TY - CONF TI - Interaction Network Estimation: Predicting the Size and Coverage for Networks of Student-Tutor Transactions AU - Eagle, Michael AU - Hicks, Andrew AU - Barnes, Tiffany T2 - EDM 15 C2 - 2015/// C3 - 8th International Conference on Educational Data Mining CY - Madrid, Spain DA - 2015/// PY - 2015/// SP - 342–349 ER - TY - CONF TI - Applying Deep Gamification Principles to Improve Quality of User-Designed Levels AU - Hicks, Andrew AU - Zhi, Rui AU - Dong, Yihuan AU - Barnes, Tiffany T2 - 11th Annual Games+Learning+Society Conference (GLS 15) C2 - 2015/// DA - 2015/// PY - 2015/// ER - TY - CONF TI - Data-driven Proficiency Profiling AU - Mostafavi, Behrooz AU - Liu, Zhongxiu AU - Barnes, Tiffany T2 - EDM2015 C2 - 2015/// C3 - Educational Data Mining CY - Madrid, Spain DA - 2015/// PY - 2015/// SP - 335–341 ER - TY - JOUR TI - Highlights of broadening participation research at RESPECTS '15 AU - Barnes, Tiffany AU - Payton, Jamie AU - Guzdial, Mark T2 - SIGCSE Bulletin AB - RESPECT'15, the first international conference of the IEEE Computer Society Special Technical Community on Broadening Participation, was held this August in conjunction with the STARS Celebration in Charlotte, NC. Themes from the conference provide research-based evidence of what's working and what's left to be done to support broadening participation (BP) in computing. The percentage of women in undergraduate programs in computing continues to decline, but there are bright spots, such as the rise of women in interdisciplinary computing programs and the increase in the number of Hispanic/Latina women in computing. BP programs that build community, competence, and identity are effective, and have a higher impact on people from underrepresented groups, as highlighted in RESPECT'15 papers on the STARS Computing Corps, Georgia Tech's Project Rise Up for CS, NCWIT's Aspirations in Computing, and undergraduate research. Many effective BP interventions intentionally engage people from underrepresented groups in designing and implementing the change. The RESPECT'15 proceedings will be available soon in IEEE Xplore and the ACM Digital Library. DA - 2015/// PY - 2015/// DO - 10.1145/2856332.2856334 VL - 47 IS - 4 SP - 3 ER - TY - CONF TI - Language to Completion: Success in an Educational Data Mining Massive Open Online Class AU - Crossley, Scott A. AU - McNamara, Danielle S. AU - Baker, Ryan S. AU - Wang, Yuan AU - Paquette, Luc AU - Barnes, Tiffany AU - Bergner, Yoav T2 - EDM 15 C2 - 2015/// C3 - 8th International Conference on Educational Data Mining CY - Madrid, Spain DA - 2015/// PY - 2015/// SP - 388–391 ER - TY - CONF TI - Visualization of Play: Graph-based analytics for measuring implicit science learning AU - Eagle, Michael AU - Rowe, E. AU - Brown, Rebecca AU - Asbell-Clarke, J. AU - Hicks, Andrew AU - Barnes, Tiffany AU - Edwards, T. T2 - Second ACM SIGCHI annual symposium on Computer-human interaction in play (CHI PLAY) C2 - 2015/// DA - 2015/// PY - 2015/// ER - TY - CONF TI - The Impact of Granularity on Worked Examples and Problem Solving AU - Zhou, Guojing AU - Price, Thomas AU - Lynch, Collin AU - Barnes, Tiffany AU - Chi, Min T2 - 37th Annual Cognitive Science Society Meeting (CogSci 2015) C2 - 2015/// DA - 2015/// PY - 2015/// ER - TY - JOUR TI - SIGCSE BP: Enrollments and Diversity at Odds? AU - Kaczmarczyk, Lisa AU - Barnes, Tiffany T2 - ACM SIGCSE Bulletin AB - No abstract available. DA - 2015/5/20/ PY - 2015/5/20/ DO - 10.1145/2782744.2782750 VL - 47 IS - 2 SP - 8 SN - 0097-8418 UR - http://dx.doi.org/10.1145/2782744.2782750 ER - TY - CHAP TI - Detecting Opinion Spammer Groups Through Community Discovery and Sentiment Analysis AU - Choo, Euijin AU - Yu, Ting AU - Chi, Min T2 - Data and Applications Security and Privacy XXIX AB - In this paper we investigate on detection of opinion spammer groups in review systems. Most existing approaches typically build pure content-based classifiers, using various features extracted from review contents; however, spammers can superficially alter their review contents to avoid detections. In our approach, we focus on user relationships built through interactions to identify spammers. Previously, we revealed the existence of implicit communities among users based upon their interaction patterns [3]. In this work we further explore the community structures to distinguish spam communities from non-spam ones with sentiment analysis on user interactions. Through extensive experiments over a dataset collected from Amazon, we found that the discovered strong positive communities are more likely to be opinion spammer groups. In fact, our results show that our approach is comparable to the existing state-of-art content-based classifier, meaning that our approach can identify spammer groups reliably even if spammers alter their contents. PY - 2015/// DO - 10.1007/978-3-319-20810-7_11 SP - 170-187 OP - PB - Springer International Publishing SN - 9783319208091 9783319208107 UR - http://dx.doi.org/10.1007/978-3-319-20810-7_11 DB - Crossref KW - Opinion spammer groups KW - Sentiment analysis KW - Community discovery ER - TY - CONF TI - Comparing Textual and Block Interfaces in a Novice Programming Environment AU - Price, Thomas W. AU - Barnes, Tiffany T2 - the eleventh annual International Conference AB - Visual, block-based programming environments present an alternative way of teaching programming to novices and have proven successful in classrooms and informal learning settings. However, few studies have been able to attribute this success to specific features of the environment. In this study, we isolate the most fundamental feature of these environments, the block interface, and compare it directly to its textual counterpart. We present analysis from a study of two groups of novice programmers, one assigned to each interface, as they completed a simple programming activity. We found that while the interface did not seem to affect users' attitudes or perceived difficulty, students using the block interface spent less time off task and completed more of the activity's goals in less time. C2 - 2015/// C3 - Proceedings of the eleventh annual International Conference on International Computing Education Research - ICER '15 DA - 2015/// DO - 10.1145/2787622.2787712 PB - ACM Press SN - 9781450336307 UR - http://dx.doi.org/10.1145/2787622.2787712 DB - Crossref ER - TY - CONF TI - Exploring networks of problem-solving interactions AU - Eagle, Michael AU - Hicks, Drew AU - Peddycord, Barry, III AU - Barnes, Tiffany T2 - the Fifth International Conference AB - Intelligent tutoring systems and other computer-aided learning environments produce large amounts of transactional data on student problem-solving behavior, in previous work we modeled the student-tutor interaction data as a complex network, and successfully generated automated next-step hints as well as visualizations for educators. In this work we discuss the types of tutoring environments that are best modeled by interaction networks, and how the empirical observations of problem-solving result in common network features. We find that interaction networks exhibit the properties of scale-free networks such as vertex degree distributions that follow power law. We compare data from two versions of a propositional logic tutor, as well as two different representations of data from an educational game on programming. We find that statistics such as degree assortativity and the scale-free metric allow comparison of the network structures across domains, and provide insight into student problem solving behavior. C2 - 2015/// C3 - Proceedings of the Fifth International Conference on Learning Analytics And Knowledge - LAK '15 DA - 2015/// DO - 10.1145/2723576.2723630 PB - ACM Press SN - 9781450334174 UR - http://dx.doi.org/10.1145/2723576.2723630 DB - Crossref ER - TY - CHAP TI - Data-Driven Worked Examples Improve Retention and Completion in a Logic Tutor AU - Mostafavi, Behrooz AU - Zhou, Guojing AU - Lynch, Collin AU - Chi, Min AU - Barnes, Tiffany T2 - Lecture Notes in Computer Science AB - Research shows that expert-crafted worked examples can have a positive effect on student performance. To investigate the potential for data-driven worked examples to achieve similar results, we generated worked examples for the Deep Thought logic tutor, and conducted an experiment to assess their impact on performance. Students who received data-driven worked examples were much more likely to complete the tutor, and completed the tutor in less time. This study demonstrates that worked examples, automatically generated from student data, can be used to improve student learning in tutoring systems. PY - 2015/// DO - 10.1007/978-3-319-19773-9_102 SP - 726-729 OP - PB - Springer International Publishing SN - 9783319197722 9783319197739 UR - http://dx.doi.org/10.1007/978-3-319-19773-9_102 DB - Crossref KW - Worked examples KW - Data-driven KW - Problem-solving ER - TY - JOUR TI - The effects of integrating service learning into computer science: an inter-institutional longitudinal study AU - Payton, Jamie AU - Barnes, Tiffany AU - Buch, Kim AU - Rorrer, Audrey AU - Zuo, Huifang T2 - Computer Science Education AB - This study is a follow-up to one published in computer science education in 2010 that reported preliminary results showing a positive impact of service learning on student attitudes associated with success and retention in computer science. That paper described how service learning was incorporated into a computer science course in the context of the Students & Technology in Academia, Research, and Service (STARS) Alliance, an NSF-supported broadening participation in computing initiative that aims to diversify the computer science pipeline through innovative pedagogy and inter-institutional partnerships. The current paper describes how the STARS Alliance has expanded to diverse institutions, all using service learning as a vehicle for broadening participation in computing and enhancing attitudes and behaviors associated with student success. Results supported the STARS model of service learning for enhancing computing efficacy and computing commitment and for providing diverse students with many personal and professional development benefits. DA - 2015/7/3/ PY - 2015/7/3/ DO - 10.1080/08993408.2015.1086536 VL - 25 IS - 3 SP - 311-324 J2 - Computer Science Education LA - en OP - SN - 0899-3408 1744-5175 UR - http://dx.doi.org/10.1080/08993408.2015.1086536 DB - Crossref KW - service learning KW - broadening participation in computing (BPC) KW - computing efficacy KW - computing commitment ER - TY - JOUR TI - SIGCSE BP AU - Barnes, Tiffany T2 - ACM SIGCSE Bulletin AB - In 2005, Jan Cuny started the "Broadening Participation in Computing" (BPC) program at the U.S. National Science Foundation with a thought-provoking question: do we need different approaches to engage diverse people in computing? The answer might seem to be yes --- with alliances including the National Center for Women & Information Technology (NCWIT), the Computing Alliance for Hispanic-Serving Institutions (CAHSI), AccessComputing (for people with disabilities), and the Institute for African American Mentoring in Computer Sciences (IAAMCS). On the other hand, STARS builds university leadership to serve local communities, while Expanding Computing Education Pathways (ECEP) works to build capacity in schools for teaching computing, and Into the Loop engages deeply with high schools in Los Angeles to integrate rigorous computing courses into this highly diverse district. DA - 2015/9/10/ PY - 2015/9/10/ DO - 10.1145/2822363.2822369 VL - 47 IS - 3 SP - 8-8 J2 - SIGCSE Bull. LA - en OP - SN - 0097-8418 UR - http://dx.doi.org/10.1145/2822363.2822369 DB - Crossref ER - TY - JOUR TI - The beauty and joy of computing AU - Garcia, Dan AU - Harvey, Brian AU - Barnes, Tiffany T2 - ACM Inroads AB - research-article Share on The beauty and joy of computing Authors: Dan Garcia UC Berkeley, Berkeley, California UC Berkeley, Berkeley, CaliforniaView Profile , Brian Harvey UC Berkeley, Berkeley, California UC Berkeley, Berkeley, CaliforniaView Profile , Tiffany Barnes Engineering Building III (EB3), Raleigh, North Carolina Engineering Building III (EB3), Raleigh, North CarolinaView Profile Authors Info & Claims ACM InroadsVolume 6Issue 4December 2015 pp 71–79https://doi.org/10.1145/2835184Published:17 November 2015Publication History 68citation941DownloadsMetricsTotal Citations68Total Downloads941Last 12 Months59Last 6 weeks5 Get Citation AlertsNew Citation Alert added!This alert has been successfully added and will be sent to:You will be notified whenever a record that you have chosen has been cited.To manage your alert preferences, click on the button below.Manage my Alerts New Citation Alert!Please log in to your account Save to BinderSave to BinderCreate a New BinderNameCancelCreateExport CitationPublisher SiteGet Access DA - 2015/11/17/ PY - 2015/11/17/ DO - 10.1145/2835184 VL - 6 IS - 4 SP - 71-79 J2 - ACM Inroads LA - en OP - SN - 2153-2184 UR - http://dx.doi.org/10.1145/2835184 DB - Crossref ER - TY - CONF TI - Measuring Implicit Science Learning with Networks of Player-Game Interactions AU - Eagle, Michael AU - Rowe, Elizabeth AU - Hicks, Drew AU - Brown, Rebecca AU - Barnes, Tiffany AU - Asbell-Clarke, Jodi AU - Edwards, Teon T2 - the 2015 Annual Symposium AB - Visualizing player behavior in complex problem solving tasks such as games is important for both assessing learning and for the design of content. We collected data from 195 high school students playing an optics puzzle game, Quantum Spectre, and modeled their game play as an interaction network, examining errors hypothesized to be related to a lack of implicit understanding of the science concepts embedded in the game. We found that the networks were useful for visualization of student behavior, identifying areas of student misconceptions and locating regions of the network where students become stuck. Preliminary regression analyses show a negative relationship between the science misconceptions identified during gameplay and implicit science learning. C2 - 2015/// C3 - Proceedings of the 2015 Annual Symposium on Computer-Human Interaction in Play - CHI PLAY '15 DA - 2015/// DO - 10.1145/2793107.2810330 PB - ACM Press SN - 9781450334662 UR - http://dx.doi.org/10.1145/2793107.2810330 DB - Crossref ER - TY - CONF TI - Towards data-driven mastery learning AU - Mostafavi, Behrooz AU - Eagle, Michael AU - Barnes, Tiffany T2 - the Fifth International Conference AB - We have developed a novel data-driven mastery learning system to improve learning in complex procedural problem solving domains. This new system was integrated into an existing logic proof tool, and assigned as homework in a deductive logic course. Student performance and dropout were compared across three systems: The Deep Thought logic tutor, Deep Thought with integrated hints, and Deep Thought with our data-driven mastery learning system. Results show that the data-driven mastery learning system increases mastery of target tutor-actions, improves tutor scores, and lowers the rate of tutor dropout over Deep Thought, with or without provided hints. C2 - 2015/// C3 - Proceedings of the Fifth International Conference on Learning Analytics And Knowledge - LAK '15 DA - 2015/// DO - 10.1145/2723576.2723622 PB - ACM Press SN - 9781450334174 UR - http://dx.doi.org/10.1145/2723576.2723622 DB - Crossref ER - TY - CHAP TI - Causal influence diagramming. AU - Eseryel, D. T2 - Encyclopedia of Educational Technology. A2 - Spector, J.M. PY - 2015/// PB - Sage ER - TY - CONF TI - Exploring the impact of peer-generated screencast tutorials on computer-aided design education AU - Zhang, D. AU - Peng, X. AU - Yalvac, B. AU - Eseryel, D. AU - Nadeem, U. AU - Islam, A. AU - Arceneaux, D. C2 - 2015/// C3 - ASEE Annual Conference and Exposition, Conference Proceedings DA - 2015/// VL - 122nd ASEE Annual Conference and Exposition: Making Value for Society M1 - 122nd ASEE Annual Conference and Exposition: Making Value for Society UR - http://www.scopus.com/inward/record.url?eid=2-s2.0-84941994643&partnerID=MN8TOARS ER - TY - CONF TI - STARS computing corps: Enhancing engagement of women and underrepresented students in computing AU - Payton, J. AU - Barnes, T. AU - Buch, K. AU - Rorrer, A. AU - Zuo, H. F. AB - The STARS Computing Corps is a national alliance of colleges and universities that facilitates student led regional engagement in computing service projects. In this paper, we present the results of a study of more than 400 students from across 20 institutions to examine the impact of participation in STARS. Results of the study show that there are many benefits for undergraduate computing students who engage in STARS projects across a variety of STARS institutions, including academic, career, and personal benefits, with students that are underrepresented in computing (i.e., females and ethnic minorities) benefitting more than others. The findings also indicate that higher degrees of student and faculty engagement in STARS projects are associated with greater student benefits. These findings establish empirical support for the STARS model of engagement, a flexible approach that can be applied across a variety of institutional types to positively impact traditionally under-represented students in computing. C2 - 2015/// C3 - 2015 Research in Equity and Sustained Participation in Engineering, Computing, and Technology (RESPECT) DA - 2015/// DO - 10.1109/respect.2015.7296495 ER - TY - CONF TI - Panel: BPC fireside chat AU - Barnes, T. AU - Castaneda, S. AU - Forbes, J. AU - Gates, A. AU - Guzdial, M. AU - Ladner, R. AU - McLeod, K. AU - Payton, J. AU - Quinn, B. AU - Seals, C. AB - Summary form only given, as follows. The complete presentation was not made available for publication as part of the conference proceedings. The leaders of organizations dedicated to broadening participation briefly present their best practices and lessons learned, and engage with the RESPECT and STARS audiences in a lively discussion about the future of broadening participation work and research. C2 - 2015/// C3 - 2015 Research in Equity and Sustained Participation in Engineering, Computing, and Technology (RESPECT) DA - 2015/// DO - 10.1109/respect.2015.7296491 ER - TY - CONF TI - Detecting opinion spammer groups through community discovery and sentiment analysis AU - Choo, E. AU - Yu, T. AU - Chi, M. C2 - 2015/// C3 - Data and applications security and privacy xxix DA - 2015/// VL - 9149 SP - 170-187 ER - TY - CONF TI - BJC in action: Comparison of student perceptions of a computer science principles course AU - Price, T. W. AU - Albert, J. AU - Catete, V. AU - Barnes, T. AB - The Beauty and Joy of Computing (BJC) is a curriculum for the new AP Computer Science Principles course. Over the past 2 years, we have collected post-course surveys from 399 students participating in the BJC course. This paper investigates how the responses of females and students from underrepresented racial minority groups (URMs) differed from those of their counterparts. We found that female students had taken fewer CS courses prior to BJC but that students from URMs had taken more prior CS courses. Both groups were nearly equally likely to recommend the course to a friend, with about 80% recommending. We found no evidence to suggest that female students showed more or less interest in specific CS topics, such as learning how computing has changed the world or making mobile apps/games. Despite having taken more CS courses prior to BJC, we found that students from URMs were overall less likely to intend to take additional CS courses. Overall, our findings are fairly consistent with the literature, and suggest that BJC makes some progress towards broadening participation in computing. C2 - 2015/// C3 - 2015 Research in Equity and Sustained Participation in Engineering, Computing, and Technology (RESPECT) DA - 2015/// DO - 10.1109/respect.2015.7296506 ER - TY - JOUR TI - Exploring Missing Behaviors with Region-Level Interaction Network Coverage AU - Eagle, Michael AU - Barnes, Tiffany T2 - ARTIFICIAL INTELLIGENCE IN EDUCATION, AIED 2015 AB - We have used a complex network model of student-tutor interactions to derive high-level approaches to problem solving. We also have used interaction networks to evaluate between-group differences in student approaches, as well as for automatically producing both next-step and high-level hints. Students do not visit vertices within the networks uniformly; students from different experimental groups are expected to have different patterns of network exploration. In this work we explore the possibility of using frequency estimation to uncover locations in the network with differing amounts of student-saturation. Identification of these regions can be used to locate specific problem approaches and strategies that would be most improved by additional student-data, as well as provide a measure of confidence when comparing across networks or between groups. DA - 2015/// PY - 2015/// DO - 10.1007/978-3-319-19773-9_126 VL - 9112 SP - 831-835 SN - 0302-9743 ER - TY - CONF TI - Examining the predictive relationship between personality and emotion traits and learners' agent-direct emotions AU - Harley, J. M. AU - Carter, C. C. AU - Papaionnou, N. AU - Bouchet, F. AU - Landis, R. S. AU - Azevedo, R. AU - Karabachian, L. C2 - 2015/// C3 - Artificial intelligence in education, aied 2015 DA - 2015/// VL - 9112 SP - 145-154 ER - TY - CONF TI - Data-driven worked examples improve retention and completion in a logic tutor AU - Mostafavi, B. AU - Zhou, G. J. AU - Lynch, C. AU - Chi, M. AU - Barnes, T. C2 - 2015/// C3 - Artificial intelligence in education, aied 2015 DA - 2015/// VL - 9112 SP - 726-729 ER - TY - JOUR TI - Building Compiler-Student Friendship AU - Liu, Zhongxiu AU - Barnes, Tiffany T2 - ARTIFICIAL INTELLIGENCE IN EDUCATION, AIED 2015 AB - Previous studies have shown that compilers positively influence students when they are designed to build connections with students. In this paper, I propose to study the use of a friendly compiler for young novice programmers. This study involves designing compiler messages that incorporate a friendship model. The goal is to make students view compiler as a friend, instead of as an error-picking authority. I hypothesize that a good compiler-student relationship will change students’ attitude, self-efficacy and motivation towards programming, as well as change students compilation behaviors. DA - 2015/// PY - 2015/// DO - 10.1007/978-3-319-19773-9_129 VL - 9112 SP - 844-847 SN - 1611-3349 ER - TY - JOUR TI - Creating Data-Driven Feedback for Novices in Goal-Driven Programming Projects AU - Price, Thomas W. AU - Barnes, Tiffany T2 - ARTIFICIAL INTELLIGENCE IN EDUCATION, AIED 2015 AB - Programming environments that afford the creation of media-rich, goal-driven projects, such as games, stories and simulations, are effective at engaging novice users. However, the open-ended nature of these projects makes it difficult to generate ITS-style guidance for students in need of help. In domains where students produce similar, overlapping solutions, data-driven techniques can leverage the work of previous students to provide feedback. However, our data suggest that solutions to these projects have insufficient overlap to apply current data-driven methods. We propose a novel subtree-based state matching technique that will find partially overlapping solutions to generate feedback across diverse student programs. We will build a system to generate this feedback, test the technique on historical data, and evaluate the generated feedback in a study of goal-driven programming projects. If successful, this approach will provide insight into how to leverage structural similarities across complex, creative problem solutions to provide data-driven feedback for intelligent tutoring. DA - 2015/// PY - 2015/// DO - 10.1007/978-3-319-19773-9_132 VL - 9112 SP - 856-859 SN - 1611-3349 ER - TY - JOUR TI - School-Wide Adoption of a Mathematics Learning Game in a Middle School Setting: Using the TPACK Framework to Analyze Effects on Practice AU - Evans, Michael A. AU - Nino, Miguel AU - Deater-Deckard, Kirby AU - Chang, Mido T2 - ASIA-PACIFIC EDUCATION RESEARCHER DA - 2015/9// PY - 2015/9// DO - 10.1007/s40299-014-0225-y VL - 24 IS - 3 SP - 495-504 SN - 2243-7908 KW - Digital game-based learning KW - Fraction achievement KW - Learning games KW - Mathematics education KW - TPACK KW - Teacher professional development ER - TY - JOUR TI - The curious case of climate change: Testing a theoretical model of epistemic beliefs, epistemic emotions, and complex learning AU - Muis, K. R. AU - Pekrun, R. AU - Sinatra, G. M. AU - Azevedo, R. AU - Trevors, G. AU - Meier, E. AU - Heddy, B. C. T2 - Learning and Instruction DA - 2015/// PY - 2015/// VL - 39 SP - 168-183 ER - TY - JOUR TI - Motivation matters: Interactions between achievement goals and agent scaffolding for self-regulated learning within an intelligent tutoring system AU - Duffy, M. C. AU - Azevedo, R. T2 - Computers in Human Behavior DA - 2015/// PY - 2015/// VL - 52 SP - 338-348 ER - TY - JOUR TI - Fostering 21st-Century Skills in Constructivist Engineering Classrooms With Digital Game-Based Learning AU - Nino, Miguel AU - Evans, Michael A. T2 - IEEE REVISTA IBEROAMERICANA DE TECNOLOGIAS DEL APRENDIZAJE-IEEE RITA AB - Video games can be considered constructivist instructional materials because of their potential to promote student-centered opportunities in the classroom. Since the emergence of this educational trend, called digital game-based learning, several studies have been conducted to evaluate the effect that learning or recreational video games have had on learners and on their mastery of learning objectives. Many of these studies have focused on specific sets of skills that specific video games can promote. Nevertheless, there is evidence that any type of video game, regardless of its learning or recreational nature, can help students develop certain knowledge, skills, and attitudes (KSAs) that could be useful for engineering courses and projects. This evidence also suggests that digital game-based learning contributes to 21st-century skills that are necessary for competitive engineering professionals. This literature review will describe the KSAs that could be promoted in constructivist-oriented classrooms when learners engage in any type of video game. This research paper will focus on how engineering students can develop 21st-century KSAs that are implicit in each gaming opportunity, such as high-order thinking and decision-making skills, persistence, socialization, leadership skills, self-confidence, and autonomy and self-regulation. DA - 2015/8// PY - 2015/8// DO - 10.1109/rita.2015.2452673 VL - 10 IS - 3 SP - 143-149 SN - 1932-8540 KW - Video games KW - constructivism KW - knowledge KW - skills KW - attitudes KW - digital game-based learning KW - engineering education ER - TY - JOUR TI - Youth appropriation of social media for collaborative and facilitated design-based learning AU - Won, Samantha G. L. AU - Evans, Michael A. AU - Carey, Chelsea AU - Schnittka, Christine G. T2 - COMPUTERS IN HUMAN BEHAVIOR AB - The purpose of this paper is to report on the ways that middle school age youth in the US appropriated a social networking forum (SNF) during an afterschool integrative STEM program, Studio STEM. SNFs are a form of social media created predominantly for social interaction and maintenance of relationships. In design-based learning environments, SNFs have the potential to facilitate the documentation of the design process from collaborative idea generation through testing and refinement. These records can be accessed from anytime and anywhere with Internet access, providing opportunities for youth to draw connections between classroom and afterschool environments. Studio STEM was designed intentionally to expose youth to scientific concepts related to electrical generation and energy transformations through collaborative design of lights powered through motion. Concurrently, facilitators encouraged youth to post to the SNF, Edmodo. All posts were analyzed using the theoretical framework of connected learning in which peer and instructor interactions mediated through SNFs might enhance learning. Results indicate that youth appropriated Edmodo to connect with others, articulate knowledge, and exchange design ideas. Facilitators played a strong role in encouraging youth to persist with design refinement through the use of Edmodo. Results suggest that youth are open to using SNFs to collaborate and provide updates on design processes, which is encouraging in terms of blending formal and informal STEM learning environments with social media. DA - 2015/9// PY - 2015/9// DO - 10.1016/j.chb.2015.04.017 VL - 50 SP - 385-391 SN - 1873-7692 KW - Collaborative learning KW - Design thinking KW - Facilitation strategies KW - Integrative STEM education KW - Middle school-age youth KW - Social media ER - TY - JOUR TI - Team regulation in a simulated medical emergency: An in-depth analysis of cognitive, metacognitive, and affective processes AU - Duffy, M. C. AU - Azevedo, R. AU - Sun, N. Z. AU - Griscom, S. E. AU - Stead, V. AU - Crelinsten, L. AU - Wiseman, J. AU - Maniatis, T. AU - Lachapelle, K. T2 - Instructional Science DA - 2015/// PY - 2015/// VL - 43 IS - 3 SP - 401-426 ER - TY - JOUR TI - A multi-componential analysis of emotions during complex learning with an intelligent multi-agent system AU - Harley, J. M. AU - Bouchet, F. AU - Hussain, M. S. AU - Azevedo, R. AU - Calvo, R. T2 - Computers in Human Behavior DA - 2015/// PY - 2015/// VL - 48 SP - 615-625 ER - TY - JOUR TI - Reports of the Workshops Held at the Tenth AAAI Conference on Artificial Intelligence and Interactive Digital Entertainment (AIIDE) AU - Barnes, Tiffany AU - Bown, Oliver AU - Buro, Michael AU - Cook, Michael AU - Eigenfeldt, Arne AU - Munoz-Avila, Hector AU - Ontanon, Santiago AU - Pasquier, Philippe AU - Tomuro, Noriko AU - Young, R. Michael AU - Zook, Alexander T2 - AI MAGAZINE AB - The AIIDE‐14 Workshop program was held Friday and Saturday, October 3–4, 2014, at North Carolina State University in Raleigh, North Carolina. The workshop program included five workshops covering a wide range of topics. The titles of the workshops held Friday were Artificial Intelligence for Adversarial Real‐Time Games and Games and Natural Language Processing The titles of the workshops held Saturday were Diversity in Games Research, Experimental AI in Games, and Musical Metacreation. This article presents short summaries of those events. DA - 2015/// PY - 2015/// DO - 10.1609/aimag.v36i1.2576 VL - 36 IS - 1 SP - 99-102 SN - 0738-4602 ER - TY - JOUR TI - Defining and measuring engagement and learning in science: Conceptual, theoretical, methodological, and analytical issues AU - Azevedo, R. T2 - Educational Psychologist DA - 2015/// PY - 2015/// VL - 50 IS - 1 SP - 84-94 ER -