Digital Transformation of Education - 2023

Hostetter, J. W., Conati, C., Yang, Xi, Abdelshiheed, M., Barnes, T., & Chi, M. (2023). XAI to Increase the Effectiveness of an Intelligent Pedagogical Agent. PROCEEDINGS OF THE 23RD ACM INTERNATIONAL CONFERENCE ON INTELLIGENT VIRTUAL AGENTS, IVA 2023. https://doi.org/10.1145/3570945.3607301

Wang, W., Bacher, J., Isvik, A., Limke, A., Sthapit, S., Shi, Y., … Price, T. (2023). Investigating the Impact of On-Demand Code Examples on Novices' Open-Ended Programming Projects. PROCEEDINGS OF THE 2023 ACM CONFERENCE ON INTERNATIONAL COMPUTING EDUCATION RESEARCH V.1, ICER 2023 V1, pp. 464–475. https://doi.org/10.1145/3568813.3600141

Hostetter, J. W., & Chi, M. (2023). Latent Space Encoding for Interpretable Fuzzy Logic Rules in Continuous and Noisy High-Dimensional Spaces. 2023 IEEE INTERNATIONAL CONFERENCE ON FUZZY SYSTEMS, FUZZ. https://doi.org/10.1109/FUZZ52849.2023.10309706

Hostetter, J. W., Abdelshiheed, M., Barnes, T., & Chi, M. (2023). Leveraging Fuzzy Logic Towards More Explainable Reinforcement Learning-Induced Pedagogical Policies on Intelligent Tutoring Systems. 2023 IEEE INTERNATIONAL CONFERENCE ON FUZZY SYSTEMS, FUZZ. https://doi.org/10.1109/FUZZ52849.2023.10309741

Limke, A., Lytle, N., Mahmoud, S., Lin, M., Hill, M., Catete, V., & Barnes, T. (2023). Participatory Design with Teachers for Block-based Learning with SnapClass. 2023 IEEE SYMPOSIUM ON VISUAL LANGUAGES AND HUMAN-CENTRIC COMPUTING, VL/HCC, pp. 173–178. https://doi.org/10.1109/VL-HCC57772.2023.00028

Tabarsi, B., Reichert, H., Qualls, R., Price, T., & Barnes, T. (2023). Exploring Novices' Struggle and Progress during Programming through Data-Driven Detectors and Think-Aloud Protocols. 2023 IEEE SYMPOSIUM ON VISUAL LANGUAGES AND HUMAN-CENTRIC COMPUTING, VL/HCC, pp. 179–183. https://doi.org/10.1109/VL-HCC57772.2023.00029

Harred, R., Barnes, T., Fisk, S. R., Akram, B., Price, T. W., & Yoder, S. (2023). Do Intentions to Persist Predict Short-Term Computing Course Enrollments? A Scale Development, Validation, and Reliability Analysis. PROCEEDINGS OF THE 54TH ACM TECHNICAL SYMPOSIUM ON COMPUTER SCIENCE EDUCATION, VOL 1, SIGCSE 2023, pp. 1062–1068. https://doi.org/10.1145/3545945.3569875

Gransbury, I., Brock, J., Root, E., Catete, V., Barnes, T., Grover, S., & Ledeczi, A. (2023). Project-Based Software Engineering Curriculum for Secondary Students. PROCEEDINGS OF THE 18TH WIPSCE CONFERENCE IN PRIMARY AND SECONDARY COMPUTING EDUCATION RESEARCH, WIPSCE 2023. https://doi.org/10.1145/3605468.3605501

Abdelshiheed, M., Barnes, T., & Chi, M. (2023, September 27). How and When: The Impact of Metacognitive Knowledge Instruction and Motivation on Transfer Across Intelligent Tutoring Systems. INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE IN EDUCATION. https://doi.org/10.1007/s40593-023-00371-0

Wang, W., Rao, Y., Kwatra, A., Milliken, A., Dong, Y., Gomes, N., … Price, T. (2023). A Case Study on When and How Novices Use Code Examples in Open-Ended Programming. PROCEEDINGS OF THE 2023 CONFERENCE ON INNOVATION AND TECHNOLOGY IN COMPUTER SCIENCE EDUCATION, ITICSE 2023, VOL 1, pp. 82–88. https://doi.org/10.1145/3587102.3588774

Shabrina, P., Mostafavi, B., Abdelshiheed, M., Chi, M., & Barnes, T. (2023, August 21). Investigating the Impact of Backward Strategy Learning in a Logic Tutor: Aiding Subgoal Learning Towards Improved Problem Solving. INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE IN EDUCATION. https://doi.org/10.1007/s40593-023-00338-1

Singh, M. P., Chi, M., & Misra, V. (2023). Healthful Connected Living: Vision and Challenges for the Case of Obesity. IEEE INTERNET COMPUTING, 27(3), 7–14. https://doi.org/10.1109/MIC.2023.3257994

Kim, Y. J., & Chi, M. (2023, March 25). Time-aware deep reinforcement learning with multi-temporal abstraction. APPLIED INTELLIGENCE. https://doi.org/10.1007/s10489-022-04392-5

Shen, D. S., & Chi, M. (2023). TC-DTW: Accelerating multivariate dynamic time warping through triangle inequality and point clustering. INFORMATION SCIENCES, 621, 611–626. https://doi.org/10.1016/j.ins.2022.11.082

Mulvey, K. L., Joy, A., Caslin, M., Orcutt, D., Eseryel, D., & Katti, M. (2023). Forests After Florence: an informal community-engaged STEM research project promotes STEM identity in disaster-impacted students. Research in Science & Technological Education. https://doi.org/10.1080/02635143.2021.1944077