10.1002/sce.20262

Cook, M., Carter, G., & Wiebe, E. N. (2008). The interpretation of cellular transport graphics by students with low and high prior knowledge. INTERNATIONAL JOURNAL OF SCIENCE EDUCATION, 30(2), 239–261. https://doi.org/10.1080/09500690601187168

Jessee, E., & Wiebe, E. (2008). Visual Perception and the HSV Color System: Exploring Color in the Communications Technology Classroom. Technology Teacher, 68(1), 7–11.

Annetta, L. A., Slykhuis, D., & Wiebe, E. (2007). Evaluating Gender Differences of
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Wiebe, E. N., Slykhuis, D. A., & Annetta, L. A. (2007). Evaluating the Effectiveness of Scientific Visualization In Two PowerPoint Delivery Strategies on Science Learning for Preservice Science Teachers. International Journal of Science and Mathematics Education, 5(2), 329–348. https://doi.org/10.1007/S10763-006-9041-Z

Gary R. Bertoline, E. N. W. (2007). Fundamentals of graphics communication. New York, NY: McGraw-Hill Higher Education.

Carter, M., Ferzli, M., & Wiebe, E. N. (2007). Writing to Learn by Learning to Write in the Disciplines. Journal of Business and Technical Communication, 21(3), 278–302. https://doi.org/10.1177/1050651907300466

Wiebe, E. N., & Slykhuis, D. A. (2006). Evaluating the effectiveness of scientific visualization in two PowerPoint? delivery strategies on science learning for preservice science teachers. International Journal of Science and Mathematics Education.

Park, J. C., Carter, G., Wiebe, E. N., Reid-Griffin, A., & Butler, S. M. (2006). Gestures: Silent Scaffolding within Small Groups. Journal of Classroom Interaction, 41(1), 15–21.

Jones, M. G., Taylor, A., Minogue, J., Broadwell, B., Wiebe, E., & Carter, G. (2006). Understanding Scale: Powers of Ten. Journal of Science Education and Technology, 16(2), 191–202. https://doi.org/10.1007/s10956-006-9034-2

Slykhuis, D. A., Wiebe, E. N., & Annetta, L. A. (2005). Eye-Tracking Students' Attention to PowerPoint Photographs in a Science Education Setting. Journal of Science Education and Technology, 14(5-6), 509–520. https://doi.org/10.1007/s10956-005-0225-z

Bertoline, G. R., & Wiebe, E. N. (2005). Fundamentals of Graphics Communication (4th ed.). New York, NY: McGraw-Hill.

Gary R. Bertoline, E. N. W. (2005). Fundamentals of graphics communication. New York: McGraw-Hill.

Bertoline, G. R., & Wiebe, E. N. (2005). Fundamentals of graphics communication. (2nd ed.). New York, NY: McGraw-Hill.

Ferzli, M., Carter, M., & Wiebe, E. (2005). LabWrite: Transforming lab reports from busywork to meaningful learning opportunities. Journal of College Science Teaching, 35, 31–33.

Patrick, M. D., Carter, G., & Wiebe, E. N. (2005). Visual Representations of DNA Replication: Middle Grades Students’ Perceptions and Interpretations. Journal of Science Education and Technology, 14(3), 353–365. https://doi.org/10.1007/s10956-005-7200-6

Reid-Griffin, A., Carter, G., Park, J., Wiebe, E., Flynn, L., Parsons, E. C., … Haefner, L. (2004). Educators working smarter: A closer look at a local community of practice. Action in Teacher Education, 26(3), 44–51. https://doi.org/10.1080/01626620.2004.10463331

Katira, N., Williams, L., Wiebe, E., Miller, C., Balik, S., & Gehringer, E. (2004). On understanding compatibility of student pair programmers. Proceedings of the 35th SIGCSE technical symposium on Computer science education  - SIGCSE '04. Presented at the the 35th SIGCSE technical symposium. https://doi.org/10.1145/971300.971307

Carter, M., Ferzli, M., & Wiebe, E. (2004). Teaching genre to English first-language adults: A study of the laboratory report. Research in the Teaching of English, 38(4).

Wiebe, E. N., Williams, L., Yang, K., & Miller, C. (2003). Computer Science Attitude Survey (Report No. NCSU CSC TR-2003-1). Raleigh, NC: Department of Computer Science, NC State University.

Butler, S. M., & Wiebe, E. N. (2003). Designing a technology-based science lesson: Student teachers grapple with an authentic problem of practice. Journal of Technology and Teacher Education, 11(4), 463–481.

Nagappan, N., Williams, L., Wiebe, E., Miller, C., Balik, S., Ferzli, M., & Petlick, J. (2003). Pair learning: With an eye toward future success. In Extreme programming and agile methods: XP/Agile Universe 2003: Third XP Agile Universe Conference, New Orleans, LA, USA, August 10-13, 2003 (Vol. 2753, pp. 185–198). https://doi.org/10.1007/978-3-540-45122-8_21

Wiebe, E. N., Branoff, T. J., & Hartman, N. W. (2003). Teaching geometry through dynamic modeling in introductory engineering graphics. Engineering Design Graphics Journal, 67(2), 12–20.

Bertoline, G. R., & Wiebe, E. N. (2003). Technical graphics communication. (3rd ed.). Boston: McGraw-Hill.

Wiebe, E. N. (2003). Transfer of learning between 3D modeling systems. Engineering Design Graphics Journal, 67(3), 15–28.

Wiebe, E. N., & Clark, A. C. (2003). VisTE Project: Visualization for improved technological and scientific literacy. Proceedings of the Annual ASEE Meeting. Washington, DC: ASEE.

Wiebe, E., Shaver, E., & Wogalter, M. S. (2002). Attitudes about the Internet: Implications for use in education. Journal of Educational Technology Systems, 31(2), 143–156. https://doi.org/10.2190/l7ub-g81u-0md5-3fk7

Branoff, T. J., Hartman, N. W., & Wiebe, E. N. (2002). Constraint-based, three-dimensional solid modeling in an introductory engineering graphics course: Re-examining the curriculum. Engineering Design Graphics Journal, 66(1), 5–10.

Bertoline, G. R., & Wiebe, E. N. (2002). Fundamentals of Graphics Communication (3rd ed.). New York, NY: McGraw-Hill.

Williams, L., Wiebe, E., Yang, K., Ferzli, M., & Miller, C. (2002). In support of paired programming in the introductory computer science course. Computer Science Education, 12(3), 197–212. https://doi.org/10.1076/csed.12.3.197.8618

Williams, L., Yang, K., Wiebe, E., Ferzli, M., & Miller, C. (2002). Pair programming in an introductory computer science course: Initial results and recommendations. 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. New York, NY: ACM Press.

Ferzli, M., Wiebe, E. N., & Williams, L. (2002). Paired Programming Project: Focus Groups with Teaching Assistants and Students (Report No. NCSU CSC TR-2002-16). Raleigh, NC: Department of Computer Science, NC State University.

Clark, A. C., & Wiebe, E. (2001). Comparing computer usage by students in education programs to technology education majors. Journal of Technology Education, 13(1), 5–16. https://doi.org/10.21061/jte.v13i1.a.1

Wiebe, E. N., Clark, A. C., & Hasse, E. V. (2001). Scientific visualization: Linking science and technology education through graphic communications. Journal of Design and Technology Education, 6(1), 40–47.

Wiebe, E. N., Hare, T. M., Carter, M., Fahmy, Y., Russell, R., & Ferzli, M. (2001). Supporting lab report writing in an introductory materials engineering lab. 2001 ASEE annual conference & exposition: Proceedings ; June 24-27, 2001, Albuquerque Convention Center, Albuquerque, New Mexico. Washington, DC: ASEE.

Wiebe, E., & Clark, A. C. (2001). Understanding the diversity of student computing activity. Journal of Educational Technology Systems, 29(4), 291–312. https://doi.org/10.2190/ltrv-qrb8-wqdh-r7ff

Wiebe, E. (2000). Deep realities: The fit of usability in business. ACM Journal of Computer Documentation, 24(4), 220–226. https://doi.org/10.1145/353927.353932

Clark, A. C., & Wiebe, E. N. (2000). Scientific visualization for secondary and post-secondary education. Journal of Technology Studies, 26(1), 24–32.

Wiebe, E. N. (1999). 3-D constraint-based modeling: Finding common themes. Engineering Design Graphics Journal, 63(2), 15–31.

Wiebe, E. N. (1999). Future applications of geometry and graphics. Engineering Design Graphics Journal, 63(2), 13–20.

Wiebe, E. N. (1999). Integration of electronic mail into schools. JOURNAL OF EDUCATIONAL COMPUTING RESEARCH, 21(1), 55–73. https://doi.org/10.2190/5txg-7vc0-khw5-5an9

Wiebe, E. N., & Clark, A. C. (1998). Evolving technical graphics in the high schools: A new curriculum in scientific visualization. Engineering Design Graphics Journal, 62(2), 4–15.

Clark, A. C., & Wiebe, E. N. (1998). Evolving technology and graphics in secondary education: A new curriculum in scientific visualization for North Carolina. Technology Education Journal (North Carolina Council of Technology Teacher Educators), 3(1998), 23–48.

Bertoline, G. R., Wiebe, E. N., & Miller, C. L. (1998). Fundamentals of Graphics Communication (2nd ed.). New York, NY: McGraw-Hill.

Bertoline, G. R., Wiebe, E. N., & Miller, C. (1998). Fundamentals of graphics communication (2nd ed.). Boston, MA: WCB/McGraw-Hill.

Wiebe, E. N., & Howe, J. E. (1998). Graphics design for the web. In J. R. C. Forsythe & E. Grose (Eds.), Human factors and web development: Ch. 17 (pp. 225–240). Mahwah, N.J.: Lawrence Erlbaum Associates.

Wiebe, E. N. (1998). Instructor's manual for fundamentals of graphics communication (2nd ed.). New York, NY: McGraw-Hill.

Wiebe, E. N., Mendick, M., & Summey, J. (1998). Specification and development of intranet-based product data management tools for the furniture industry (Technical Report No. 1998-1). Raleigh, NC: North Carolina State University, Furniture Manufacturing and Management Center.

Wiebe, E. N. (1998). The taxonomy of geometry and graphics. Journal for Geometry and Graphics, 2(2), 189–196.

Wiebe, E. (1998). Using site-based techniques to evolve the product development process in manufacturing industries. Proceedings of the Human Factors and Ergonomics Society Annual Meeting, 42(1998 Oct.). https://doi.org/10.1177/154193129804201310

Wiebe, E. N. (1997). Adding agility to CAD: Integrating product data management tools into an organization. HUMAN FACTORS AND ERGONOMICS IN MANUFACTURING, 7(1), 21–35. https://doi.org/10.1002/(SICI)1520-6564(199724)7:1<21::AID-HFM3>3.0.CO;2-I

Wiebe, E. N., Howe, J. E., Summey, J., & Norton, J. J. (1997). Computing and organizational assessment in the furniture industry. In G. Salvendy, M. Smith, & R. J. Koubek (Eds.), 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: Vol. B. Amsterdam: Elsevier.

Wiebe, E. N. (1997). Instructor's manual for technical graphics communication (2nd. ed.). New York, NY: McGraw-Hill.

Wiebe, E. N., Norton, J. J., Summey, J., & Howe, J. E. (1997). Organizational assessment of integrating CAD and product data management tools in the furniture industry (Technical Report No. 1997-3). Raleigh, NC: North Carolina State University, Furniture Manufacturing and Management Center.

Bertoline, G. R., Wiebe, E. N., & Nasman, et al. (1997). Solutions manual to accompany Technical graphics communication (2nd. ed.). Boston, MA: McGraw-Hill.

Bertoline, G. R., Wiebe, E. N., Miller, C. L., & Mohler, J. L. (1997). Technical Graphics Communication (2nd ed.). Chicago, IL: Irwin.

Bertoline, G. R., Wiebe, E. N., Miller, C., & Mohler, J. (1997). Technical graphics communication and student CD-ROM package (2nd ed.). Chicago, IL: Irwin.

Wiebe, E. N., & Summey, J. (1996). Enhancing product development through parametric and product data management tools (Technical Report No. 1996-1). Raleigh, NC: North Carolina State University, Furniture Manufacturing and Management Center.

Bertoline, G. R., Wiebe, E. N., Miller, C. L., & Nasman, L. O. (1996). Fundamentals of Graphics Communication (1st ed.). New York, NY: McGraw-Hill.

Clark, A. C., Wiebe, E. N., & Shown, T. (1996). Future directions for graphics: A look at the new technical graphics curriculum in NC high schools. Proceedings of the Engineering Design Graphics Division of the American Society for Engineering Education, Mid-Year Meeting, NC State University, Raleigh, NC.

Wiebe, E. N., & Summey, J. (1995). Assessment of current trends in computer-aided design and manufacturing in the furniture industry (Technical Report No. 1995-3). Raleigh, NC: North Carolina State University, Furniture Manufacturing and Management Center.

Bertoline, G. R., Wiebe, E. N., Miller, C., & Nasman, L. (1995). Engineering graphics communication. Chicago, IL: Irwin,

Wiebe, E. N. (1995). Evaluation of alternative methods of representing three-dimensional objects on computer displays. In G. Perlman, G. K. Green, & M. S. Wogalter (Eds.), Human factors perspectives on human-computer interaction : selections from proceedings of Human Factors and Ergonomics Society annual meetings, 1983-1994 (pp. 373–377). Santa Monica, CA: Human Factors and Ergonomics Society.

Bertoline, G. R., Wiebe, E. N., Miller, C. L., & Nasman, L. O. (1995). Technical Graphics Communication (1st ed.). Chicago, IL: Irwin.

Wiebe, E. (1994). Evaluation of alternative methods of representing three-dimensional objects on computer displays. Proceedings of the Human Factors and Ergonomics Society 38th Annual Meeting, October 24-28, 1994. https://doi.org/10.1177/154193129403801917

Wiebe, E. N. (1993). Visualization of three-dimensional form: A discussion of theoretical models of internal representation. Engineering Design Graphics Journal, 57(1), 18–28.

Wiebe, E. N. (1992). Scientific visualization: A new course concept for engineering graphics. Engineering Design Graphics Journal, 56(1), 39–44.

Wiebe, E. N. (1991). The student edition of Generic CADD. Reading, MA: Addison-Wesley.