TY - CHAP TI - Data-driven Domain Models for Problem Solving AU - Eagle, M. AU - Mostafavi, B. AU - Barnes, T. T2 - Design Recommendations for Intelligent Tutoring Systems: Domain Modeling A2 - Sottilare, R. A2 - Graesser, A. A2 - Hu, Xiangen A2 - Olney, Andrew A2 - Nye, Benjamin A2 - Sinatra, Anne PY - 2016/// VL - 4 PB - Army Research Laboratory ER - TY - CONF TI - Validating Game-based Measures of Implicit Science Learning AU - Rowe, Elizabeth AU - Asbell-Clarke, Jodi AU - Hicks, Michael Eagle Andrew AU - Barnes, Tiffany AU - Brown, Rebecca AU - Edwards, Teon T2 - EDM2016 C2 - 2016/// C3 - Educational Data Mining CY - Raleigh, NC DA - 2016/// PY - 2016/// SP - 490–495 ER - TY - CONF TI - Exploring the Impact of Data-driven Tutoring Methods on Students' Demonstrative Knowledge in Logic Problem Solving Educational Data Mining (EDM2016) AU - Mostafavi, Behrooz AU - Barnes, Tiffany T2 - EDM2016 C2 - 2016/// C3 - Educational Data Mining CY - Raleigh, NC DA - 2016/// PY - 2016/// SP - 460–465 ER - TY - CONF TI - The Impact of Granularity on the Effectiveness of Students' Pedagogical Decision AU - Zhou, Guojing AU - Lynch, Colin AU - Price, Thomas AU - Barnes, Tiffany AU - Chi, Min T2 - Annual Meeting of the Cognitive Science Society (CogSci) C2 - 2016/// DA - 2016/// PY - 2016/// ER - TY - CONF TI - Generating Data-driven Hints for Open-ended Programming AU - Price, Thomas AU - Dong, Yihuan AU - Barnes, Tiffany T2 - EDM2016 C2 - 2016/// C3 - Educational Data Mining CY - Raleigh, NC DA - 2016/// PY - 2016/// SP - 191–198 ER - TY - CONF TI - MOOC Learning by Country and Culture; an Exploratory Analysis AU - Liu, Zhongxiu AU - Brown, Rebecca AU - Lynch, Collin AU - Barnes, Tiffany AU - Baker, Ryan AU - Bergner, Yoav AU - Mcnamara, Danielle T2 - EDM2016 C2 - 2016/// C3 - Educational Data Mining CY - Raleigh, NC DA - 2016/// PY - 2016/// VL - EDM2016 SP - 127–134 ER - TY - CONF TI - Measuring Gameplay Affordances of User-Generated Content in and Educational Game AU - Hicks, Drew AU - Liu, Zhongxiu AU - Eagle, Michael AU - Barnes, Tiffany T2 - International Conference on Educational Data Mining (EDM) C2 - 2016/// CY - Raleigh, North Carolina DA - 2016/// PY - 2016/6/29/ ER - TY - CHAP TI - Intervention-BKT: Incorporating Instructional Interventions into Bayesian Knowledge Tracing AU - Lin, Chen AU - Chi, Min T2 - Intelligent Tutoring Systems AB - Bayesian Knowledge Tracing (BKT) is one of the most widely adopted student modeling methods in Intelligent Tutoring Systems (ITSs). Conventional BKT mainly leverages sequences of observations (e.g. correct, incorrect) from student-system interaction log files to infer student latent knowledge states (e.g. unlearned, learned). However, the model does not take into account the instructional interventions that generate those observations. On the other hand, we hypothesized that various types of instructional interventions can impact student’s latent states differently. Therefore, we proposed a new student model called Intervention-Bayesian Knowledge Tracing (Intervention-BKT). Our results showed the new model outperforms conventional BKT and two factor analysis based alternatives: Additive Factor Model (AFM) and Instructional Factor Model (IFM); moreover, the learned parameters of Intervention-BKT can recommend adaptive pedagogical policies. PY - 2016/// DO - 10.1007/978-3-319-39583-8_20 SP - 208-218 OP - PB - Springer International Publishing SN - 9783319395821 9783319395838 UR - http://dx.doi.org/10.1007/978-3-319-39583-8_20 DB - Crossref KW - Knowledge tracing KW - Hidden Markov Model KW - Input Output Hidden Markov Model KW - Student modeling KW - Instructional intervention ER - TY - JOUR TI - Metaconceptually-enhanced simulation-based inquiry: effects on eighth grade students’ conceptual change and science epistemic beliefs AU - Huang, Kun AU - Ge, Xun AU - Eseryel, Deniz T2 - Educational Technology Research and Development DA - 2016/7/6/ PY - 2016/7/6/ DO - 10.1007/S11423-016-9462-5 VL - 65 IS - 1 SP - 75-100 J2 - Education Tech Research Dev LA - en OP - SN - 1042-1629 1556-6501 UR - http://dx.doi.org/10.1007/S11423-016-9462-5 DB - Crossref KW - Conceptual change KW - Metaconceptual thinking KW - Scaffolding KW - Inquiry learning KW - Epistemic beliefs KW - Computer simulations ER - TY - CONF TI - Lessons Learned from "BJC" CS Principles Professional Development AU - Price, Thomas W. AU - Cateté, Veronica AU - Albert, Jennifer AU - Barnes, Tiffany AU - Garcia, Daniel D. T2 - the 47th ACM Technical Symposium AB - Computer Science Principles (CSP) will become an Advanced Placement course during the 2016-17 school year, and there is an immediate need to train new teachers to be leaders in computing classrooms. From 2012-2015, the Beauty and Joy of Computing team offered professional development (PD) to 133 teachers, resulting in 89 BJC CSP courses taught in high schools. Our data show that the PD improved teachers' confidence in our four core content categories and met its primary goal of training teachers in equitable, inquiry-based instruction. In this paper, we present the evolution of the BJC PD, its challenges and lessons that we learned while continually adapting to teachers' needs and contexts. C2 - 2016/// C3 - Proceedings of the 47th ACM Technical Symposium on Computing Science Education - SIGCSE '16 DA - 2016/// DO - 10.1145/2839509.2844625 PB - ACM Press SN - 9781450336857 UR - http://dx.doi.org/10.1145/2839509.2844625 DB - Crossref ER - TY - CONF TI - Developing a Rubric for a Creative CS Principles Lab AU - Cateté, Veronica AU - Snider, Erin AU - Barnes, Tiffany T2 - the 2016 ACM Conference AB - The "Beauty and Joy of Computing" Computer Science Principles class has inspired many new teachers to learn to teach creative computing classes in high schools. However, new computer science teachers feel under-prepared to grade open-ended programming assignments and support their students' successful learning. Rubrics have widely been used to help teaching assistants grade programs and are a promising way to support new teachers to learn how to grade BJC programs. In this paper, we adapt general coding criteria from auto-graders to a lab where students write code to draw a brick wall. We tested the rubric on student assignments and showed that we can achieve high inter-rater agreement with the refined rubric. C2 - 2016/// C3 - Proceedings of the 2016 ACM Conference on Innovation and Technology in Computer Science Education - ITiCSE '16 DA - 2016/// DO - 10.1145/2899415.2899449 PB - ACM Press SN - 9781450342315 UR - http://dx.doi.org/10.1145/2899415.2899449 DB - Crossref ER - TY - JOUR TI - Learn about broadening participation AU - Payton, Jamie AU - Barnes, Tiffany T2 - ACM SIGCSE Bulletin AB - We invite you to RESPECT'16, the second international conference of the IEEE Computer Society's Special Technical Community on Broadening Participation (STCBP), coming this August 11-13 in conjunction with the STARS Celebration in Atlanta, GA. The RESPECT'16 conference showcases "Research on Equity and Sustained Participation in Engineering, Computing, and Technology". Through RESPECT, the STCBP strives to build a strong multi-disciplinary community, theory, and foundation for broadening participation research. The RESPECT program offers research papers, experience reports, lightning talks and posters, in addition to excellent joint keynotes. DA - 2016/8/29/ PY - 2016/8/29/ DO - 10.1145/2993223.2993226 VL - 48 IS - 3 SP - 5-5 J2 - SIGCSE Bull. LA - en OP - SN - 0097-8418 UR - http://dx.doi.org/10.1145/2993223.2993226 DB - Crossref ER - TY - CONF TI - Promoting computing faculty success through interinstitutional faculty learning communities AU - Payton, J. AU - Barnes, T. AU - Buch, K. AU - Rorrer, A. AU - Zuo, H. F. AU - Naolu, B. AB - Although issues related to the underrepresentation of women faculty and faculty of color in university computing departments have received increasing attention in recent years, these groups are still the least likely to have access to formal and informal supports associated with academic career success. In this paper, we present the results of a descriptive study of faculty who participate in a Faculty Learning Community (FLC) through their engagement in a national alliance for broadening participation in computing. Results of the study show that involvement in the FLC facilitates faculty professional development, and helps support faculty in their academic career pursuits. Results also indicate that faculty perceive the resources and national recognition gained through participation in the STARS Computing Corps as a key factor in supporting their efforts to broaden participation in computing. Results support the use of FLCs with diverse faculty across institutions, adding to the growing literature on the efficacy of learning communities in higher education to positively impact participants—both students and faculty. C2 - 2016/// C3 - 2016 Research on Equity and Sustained Participation in Engineering, Computing, and Technology (RESPECT 2016) DA - 2016/// DO - 10.1109/respect.2016.7836163 ER - TY - JOUR TI - Using Game Analytics to Evaluate Puzzle Design and Level Progression in a Serious Game AU - Hicks, Drew AU - Eagle, Michael AU - Rowe, Elizabeth AU - Asbell-Clarke, Jodi AU - Edwards, Teon AU - Barnes, Tiffany T2 - LAK '16 CONFERENCE PROCEEDINGS: THE SIXTH INTERNATIONAL LEARNING ANALYTICS & KNOWLEDGE CONFERENCE, AB - Our previous work has demonstrated that players who perceive a game as more challenging are likely to perceive greater learning from that game [8]. However, this may not be the case for all sources of challenge. In this study of a Science learning game called Quantum Spectre, we found that students' progress through the first zone of the game seemed to encounter a "roadblock" during gameplay, dropping out when they cannot (or do not want to) progress further. Previously we had identified two primary types of errors in the learning game, Quantum Spectre: Science Errors related to the game's core educational content; and Puzzle Errors related to rules of the game but not to science knowledge. Using this prior analysis, alongside Survival Analysis techniques for analyzing time-series data and drop-out rates, we explored players' gameplay patterns to help us understand player dropout in Quantum Spectre. These results demonstrate that modeling player behavior can be useful for both assessing learning and for designing complex problem solving content for learning environments. DA - 2016/// PY - 2016/// DO - 10.1145/2883851.2883953 SP - 440-448 KW - Serious Games KW - Educational Data Mining KW - Survival Analysis KW - Complex Problem Solving KW - Learning Analytics ER - TY - JOUR TI - Evaluation of a Frame-based Programming Editor AU - Price, Thomas W. AU - Brown, Neil C. C. AU - Lipovac, Dragan AU - Barnes, Tiffany AU - Kolling, Michael T2 - PROCEEDINGS OF THE 2016 ACM CONFERENCE ON INTERNATIONAL COMPUTING EDUCATION RESEARCH (ICER'16) AB - Frame-based editing is a novel way to edit programs, which claims to combine the benefits of textual and block-based programming. It combines structured `frames' of preformatted code, designed to reduce the burden of syntax, with `slots' that allow for efficient textual entry of expressions. We present an empirical evaluation of Stride, a frame-based language used in the Greenfoot IDE. We compare two groups of middle school students who worked on a short programming activity in Greenfoot, one using the original Java editor, and one using the Stride editor. We found that the two groups reported similarly low levels of frustration and high levels of satisfaction, but students using Stride progressed through the activity more quickly and completed more objectives. The Stride group also spent significantly less time making purely syntactic edits to their code and significantly less time with non-compilable code. DA - 2016/// PY - 2016/// DO - 10.1145/2960310.2960319 SP - 33-42 KW - Frame-based editing KW - Syntax KW - Evaluation KW - Greenfoot KW - Novice programming ER - TY - JOUR TI - Data-driven Proficiency Profiling - Proof of Concept AU - Mostafavi, Behrooz AU - Barnes, Tiffany T2 - LAK '16 CONFERENCE PROCEEDINGS: THE SIXTH INTERNATIONAL LEARNING ANALYTICS & KNOWLEDGE CONFERENCE, AB - Data-driven methods have previously been used in intelligent tutoring systems to improve student learning outcomes and predict student learning methods. We have been incorporating data-driven methods for feedback and problem selection into Deep Thought, a logic tutor where students practice constructing deductive logic proofs. In this latest study we have implemented our data-driven proficiency profiler (DDPP) into Deep Thought as a proof of concept. The DDPP determines student proficiency without expert involvement by comparing relevant student rule scores to previous students who behaved similarly in the tutor and successfully completed it. The results show that the DDPP did improve in performance with additional data and proved to be an effective proof of concept. DA - 2016/// PY - 2016/// DO - 10.1145/2883851.2883935 SP - 324-328 KW - Data-driven KW - Tutoring system KW - Student classification KW - Clustering ER - TY - JOUR TI - Are Pedagogical Agents' External Regulation Effective in Fostering Learning with Intelligent Tutoring Systems? AU - Azevedo, Roger AU - Martin, Seth A. AU - Taub, Michelle AU - Mudrick, Nicholas V. AU - Millar, Garrett C. AU - Grafsgaard, Joseph F. T2 - INTELLIGENT TUTORING SYSTEMS, ITS 2016 AB - In this study we tested whether external regulation provided by artificial pedagogical agents (PAs) was effective in facilitating learners’ self-regulated learning (SRL) and can therefore foster complex learning with a hypermedia-based intelligent tutoring system. One hundred twenty (N = 120) college students learned about the human circulatory system with MetaTutor during a 2-hour session under one of two conditions: adaptive scaffolding (AS) or a control (C) condition. The AS condition received timely prompts from four PAs to deploy various cognitive and metacognitive SRL processes, and received immediate directive feedback concerning the deployment of the processes. By contrast, the C condition learned without assistance from the PAs. Results indicated that those in the AS condition gained significantly more knowledge about the science topic than those in the C condition. In addition, log-file data provided evidence of the effectiveness of the PAs’ scaffolding and feedback in facilitating learners’ (in the AS condition) metacognitive monitoring and regulation during learning. We discuss implications for the design of external regulation by PAs necessary to accurately detect, track, model, and foster learners’ SRL by providing more accurate and intelligent prompting, scaffolding, and feedback regarding SRL processes. DA - 2016/// PY - 2016/// DO - 10.1007/978-3-319-39583-8_19 VL - 9684 SP - 197-207 SN - 0302-9743 KW - Self-regulated learning KW - Metacognition KW - Pedagogical agents KW - Externally regulated learning KW - ITS KW - Scaffolding KW - Learning KW - Product data KW - Process data ER - TY - CONF TI - Using multi-channel data to assess, understand, and support affect and metacognition with intelligent tutoring systems AU - Taub, M. AU - Azevedo, R. C2 - 2016/// C3 - Intelligent tutoring systems, its 2016 DA - 2016/// VL - 0684 SP - 543-544 ER - TY - CONF TI - Using eye-tracking to determine the impact of prior knowledge on self-regulated learning with an adaptive hypermedia-learning environment AU - Taub, M. AU - Azevedo, R. C2 - 2016/// C3 - Intelligent tutoring systems, its 2016 DA - 2016/// VL - 0684 SP - 34-47 ER - TY - JOUR TI - Using Multi-level Modeling with Eye-Tracking Data to Predict Metacognitive Monitoring and Self-regulated Learning with CRYSTAL ISLAND AU - Taub, Michelle AU - Mudrick, Nicholas V. AU - Azevedo, Roger AU - Millar, Garrett C. AU - Rowe, Jonathan AU - Lester, James T2 - INTELLIGENT TUTORING SYSTEMS, ITS 2016 AB - Studies investigating the effectiveness of game-based learning environments (GBLEs) have reported the effectiveness of these environments on learning and retention. However, there is limited research on using eye-tracking data to investigate metacognitive monitoring with GBLEs. We report on a study that investigated how college students’ eye tracking behavior (n = 25) predicted performance on embedded assessments within the Crystal Island GBLE. Results revealed that the number of books, proportion of fixations on book and article content, and proportion of fixations on concept matrices—embedded assessments associated with each in-game book and article—significantly predicted the number of concept matrix attempts. These findings suggest that participants strategized when reading book and article content and completing assessments, which led to better performance. Implications for designing adaptive GBLEs include adapting to individual student needs based on eye-tracking behavior in order to foster efficient completion of in-game embedded assessments. DA - 2016/// PY - 2016/// DO - 10.1007/978-3-319-39583-8_24 VL - 9684 SP - 240-246 SN - 0302-9743 KW - Metacognition KW - Self-regulated learning KW - Game-based learning KW - Eye tracking KW - Process data KW - Scientific reasoning ER - TY - CONF TI - Intervention-BKT: Incorporating instructional interventions into Bayesian knowledge tracing AU - Lin, C. AU - Chi, M. C2 - 2016/// C3 - Intelligent tutoring systems, its 2016 DA - 2016/// VL - 0684 SP - 208-218 ER - TY - JOUR TI - Combining Worked Examples and Problem Solving in a Data-Driven Logic Tutor AU - Liu, Zhongxiu AU - Mostafavi, Behrooz AU - Barnes, Tiffany T2 - INTELLIGENT TUTORING SYSTEMS, ITS 2016 AB - Previous research has shown that worked examples can increase learning efficiency during computer-aided instruction, especially when alternatively offered with problem solving opportunities. In this study, we investigate whether these results are consistent in a complex, open-ended problem solving domain, where students are presented with randomly ordered sets of worked examples and required problem solving. Our results show that worked examples benefits students early in tutoring sessions, but are comparable to hint-based systems for scaffolding domain concepts. Later in tutoring sessions, worked examples are less beneficial, and can decrease performance for lower-proficiency students. DA - 2016/// PY - 2016/// DO - 10.1007/978-3-319-39583-8_40 VL - 9684 SP - 347-353 SN - 1611-3349 KW - Worked examples KW - Data-driven tutor KW - Problem solving ER - TY - CONF TI - Can adaptive pedagogical agents' prompting strategies improve students' learning and self-regulation? AU - Bouchet, F. AU - Harley, J. M. AU - Azevedo, R. C2 - 2016/// C3 - Intelligent tutoring systems, its 2016 DA - 2016/// VL - 0684 SP - 368-374 ER - TY - CONF TI - An analysis of feature selection and reward function for model-based reinforcement learning AU - Shen, S. T. AU - Lin, C. AU - Mostafavi, B. AU - Barnes, T. AU - Chi, M. C2 - 2016/// C3 - Intelligent tutoring systems, its 2016 DA - 2016/// VL - 0684 SP - 504-505 ER - TY - CONF TI - Bid-based signal control with all passive players AU - Isukapati, I. K. AU - List, G. F. AU - Kamlet, M. S. AB - In this paper, we present a realization of bid-based control strategy in which all drivers are modeled as passive players, and movement managers develop bidding strategies based on state-observer system principles. Their bidding strategies blend engineering attributes (length of dynamic queue, and number of turns since last win, which is analogous to delay) with economic attributes (the account balances of the movement managers). Movement managers bid for green time for their respective turning movements. Arriving motorists pay fees so the movement managers can bid for discharge slots. Movement managers pay the municipality what they bid when use of the intersections space is contested; otherwise, they pay a nominal fee. An intersection between two one-way streets has been used to test these ideas. To provide benchmarks against which to compare the results from bid-based control, a model of an actuated controller is employed. The results suggest that bid-based control strategy produces lower delay and cycle length distributions than those produced by actuated control strategy. C2 - 2016/// C3 - 2016 IEEE 19th International Conference on Intelligent Transportation Systems (ITSC) DA - 2016/// DO - 10.1109/itsc.2016.7795615 SP - 602–607 ER - TY - CONF TI - Evolving augmented graph grammars for argument analysis AU - Lynch, C. F. AU - Xue, L. T. AU - Chi, M. AB - Augmented Graph Grammars are a robust rule representation for rich graph data. In this paper we present our work on the automatic induction of graph grammars for argument diagrams via EC. We show that EC outperforms the existing grammar induction algorithms gSpan and Subdue on our dataset. We also show that it is possible to augment the standard EC process to harvest a set of diverse rules which can be filtered via a post-hoc Chi-Squared analysis. C2 - 2016/// C3 - Proceedings of the 2016 Genetic and Evolutionary Computation Conference (GECCO'16 Companion) DA - 2016/// DO - 10.1145/2908961.2908994 SP - 65-66 ER - TY - JOUR TI - Studio STEM: A Model to Enhance Integrative STEM Literacy Through Engineering Design AU - Evans, Michael A. AU - Schnittka, Christine AU - Jones, Brett D. AU - Brandt, Carol B. T2 - CONNECTING SCIENCE AND ENGINEERING EDUCATION PRACTICES IN MEANINGFUL WAYS: BUILDING BRIDGES AB - Developing and implementing integrative curricula that enhances STEM literacy by providing meaningful connections to the lives of youth is challenging. Equally demanding is to invoke the desired cognitive, social, and affective changes that could positively influence motivation in STEM learning (Katehi, L., Pearson, G., & Feder, M. (Eds.). Engineering in K-12 education. Washington, DC: The National Academies Press, 2009). In this chapter, we present the Studio STEM model, which is comprised of theory, curricula, training, implementation, and assessment that attempts to overcome known barriers. Studio STEM is an out-of-school, design-based science and engineering program intended to engage middle school youth in critical STEM concepts and practices. The design principles that frame the model include: curricula based on science inquiry, engineering design, studio-based learning, technology-enhanced experiences and opportunities, and a focus on community connections through service organizations and businesses. The Studio STEM model addresses several issues identified by recent reports that highlight potential hindrance of full adoption of integrative STEM programming. We offer the framework by which Studio STEM was intentionally designed to be a practical program based on current theory and research. We also discuss details of what constitutes an engineering design-based science learning environment, a description of the program curricula and training, assessment measures used, and results from several implementations of Studio STEM in varying informal learning contexts (Evans et al. International Journal of Social Media and Interactive Learning Environments, 3(2), 1–31, 2014; Schnittka, C. G., Brandt, C. B., Jones, B. D., & Evans, M. A. Advances in Engineering Education, 3(2), 1–31, 2012; Schnittka et al. Looking for learning in afterschool spaces: Studio STEM (2015). Preliminary results suggest positive changes in youth engagement toward and interest in STEM as a result of participating in Studio STEM. As a result, we highlight the connections among theory and research, practical implementations of the program, and positive student and teacher outcomes related to motivation and STEM literacy driven by a focus on engineering design practices as core to these efforts. DA - 2016/// PY - 2016/// DO - 10.1007/978-3-319-16399-4_5 VL - 44 SP - 107-137 SN - 1572-5987 ER - TY - JOUR TI - The Development of a Self-regulation in a Collaborative Context Scale AU - Law, Victor AU - Ge, Xun AU - Eseryel, Deniz T2 - TECHNOLOGY KNOWLEDGE AND LEARNING DA - 2016/7// PY - 2016/7// DO - 10.1007/s10758-016-9274-z VL - 21 IS - 2 SP - 243-253 SN - 2211-1670 UR - http://www.scopus.com/inward/record.url?eid=2-s2.0-84957946404&partnerID=MN8TOARS KW - Self-regulation KW - Collaborative learning KW - Ill-structured problem solving KW - Exploratory factor analysis ER - TY - JOUR TI - After-School Spaces: Looking for Learning in All the Right Places AU - Schnittka, Christine G. AU - Evans, Michael A. AU - Won, Samantha G. L. AU - Drape, Tiffany A. T2 - RESEARCH IN SCIENCE EDUCATION DA - 2016/6// PY - 2016/6// DO - 10.1007/s11165-015-9463-0 VL - 46 IS - 3 SP - 389-412 SN - 1573-1898 KW - Engineering KW - Science KW - After-school KW - Social network forums KW - Design-based curriculum ER - TY - JOUR TI - STARS Computing Corps: Enhancing Engagement of Underrepresented Students and Building Community in Computing AU - Payton, Jamie AU - Barnes, Tiffany AU - Buch, Kim AU - Rorrer, Audrey AU - Zuo, Huifang AU - Gosha, Kinnis AU - Nagel, Kristine AU - Napier, Nannette AU - Randeree, Ebrahim AU - Dennis, Lawrence T2 - COMPUTING IN SCIENCE & ENGINEERING AB - In this article, the authors examine the impact of participation in a national community for broadening participation in computing that engages college students in computing-related service projects. Results of their study show many benefits for undergraduate computing students who engage in such projects, including academic, career, and personal benefits, with students who are underrepresented in computing benefitting more than others. Results also suggest that that an annual conference centered on training and reflection on service learning projects can help build a strong sense of community among students who otherwise wouldn't have access to a similar group of peers. These findings establish empirical support for the Students & Technology in Academia, Research, and Service Computing Corps model of engagement, a flexible approach that can be applied across a variety of institutional types to positively impact underrepresented students in computing. DA - 2016/// PY - 2016/// DO - 10.1109/mcse.2016.42 VL - 18 IS - 3 SP - 44-57 SN - 1558-366X ER - TY - JOUR TI - Best of RESPECT, Part 2 AU - Barnes, Tiffany AU - Payton, Jamie AU - Thiruvathukal, George K. AU - Boyer, Kristy Elizabeth AU - Forbes, Jeff T2 - COMPUTING IN SCIENCE & ENGINEERING AB - The guest editors introduce best papers on broadening participation in computing from the RESPECT'15 conference. The five articles presented here are part two of a two-part series representing research on broadening participation in computing. These articles study participation in intersectional ways, through the perceptions and experiences of African-American middle school girls, the sense of belonging in computing for LGBTQ students, the impact of a STEM scholarship and community development program for low-income and first-generation college students, a leadership development program, and how African-American women individually take leadership to enable their success in computing. DA - 2016/// PY - 2016/// DO - 10.1109/mcse.2016.51 VL - 18 IS - 3 SP - 11-13 SN - 1558-366X ER - TY - JOUR TI - Examining the predictive relationship between personality and emotion traits and students' agent-directed emotions: Towards emotionally-adaptive agent-based learning environments AU - Harley, J. M. AU - Carter, C. K. AU - Papaionnou, N. AU - Bouchet, F. AU - Landis, R. S. AU - Azevedo, R. AU - Karabachian, L. T2 - User Modeling and User-adapted Interaction DA - 2016/// PY - 2016/// VL - 26 IS - 2-3 SP - 177-219 ER - TY - JOUR TI - Best of RESPECT, Part 1 AU - Barnes, T. AU - Payton, J. AU - Thiruvathukal, G. K. AU - Boyer, K. E. AU - Forbes, J. T2 - Computing in Science & Engineering DA - 2016/// PY - 2016/// VL - 18 IS - 2 SP - 6-8 ER - TY - JOUR TI - A comparison of two methods of active learning in physics: inventing a general solution versus compare and contrast AU - Chin, Doris B. AU - Chi, Min AU - Schwartz, Daniel L. T2 - INSTRUCTIONAL SCIENCE DA - 2016/4// PY - 2016/4// DO - 10.1007/s11251-016-9374-0 VL - 44 IS - 2 SP - 177-195 SN - 1573-1952 KW - Science education KW - Science instruction KW - Inventing KW - Compare and contrast KW - Contrasting cases ER - TY - JOUR TI - The Need for Research in Broadening Participation AU - Barnes, Tiffany AU - Thiruvathukal, George K. T2 - COMMUNICATIONS OF THE ACM AB - In addition to alliances created for broadening participation in computing, research is required to better utilize the knowledge they have produced. DA - 2016/3// PY - 2016/3// DO - 10.1145/2880177 VL - 59 IS - 3 SP - 33-34 SN - 1557-7317 ER - TY - JOUR TI - Self-regulated learning processes vary as a function of epistemic beliefs and contexts: Mixed method evidence from eye tracking and concurrent and retrospective reports AU - Trevors, G. AU - Feyzi-Behnagh, R. AU - Azevedo, R. AU - Bouchet, F. T2 - Learning and Instruction DA - 2016/// PY - 2016/// VL - 42 SP - 31-46 ER -