Digital Transformation of Education - 2014

Sheshadri, V., Lynch, C., & Barnes, T. (2014). InVis: An EDM Tool for Graphical Rendering and Analysis of Student Interaction Data. In S. Gutierrez-Santos & O. C. Santos (Eds.), EDM 2014 Extended Proceedings: Workshop Proceedings of the 7th International Conference on Educational Data Mining. London, United Kingdom: CEUR-WS.

Cateté, V., Hicks, A., Barnes, T., & Lynch, C. (2014). Snag'em: Graph Data Mining for a Social Networking Game. In S. Gutierrez-Santos & O. C. Santos (Eds.), EDM 2014 Extended Proceedings: Workshop Proceedings of the 7th International Conference on Educational Data Mining. London, United Kingdom: CEUR-WS.

Mostafavi, B., & Barnes, T. (2014). Evaluation of Logic Proof Problem Difficulty Through Student Performance Data. In S. Gutierrez-Santos & O. C (Eds.), EDM 2014 Extended Proceedings: Workshop Proceedings of the 7th International Conference on Educational Data Mining. London, United Kingdom: CEUR-WS.

Peters, J., Jauhari, S., & Barnes, T. (2014). Extracting temporal features using BCIpy. Proceedings of the Workshop on Utilizing EEG Input in Intelligent Tutoring Systems. Presented at the Intelligent Tutoring Systems (ITS2014), Honolulu, Hawaii.

Cateté, V., Wassell, K., & Barnes, T. (2014). Use and development of entertainment technologies in after school STEM program. SIGCSE '14: Proceedings of the 45th ACM technical symposium on Computer science education, 163–168. https://doi.org/10.1145/2538862.2538952

Nickel, A., Barnes, T., Payton, J., & Wikstrom, E. (2014, April 3). Balancing physical and cognitive challenge: A study of players psychological responses to exergame play. Presented at the Foundations of Digital Games, Fort Lauderdale, FL.

Hicks, A., Cateté, V., & Barnes, T. (2014, April 3). Part of the game: Changing level creation to identify and filter low quality user-generated levels. Presented at the Foundations of Digital Games (FDG2014), Fort Lauderdale, FL.

Eagle, M., & Barnes, T. (2014). Exploring differences in problem solving with data-driven approach maps. Educational Data Mining, 76–83.

Peddycord, B., III, Hicks, A., & Barnes, T. (2014). Generating hints for programming problems using intermediate output. Educational Data Mining, 92–98.

Eagle, M., Polamreddi, V., Mostafavi, B., & Barnes, T. (2014). Exploration of student's use of rule application references in a propositional logic tutor. Educational Data Mining, 249–252.

Burns, R., Eugene, W., Barnes, T., Chandler, S., Harwell, M., & Omokaro, O. (2014). Reflections from a computational service learning trip to Haiti. The Journal of Computing Sciences in Colleges, 29(3), 43–50. https://doi.org/10.5555/2544322.2544331

Lynch, C. F., Ashley, K. D., & Chi, M. (2014). Can Diagrams Predict Essay Grades? In Intelligent Tutoring Systems (pp. 260–265). https://doi.org/10.1007/978-3-319-07221-0_32

Chi, M., Jordan, P., & VanLehn, K. (2014). When Is Tutorial Dialogue More Effective Than Step-Based Tutoring? In Intelligent Tutoring Systems (pp. 210–219). https://doi.org/10.1007/978-3-319-07221-0_25

Barnes, T., Catete, V., Hicks, A., & Peddycord, B. (2014). Making games and apps in introductory computer science (abstract only). Proceedings of the 45th ACM technical symposium on Computer science education - SIGCSE '14. Presented at the the 45th ACM technical symposium. https://doi.org/10.1145/2538862.2539000

Eseryel, D., Law, V., Ifenthaler, D., Ge, X., & Miller, R. B. (2014). An investigation of the interrelationships between motivation, engagement, and complex problem solving in game-based learning. . Educational Technology & Society, 17(1), 42–53.

Eseryel, U. Y., Bakker, D., & Eseryel, D. (2014). The influence of information technology self-leadership on product and process innovation. . Journal of Leadership and Management, 1(2), 95–109.

Winne, P. H., & Azevedo, R. (2014). Metacognition. Cambridge Handbook of the Learning Sciences, 2nd Edition, 63–87.

Chi, M., Jordan, P., & VanLehn, K. (2014). When is tutorial dialogue more effective than step-based tutoring? Intelligent tutoring systems, its 2014, 8474, 210–219.

Eagle, M., & Barnes, T. (2014). Survival analysis on duration data in intelligent tutors. Intelligent tutoring systems, its 2014, 8474, 178–187. https://doi.org/10.1007/978-3-319-07221-0_22

Trevors, G., Duffy, M., & Azevedo, R. (2014). Note-taking within MetaTutor: Interactions between an intelligent tutoring system and prior knowledge on note-taking and learning. Educational Technology Research and Development: ETR & D, 62(5), 507–528.

Eagle, M., & Barnes, T. (2014). Modeling student dropout in tutoring systems. Intelligent tutoring systems, its 2014, 8474, 676–678. https://doi.org/10.1007/978-3-319-07221-0_104

Azevedo, R. (2014). Issues in dealing with sequential and temporal characteristics of self- and socially-regulated learning. Metacognition and Learning, 9(2), 217–228.

Hicks, A., Peddycord, B., & Barnes, T. (2014). Building games to learn from their players: Generating hints in a serious game. Intelligent tutoring systems, its 2014, 8474, 312–317. https://doi.org/10.1007/978-3-319-07221-0_39

Taub, M., Azevedo, R., Bouchet, F., & Khosravifar, B. (2014). Can the use of cognitive and metacognitive self-regulated learning strategies be predicted by learners' levels of prior knowledge in hypermedia-learning environments? Computers in Human Behavior, 39, 356–367.