HOME : PUBLICATIONS

Home News Publications Faculty Speaker Series & Edbags PIER Fellows & Alumni Program and Application Current Student Documents





PIER Publications

PUBLICATIONS BY PIER PROGRAM PARTICIPANTS

2004 Cohort

NORMA CHANG (NOW NORMA MING) (Ph.D. 2006) Journal publications:

Ming, N.C., & Baumer, E.P.S. (2011). Using text mining to characterize online discussion facilitation. Journal of Asynchronous Learning Networks, 15(2).

Other publications, conference papers and presentations:

Ming, N.C. (2009). Analogies vs. contrasts: A comparison of their learning benefits. In B. Kokinov, D. Gentner, & K. Holyoak (Eds.), New frontiers in analogy research: Proceedings of the second international conference on analogy (pp. 338-347). Sofia, Bulgaria: New Bulgarian University.

Lovett, M.C., & Chang, N.M. (2007). Data analysis skills: What and how are students learning? In M. Lovett & P. Shah (Eds.), Thinking with Data: The Proceedings of the 33rd Carnegie Symposium on Cognition (pp. 293-318). Mahwah NJ: Lawrence Erlbaum Associates, Inc.

Chang, N.M., Koedinger, K.R., & Lovett, M.C. (2005). Performance vs. learning: Knowing the right answers for the right reasons. In K. Forbus, D. Gentner, & T. Regier (Eds.), Proceedings of the 26th Cognitive Science Society (p. 1537). Mahwah NJ: Lawrence Erlbaum Associates.

Chang, N.M., Koedinger, K.R., & Lovett, M.C. (2004). The impact of spurious correlations on students' problem-solving. In Y.B. Kafai, N. Enyedy, & W. Sandoval (Eds.), Proceedings of the 6th International Conference of the Learning Sciences. Mahwah NJ: Lawrence Erlbaum Associates.

MATTHEW EASTERDAY (Ph.D. 2010) Journal publications:

Easterday, M. W., Aleven, V., Scheines, R., & Sharon, S. M. (submitted) Using tutors to improve educational games: A cognitive game for policy argument. Journal of Educational Psychology.

Easterday, M. W., Aleven, V., Scheines, R. & Carver, S. M. (2010). Constructing causal diagrams to learn deliberation. International Journal of Artificial Intelligence in Education

Books or other non-periodical, one-time publications:

Easterday, M. W. (in press). Policy World: A cognitive game for teaching deliberation. In N. Pinkwart, & B. McLaren (Eds.), Educational technologies for teaching argumentation skills. Oak Park, IL: Bentham Science Publishers.

Scheines. R, Easterday, M. & Danks, D. (2006). Teaching the normative theory of causal reasoning. In Gopnik, A., & Schulz, L. (Eds.), Causal learning: Psychology, philosophy, and computation (pp. 119-38). Oxford: Oxford University Press.

Keyani, P., Hsieh, G., Mutlu, B., Easterday, M., & Forlizzi, J. (2005). Dancealong: Supporting positive social exchange and exercise for the elderly through dance. In CHI '05 extended abstracts on human factors in computing systems (pp. 1541-4). New York: Association for Computing Machinery. doi:10.1145/1056808.1056961

Other publications, conference papers and presentations:

Easterday, M. W. (2011) AIED for civic engagement. In F. Akhras, P. Brna, & M. W. Easterday (Chairs), First Workshop on Artificial intelligence in Education to Support the Social Inclusion of Communities. Workshop conducted at the Fifteenth International conference on Artificial Intelligence in Education, Auckland, New Zealand.

Aleven, V., Myers E., Easterday, M. W., & Ogan, A. (2010). Toward a framework for the analysis and design of educational games. In G. Biswas, D. Carr, Y.S. Chee, & W.Y. Hwang (Eds.), Proceedings of the 3rd IEEE international conference on digital game and intelligent toy enhanced learning. (pp. 69-76). Los Alamitos, CA: IEEE Computer Society.

Easterday, M. W. (2010). An Intelligent Debater for Teaching Argumentation. In V. Aleven & Judity Kay (Eds.), Proceedings of the tenth international conference on Intelligent Tutoring Systems, Pittsburgh, PA., USA, June 14-18, 2010. (Winner People's choice award for Best Young Researchers Track Poster)

Easterday, M. W., Kanarek, J., & Harrell, M. (2009). Design requirements of argument mapping software for teaching deliberation. In T. Davies, & S. P. Gangadharan (Vol. Eds.), Center for the Study of Language and Information -Lecture Notes: Vol. 182. Online deliberation: Design, research, and practice. Chicago, IL: University of Chicago Press.

Easterday, M. W., Aleven, V., Scheines, R., & Carver, S. M. (2009). Will Google destroy western democracy? Bias in policy problem solving. In J. Breuker et al. (Series. Eds.) V. Dimitrova, R. Mizoguchi, B. du Boulay, & A. Graesser (Vol. Eds.), Frontiers in artificial intelligence and applications: Vol. 200. Artificial intelligence in education: Building learning systems that care: From knowledge representation to affective modelling (pp. 249-56). Amsterdam: IOS Press. doi:10.3233/978-1-60750-028-5-249

Easterday, M. W., Aleven, V., & Scheines, R. (2007). 'Tis better to construct than to receive? The effects of diagram tools on causal reasoning. In J. Breuker et al. (Series. Eds.) R. Luckin, K. R. Koedinger, & J. Greer (Vol. Eds.), Frontiers in artificial intelligence and applications: Vol. 158. Artificial intelligence in education: Building technology rich learning contexts that work (pp. 93-100). Amsterdam: IOS Press.

Easterday, M. W., Aleven, V., & Scheines, R. (2007). The logic of Babel: Causal reasoning from conflicting sources. In V. Aleven, K. Ashley, C. Lynch, & N. Pinkwart (Eds.), Proceedings of the workshop on AIED applications in ill-defined domains at the 13th international conference on artificial intelligence in education, Marina del Rey, CA, (pp. 31-40).

ELSA GOLDEN (Ph.D. 2010)

Books or other non-periodical, one-time publications:

Golden, E. (2010) Early-Stage Software Design for Usability. Ph.D. dissertation in Human-Computer Interaction, Human-Computer Interaction Institute, School of Computer Science, Carnegie Mellon University.

Other publications, conference papers and presentations:

Golden, E. (2009). Helping Software Architects Design For Usability, SIGCHI Symposium on Engineering Interactive Computing Systems (EICS 2009), Jul 14-17, 2009, Pittsburgh, PA.

Stoll, P., Bass, L., Golden, E., and B.E. John (2009). Supporting Usability in Product Line Architectures, Proceedings of 13th International Software Product Line Conference (SPLC 2009), Aug 24-28, 2009, San Francisco, CA.

John, B.E., Bass, L., Golden, E., and P. Stoll (2009). A Responsibility-Based Pattern Language for Usability-Supporting Architectural Patterns, ACM SIGCHI Symposium on Engineering Interactive Computing Systems (EICS 2009), Jul 14-17, 2009, Pittsburgh, PA.

Golden, E. (2009) Early-stage Software Design for Usability (2009). Proceedings of the 31st International Conference on Software Engineering (ICSE 2009), Companion Volume, Vancouver, BC, May 16-24, 2009.

Stoll, P., Bass, L., Golden, E., and B.E. John (2009). Integrating Usability Supporting Architectural Patterns in a Product Line System's Architecture. Fifth SEI Architecture Technology User Network Conference (SATURN 2009), May 4-7, 2009, Pittsburgh, PA.

Stoll, P., John, B.E., Bass, L., and Golden, E. (2008). Preparing Usability Supporting Architectural Patterns for Industrial Use. Proceedings of the International Workshop on the Interplay between Usability Evaluation and Software Development (I-USED 2008), Pisa, Italy, Sep 24, 2008.

Golden, E. and L. Bass (2007). Creating Meaningful Assessments for Professional Development Education in Software Architecture. Proceedings of 20th Conference on Software Engineering Education and Training (CSEE&T 2007), Dublin, Ireland, Jul 3-5, 2007.

Golden, E., John, B.E., and L. Bass (2005). Quality vs. Quantity: Comparing Evaluation Methods in a Usability-Focused Software Architecture Modification Task. Proceedings of the 4th International Symposium on Empirical Software Engineering (ISESE 2005), Noosa Heads, Queensland, Australia, Nov 17-18, 2005.

Golden, E., John, B.E., and L. Bass (2005). The Value of a Usability-Supporting Architectural Pattern in Software Architecture Design: A Controlled Experiment. Proceedings of the 27th International Conference on Software Engineering (ICSE 2005), St. Louis, MO, May 14-21, 2005.

Fogarty, J., Ko, A.J., Aung, H.H., Golden, E., Tang, K.P., and Hudson, S.E. (2005). Examining Task Engagement in Sensor-Based Statistical Models of Human Interruptibility. Proceedings of the ACM Conference on Human Factors in Computing Systems (CHI 2005), Portland, OR, Apr 2-7, 2005. [Best Paper Award]

YVONNE KAO (Ph.D. 2009) Other publications, conference papers and presentations:

Kao, Y. S. & Anderson, J. R. (2009, May). Contributions of Spatial Skills to Geometry Achievement II. Paper presented at Conference on Research and Training in Spatial Intelligence, Evanston, IL Alibali, M. W., Brown, A. N., Stephens, A. C., Kao, Y. S., & Nathan, M. J. (2009, April). Middle school students’ conceptual understanding of equations: Evidence from writing story problems. Wisconsin Center for Education Research Working Papers.

Kao, Y. S. & Anderson, J. R. (2005, July). Neural correlates of “expert” geometry problem-solving. Paper presented at the Twelfth Annual ACT-R Workshop

ELIDA LASKI (Ph.D. 2008) Journal publications:

Laski, E. V. & Siegler, R. S. (2007). Is 27 a big number? Correlational and causal connections among numerical categorization, number line estimation, and numerical magnitude comparison. Child Development, 78, 1723-1743.

Other publications, conference papers and presentations:

Laski, E.V. (2007, September). Divide and conquer: Categorization training improves representations of numerical magnitude. Paper presented at EARLI, Budapest, Hungary.

Laski, E. & Barbosa, H. (2005, May). Growing mathematicians: Translating emergent numeracy research into practice. Talk presented at the Family Support Conference, Pittsburgh, PA.

AMY OGAN (Ph.D. 2011) Journal publications: Ogan, A., Aleven, V., Jones, C., & Kim, J. (in press). Social instructional dialog: Developing interpersonal relationships with virtual agents. To appear in Presence: Teleoperators and Virtual Environments. MIT Press.

Ogan, A., Aleven, V., Jones, C. (2010). Advancing development of intercultural competence through supporting predictions in narrative video. International Journal of Artificial Intelligence in Education, 19(3), 267-288. Amsterdam: IOS Press.

Books or other non-periodical, one-time publications:

Blanchard, E. & Ogan, A. (2010). Culturally-Aware Tutoring Systems: ITS in a Globalized World. In R. Nkambou, R. Mizoguchi, and J. Bourdeau (Eds.), Advances in Intelligent Tutoring Systems. Berlin: Springer Verlag.

Ogan, A. & Lane, H. C. (2010). Virtual learning environments for culture and intercultural competence. In E. Blanchard & D. Allard (Eds.), Handbook of Research on Culturally-Aware Information Technology: Perspectives and Models. IGI Global, Hershey, PA.

Other publications, conference papers and presentations:

Ogan, A., Finkelstein, S., Mayfield, E., D’Adamo, C., Matsuda, N. & Cassell, J. (accepted). “Oh, dear Stacy!” Social interaction, elaboration, and learning with teachable agents. Accepted to CHI 2012.

Ogan, A., Walker, E., Baker, R., Rebolledo, G., Jimenez-Castro, M. (accepted). Collaboration in Cognitive Tutor Use in Latin America: Field Study and Design Recommendations. Accepted to CHI 2012.

Ogan, A., Aleven, V., Kim, J., & Jones, C. (2011). Persistent Effects of Social Instructional Dialog in a Virtual Learning Environment. In Proceedings of the 15th International Conference on Artificial Intelligence in Education, AIED2011, Auckland, NZ, pp.238-246.

Ogan, A., Aleven, V., Kim, J., & Jones, C. (2010). Developing interpersonal relationships with virtual agents through social instructional dialog. In Proceedings of 10th International Conference on Intelligent Virtual Agents. Philadelphia, PA, pp. 236-249.

Ogan, A., Aleven, V., Kim, J., & Jones, C. (2010). Learning intercultural negotiation from virtual humans: The effect of social goals on gameplay and learning. In Proceedings of the 10th International Conference on Intelligent Tutoring Systems, Pittsburgh, PA, pp. 174-183.

Aleven, V., Myers, E., Easterday, M., & Ogan, A. (2010). Toward a framework for the analysis and design of educational games. In Proceedings of The 3rd IEEE Conference on Digital Game and Intelligent Toy-Enhanced Learning, pp. 69-76.

Ogan, A., Aleven, V., and Jones, C. (2008). Pause, predict, and ponder: use of narrative videos to improve cultural discussion and learning. In Proceedings of the Twenty-Sixth Annual SIGCHI Conference on Human Factors in Computing Systems. CHI '08. ACM, New York, NY, pp. 155-162.

Ogan, A., Jones, C., Aleven, V. (2005) Improving Intercultural Competence by Predicting in French Film. In Richards, G. (Ed.), Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2005 (Vancouver, BC, October 24-28, 2005). Chesapeake, VA: AACE, pp. 3101-3106.

Aleven, V., Ogan, A., Popescu, O., Torrey, C., & Koedinger, K. (2004). Evaluating the Effectiveness of a Tutorial Dialogue System for Self-Explanation. In J. C. Lester, R. M. Vicario, & F. Paraguaçu (Eds.), Proceedings of Seventh International Conference on Intelligent Tutoring Systems, ITS 2004. Berlin: Springer Verlag, pp. 443-454.

Aleven V., Popescu, O., Ogan, A. & Koedinger, K. R. (2003). A Formative Classroom Evaluation of a Tutorial Dialogue System that Supports Self-Explanation. In V. Aleven, U. Hoppe, J. Kay, R. Mizoguchi, H.Pain, F. Verdejo, & K. Yacef (Eds.), Supplemental Proceedings of the 11th International Conference on Artificial Intelligence in Education, AIED2003, Vol. VI. School of Information Technologies, University of Sydney, pp. 345-355.

Walker, E., Ogan, A., Baker, R., Carvalho, A., Laurentino, T., Rebolledo-Mendez, G., Jimenez Castro, M. (2011). Observations of Collaboration in Cognitive Tutor Use in Latin America. In Proceedings of the 15th International Conference on Artificial Intelligence in Education, AIED2011, Auckland, NZ, pp.575-577.

Hays, M., Ogan, A., & Lane, C. (2010). The Evolution of Assessment: Learning about Culture from a Serious Game. In Proceedings of the Workshop on Ill-defined Domains at the 10th International Conference on Intelligent Tutoring Systems, Pittsburgh, PA, June 2010.

Ogan, A., Kim, J., Aleven, V. & Jones, C. (2009). Explicit Social Goals and Learning in a Game for Cross-cultural Negotiation. In Proceedings of the Workshop on Intelligent Educational Games, 14th International Conference on Artificial Intelligence in Education. Brighton, UK, July 2009.

Hallinen, N., Walker, E., Wylie, R., Ogan, A., & Jones, C. (2009). I was playing when I learned: A narrative game for French aspectual distinctions. Proceedings of the Workshop on Intelligent Educational Games, 14th International Conference on Artificial Intelligence in Education. Brighton, UK, July 2009.

Ogan, A., Aleven, V., & Jones, C. (2009). Investigating the Effects of Social Goals in a Negotiation Game with Virtual Humans. In Proceedings of the 14th International Conference on Artificial Intelligence in Education. Brighton, UK, July 2009. pp. 777-778.

Lane, H. C., & Ogan, A. (2009). Virtual Environments for Cultural Learning. In Proceedings of the Workshop on Culturally-Aware Tutoring Systems, 14th International Conference on Artificial Intelligence in Education. Brighton, UK, July 2009.

Ogan, A., Aleven, V., Kim, J., & Jones, C. (2009). Antecedents of Attributions in an Educational Game for Social Learning: Who's to Blame? In A. A. Ozok and P. Zaphiris (Eds.), Proceedings of the 3rd International Conference on Online Communities and Social Computing: Held As Part of HCI International 2009 (San Diego, CA). Lecture Notes in Computer Science, vol. 5621. Springer-Verlag, Berlin, Heidelberg, pp. 593-602.

Ogan, A., Walker, E., Aleven, V., & Jones, C. (2008). Toward Supporting Collaborative Discussion in an Ill-Defined Domain. In E. Aimeur, & B. Woolf (Eds.) Proceedings of the 9th International Conference on Intelligent Tutoring Systems (ITS 2008). Berlin: Springer Verlag, pp. 825-827.

Walker, E., Ogan, A., Aleven, V., & Jones, C. (2008). Two Approaches for Providing Adaptive Support for Discussion in an Ill-Defined Domain. In V. Aleven, K. Ashley, C. Lynch, & N. Pinkwart (Eds.), Proceedings of the Workshop on Intelligent Tutoring Systems for Ill-Defined Domains at the 9th International Conference on Intelligent Tutoring Systems (ITS 2008). Berlin: Springer Verlag.

Ogan, A., Jones, C., & Aleven V. (2007). Intelligent Tutoring in a Cultural Discussion Forum. Presented, European Computer Assisted Language Learning (EuroCALL 2007). Ulster, Northern Ireland, September 2007.

Walker, E., & Ogan, A. (2007) Peer Moderation in Cultural Discussion Forums. Presented, European Computer Assisted Language Learning (EuroCALL 2007). Ulster, Northern Ireland, September 2007.

Walker, E., Ogan, A., & Wylie, R. (2006). A Tense Situation: Applying Cognitive Tutor Methodology to Ill-Defined Domains. Presented, European Computer Assisted Language Learning (EuroCALL 2006). Granada, Spain, September 2006.

Ogan, A., Jones, C., & Aleven, V. (2006). Focusing attention on critical moments: evaluation of a system for teaching intercultural competence. Presented, European Computer Assisted Language Learning (EuroCALL 2006). Granada, Spain, September 2006.

Ogan, A., Wylie, R., & Walker, E. (2006). Defining the ill-defined: Modeling student behavior in making aspectual distinctions. Student Track Paper at the 8th International Conference on Intelligent Tutoring Systems, Jhongli (Taiwan), National Central University.

Ogan, A., Aleven, V., & Jones, C. (2006). Culture in the classroom: challenges for assessment in ill-defined domains. In V. Aleven, K. Ashley, C. Lynch, & N. Pinkwart (Eds.), Proceedings of the Workshop on Intelligent Tutoring Systems for Ill-Defined Domains at the 8th International Conference on Intelligent Tutoring Systems. Jhongli, Taiwan. National Central University, pp. 92-100.

Ogan, A., Wylie, R., & Walker, E. (2006). The challenges in adapting traditional techniques for modeling student behaviors in ill-defined domains. In V. Aleven, K. Ashley, C. Lynch, & N. Pinkwart (Eds.), Proceedings of the Workshop on Intelligent Tutoring Systems for Ill-Defined Domains at the 8th International Conference on Intelligent Tutoring Systems . Jhongli, Taiwan. National Central University, pp. 92-100.

IDO ROLL (Ph.D. 2009) -(PIER associate, IES not acknowledged) Journal publications:

Roll, I., Holmes, N. G., Day, J., & Bonn, D. (accepted). On Guided Invention Activities that Support Scientific Reasoning and Domain Learning. To appear in Instructional Science.

Roll, I., Aleven, V., McLaren, B.M., & Koedinger, K.R. (2011). Improving students' help-seeking skills using metacognitive feedback in an intelligent tutoring system. Learning and Instruction, 21, 267-280.

Aleven, V., Roll, I., McLaren, B.M., & Koedinger, K.R. (2010). Automated, unobtrusive, action-by-action assessment of self-regulation during learning with an intelligent tutoring system. Educational Psychologist, 45(4), 224-233.

Baker, R. S. J. d., Corbett, A. T., Roll, I., & Koedinger, K. R. (2008). Developing a generalizable detector of when students game the system. User Modeling and User-Adapted Interaction, 18(3), 287-314.

Baker, R., Walonoski, J., Heffernan, N., Roll, I., Corbett, A., & Koedinger, K. R. (2008). Why students engage in "gaming the system" behavior in interactive learning environments. Journal of Interactive Learning Research, 19(2), 185-224.

Roll, I., Aleven, V., McLaren, B. M., & Koedinger, K. R. (2007). Designing for metacognition -applying cognitive tutor principles to the tutoring of help seeking. Metacognition and Learning, 2(2), 125-140.

Aleven, V., McLaren, B.M., Roll, I., & Koedinger, K.R. (2006). Toward meta-cognitive tutoring: A model of help seeking with a Cognitive Tutor. International Journal of Artificial Intelligence in Education (16), 101-130.

Books or other non-periodical, one-time publications:

Aleven, V., Roll, I., & Koedinger, K. R. (in press). Progress in assessment and tutoring of lifelong learning skills: An intelligent tutor agent that helps students become better help seekers. In P. J. Durlach, & A. M. Lesgold (Eds.), Adaptive technologies for training and education. New York: Cambridge University Press.

Baker, R. S. J. d., Corbett, A. T., Roll, I., Koedinger, K. R., Cocea, M., Hershkovitz, A., et al. (accepted). Modeling and studying gaming the system with educational data mining. In R. Azevedo, & V. Aleven (Eds.), International Handbook of Metacognition and Learning Technologies. Berlin: Springer.

Koedinger, K. R., & Roll, I. (in press). Learning to think: Cognitive mechanisms of knowledge transfer. In K. J. Holyoak, & R. G. Morrison (Eds.), The cambridge handbook of thinking and reasoning (2nd ed.). New York: Cambridge University Press.

Koedinger, K. R., Aleven, V., Roll, I., & Baker, R. S. J. d. (2009). In vivo experiments on whether supporting metacognition in intelligent tutoring systems yields robust learning. In D. J. Hacker, J. Dunlosky, & A. C. Graesser (Eds.), Handbook of metacognition in education (pp. 383-412). New York: Routledge.

Other publications, conference papers and presentations:

Roll, I., Aleven, V., & Koedinger, K. R. (2011). Metacognitive practice makes perfect: Improving students’ self-assessment skills with an intelligent tutoring system. In G. Biswas (Ed.), Proceedings of the International conference on artificial intelligence in education (pp. 288-295). Berlin: Springer Verlag. (32%)

Roll, I., Aleven, V., & Koedinger, K. R. (2011). Outcomes and mechanisms of transfer in invention activities. In L. Carlson, C. Hölscher, & T. Shipley (Eds.), Proceedings of the 33rd Annual Conference of the Cognitive Science Society (pp. 2824-2829). Austin, TX: Cognitive Science Society. (32%)

Roll, I., Aleven, V., & Koedinger, K. R. (2010). The invention lab: Using a hybrid of model tracing and constraint-based modeling to offer intelligent support in inquiry environments. In V. Aleven, J. Kay, & J. Mostow (Eds.), Proceedings of the international conference on intelligent tutoring systems (pp. 115-24). Berlin: Springer Verlag. (30%)

Roll, I., Aleven, V., & Koedinger, K. R. (2009). Helping students know 'further' increasing the flexibility of students' knowledge using symbolic invention tasks. In N. A. Taatgen, & H. van Rijn (Eds.), Proceedings of the 31st annual conference of the cognitive science society (pp. 1169-1174). Austin, TX: Cognitive Science Society. (32%)

Roll, I., Aleven, V., McLaren, B. M., & Koedinger, K. R. (2007). Can help seeking be tutored? Searching for the secret sauce of metacognitive tutoring. In R. Luckin, K. R. Koedinger, & J. Greer (Eds.), Proceedings of the international conference on artificial intelligence in education (pp. 203-210). Amsterdam: IOS Press. (30%)

Roll, I., Aleven, V., & Koedinger, K.R. (2008). Designing structured invention tasks to prepare for future learning [abstract]. In B. C. Love, K. McRae, & V. M. Sloutsky (Eds.), Proceedings of the 30th annual conference of the cognitive science society. Austin, TX: Cognitive Science Society.

Roll, I., Aleven, V., & Koedinger, K.R. (2008). Instruments and challenges in assessing help-seeking knowledge and behavior. In I. Roll, & V. Aleven (Eds.), Proceedings of the Workshop on Metacognition and Self-Regulated Learning in Educational Technologies (SRL@ET), in conjunction with the International Conference on Intelligent Tutoring Systems (ITS) (pp. 41-50). Montreal, Canada.

Kao, Y. S., Roll, I., & Koedinger, K. R. (2007). Sources of difficulty in multi-step geometry area problems. In D. S. McNamara, & J. G. Trafton (Eds.), Proceedings of the 29th annual conference of the cognitive science society (pp. 1145-50). Austin, TX: Cognitive Science Society.

Koedinger, K.R., Aleven, V., Baker, R.S.J.d., & Roll, I. (2007). Toward understanding when tutoring meta-cognition enhances domain learning. In I. Roll, & V. Aleven (Eds.),

Proceedings of the workshop for metacognition and self-regulated learning in intelligent tutoring systems (SRL@ET), in conjunction with the International Conference on Artificial Intelligence in Education, LA, CA.

Roll, I., Aleven, V., McLaren, B. M., Ryu, E., Baker, R. S., & Koedinger, K. R. (2006). The help tutor: Does metacognitive feedback improve students' help-seeking actions, skills and learning? In M. Ikeda, K. D. Ashley, & T. W. Chan (Eds.), Proceedings of the 8th international conference on intelligent tutoring systems (pp. 360-369). Berlin: Springer Verlag. (35%)

Baker, R.S.J.d., Corbett, A.T., Koedinger, K.R., & Roll, I. (2006) Generalizing detection of gaming the system across a tutoring curriculum. In M. Ikeda, K. D. Ashley, & T. W. Chan (Eds.), Proceedings of the 8th international conference on intelligent tutoring systems (pp. 402-411). Berlin: Springer Verlag. (35%)

Baker, R.S.J.d., Corbett, A.T., Koedinger, K.R., Evenson, E., Roll, I., Wagner, A.Z., et al. (2006) Adapting to when students game an intelligent tutoring system. In M. Ikeda, K. D. Ashley, & T. W. Chan (Eds.), Proceedings of the 8th international conference on intelligent tutoring systems (pp. 392-401). Berlin: Springer Verlag. (35%)

Roll, I., Ryu, E., Sewall, J., Leber, B., McLaren, B. M., Aleven, V., et al. (2006). Towards teaching metacognition: Supporting spontaneous self-assessment. In Proceedings of the international conference on intelligent tutoring systems (pp. 738-740). Berlin: Springer Verlag.

Baker, R.S., Corbett, A.T., Koedinger, K.R., & Roll, I. (2005). Detecting when students game the system, across tutor subjects and classroom cohorts. In L. Ardissono, P. Brna, & A. Mitrovic (Eds.), User modeling 2005. Berlin: Springer-Verlag.

Roll, I., Baker, R.S., Aleven, V., McLaren, B., & Koedinger, K. (2005). Modeling students’ metacognitive errors in two intelligent tutoring systems. In L. Ardissono, P. Brna and A. Mitrovic (Eds.), Proceedings of the 10th International Conference on User Modeling (pp. 379-388). Berlin: Springer Verlag. (23%)

Aleven, V., Roll, I., McLaren, B., Ryu, E.J., & Koedinger, K.R. (2005). An architecture to combine meta-cognitive and cognitive tutoring: Pilot testing the Help Tutor. In C. K. Looi, G. McCalla, B. Bredeweg, & J. Breuker (Eds.), Proceedings of the 12th International Conference on Artificial Intelligence in Education (pp. 17-24). Amsterdam, IOS Press. (31%)

Baker, R.S., Roll, I., Corbett, A.T., & Koedinger, K.R. (2005) Do performance goals lead students to game the system? In C. K. Looi, G. McCalla, B. Bredeweg, & J. Breuker (Eds.), Proceedings of the 12th International Conference on Artificial Intelligence in Education (pp. 57-64). Amsterdam, IOS Press. (31%)

Aleven, V., McLaren, B., Roll, I., & Koedinger, K. (2004). Toward tutoring help seeking: Applying cognitive modeling to meta-cognitive skills. In J. C. Lester, R. M. Vicario, & F. Paraguaçu (Eds.), Proceedings of Seventh International Conference on Intelligent Tutoring Systems (pp. 227-239). Berlin: Springer Verlag. (39%)

Roll, I., Aleven, V., & Koedinger, K. R. (2004). Promoting effective help-seeking behavior through declarative instruction. In J. C. Lester, R. M. Vicario, & F. Paraguaçu (Eds.), Proceedings of 7th International Conference on Intelligent Tutoring Systems (ITS) (pp. 854-6). Berlin: Springer-Verlag.

Roll, I., Baker, R.S., Aleven, V., & Koedinger, K.R. (2004). A metacognitive ACT-R model of students’ learning strategies in intelligent tutoring systems. In J. C. Lester, R. M. Vicario, & F. Paraguaçu (Eds.), Proceedings of 7th International Conference on Intelligent Tutoring Systems (ITS) (pp. 854-6). Berlin: Springer-Verlag.

Roll, I., Baker, R.S., Aleven, V., & Koedinger, K.R. (2004). What goals do students have when choosing the actions they perform? In M. Lovett, C. Schunn, C. Lebiere, & P. Munro (Eds.), Sixth International conference on cognitive modeling. (pp. 380-1). Mahwah, NJ: Lawrence Erlbaum.

2005 Cohort

JAMIE JIROUT (Ph.D. 2011) Journal publications:

Klahr, D., Zimmerman, C. & Jirout, J. (Under review) Educational interventions to enhance, enrich, and encourage children’s scientific thinking. Invited contribution to Science.

Jirout, J. & Klahr, D. (Submitted). Children’s scientific curiosity: In search of an operational definition of an elusive concept. Developmental Review or Educational Psychologist.

Greenfield, D. B., Jirout, J., Dominguez, X., Greenberg, A. Maier, M., Fuccillo, J. (2009). Science in the Preschool Classroom: A Programmatic Research Agenda to Improve Science Readiness. Early Education and Development, 20(2), 238-264.

Books or other non-periodical, one-time publications:

Matlen, B., Klahr, D. & Jirout, J. (Chapter, in preparation). Children as Scientific Thinkers.

Other publications, conference papers and presentations:

Jirout, J. & Klahr, D. Children’s recognition of uncertainty and exploratory curiosity, Paper presented at the Society for Research in Child Development conference, April 2-4, 2009, Denver, CO.

Jirout, J. & Klahr, D. Why do children explore? Investigating the effect of ambiguity on children’s scientific curiosity. Paper presented at the American Educational Research Association Conference, April 9-13, 2007, Chicago.

Jirout, J. & Greenfield, D. Developing School Readiness through Science. Proceedings of Head Start’s 8th National Research Conference, June 26-28, 2006, Washington D.C.

TOM LAUWERS (PH.D 2010) Journal publications:

Kalra, N., T. Lauwers, D. Dewey, T. Stepleton, M.B. Dias, Design of a Braille Writing Tutor to Combat Illiteracy. Information Systems Frontiers, volume 11, issue 2, 2009.

Other publications, conference papers and presentations:

Lauwers, T. Emily Hamner, and Illah Nourbakhsh, A strategy for collaborative outreach: lessons from the CSbots project, Proceedings of the 41st ACM technical symposium on Computer science education, pg 315-319, March 2010.

Lauwers, T., Illah Nourbakhsh, and Emily Hamner, CSbots: Design and Deployment of a Robot Designed for the CS1 Classroom, SIGCSE Proceedings, March 2009.

Hamner,E., Lauwers, T, Debra Bernstein, Illah Nourbakhsh, and Carl Francis DiSalvo, Robot Diaries: Broadening Participation in the Computer Science Pipeline through Social Technical Exploration, AAAI Spring Symposium on Using AI to Motivate Greater Participation in Computer Science, March, 2008

Lauwers, T., Illah Nourbakhsh, and Emily Hamner, CSbots: A case study in introducing educational technology to a classroom setting, tech. report CMU-RI-TR-0841, Robotics Institute, Carnegie Mellon University, October, 2008

Hamner,E., Lauwers, T, Debra Bernstein, Kristen Stubbs, Kevin Crowley, and Illah Nourbakhsh, Robot Diaries Interim Project Report: Development of a Technology Program for Middle School Girls, tech. report CMU-RI-TR-08-25, Robotics Institute, Carnegie Mellon University, May, 2008

Kalra, N., Lauwers, T, Daniel Dewey, Thomas Stepleton, and M Bernardine Dias, Iterative Design of A Braille Writing Tutor to Combat Illiteracy, Proceedings of the 2nd IEEE/ACM International Conference on Information and Communication Technologies and Development, December, 2007.

Lauwers, T., and Illah Nourbakhsh, Informing curricular design by surveying cs1 educators, in Proceedings of the 4th International Symposium on Autonomous Minirobots for Research and Edutainment, 2007.

Nourbakhsh, I., Emily Hamner, Lauwers, T, Carl Francis DiSalvo, and Debra Bernstein, TeRK: A Flexible Tool for Science and Technology Education, Proceedings of AAAI Spring Symposium on Robots and Robot Venues: Resources for AI Education, March, 2007.

Kalra, N., Lauwers, T, and M Bernardine Dias, A Braille Writing Tutor to Combat Illiteracy in Developing Communities, AI in ICT for Development Workshop, International Joint Conference on Artificial Intelligence, January, 2007.

Nourbakhsh, I., Emily Hamner, Lauwers, T, Debra Bernstein, and Carl Francis DiSalvo, A Roadmap for Technology Literacy and a Vehicle for Getting There: Educational Robotics and the TeRK Project, Proceedings of IEEE RO-MAN 2006, September, 2006.

Lauwers, T, George A. Kantor, and Ralph Hollis, A Dynamically Stable Single-Wheeled Mobile Robot with Inverse Mouse-Ball Drive, Proceedings of the 2006 IEEE International Conference on Robotics and Automation (ICRA '06), May, 2006, pp. 2884 -2889.

Lauwers, T, George A. Kantor, and Ralph Hollis, One is Enough!, Proc. Int'l. Symp. for Robotics Research, October, 2005.

Lauwers, T, Z.K. Edmondson, and Ralph Hollis, Free-roaming planar motors: toward autonomous precision planar mobile robots, Proceedings of the 2004 IEEE International Conference on Robotics and Automation (ICRA '04), May, 2004, pp. 4498 -4503.

BEN SHIH (PH.D. 2011)

Journal publications:

Shih, B., Kenneth R. Koedinger, and Richard Scheines. “Unsupervised Discovery of Learning Tactics.” In Proceedings of the 3rd International Conference on Educational Data Mining, 2010.

Wylie, R. and Shih, B. “Active vs Passive Training for Educational Software.” In Proceedings of the 31st Annual Conference of the Cognitive Science Society, 2009.

Shih, B., Kenneth R. Koedinger, and Richard Scheines. “A Response Time Model For Bottom-Out Hints as Worked Examples.” In Proceedings of the 1st International Conference on Educational Data Mining, 2008.

Shih, B., Kenneth R. Koedinger, and Richard Scheines. “Optimizing Student Models for Causality.” In Proceedings of the 13th International Conference on Artificial Intelligence in Education 2007, p. 644-646.

Books or other non-periodical, one-time publications:

Shih, B. “Target Sequence Clustering.” PhD Thesis, 2011.

Shih, B., Kenneth R. Koedinger, and Richard Scheines. “A Response Time Model For Bottom-Out Hints as Worked Examples.” In Handbook of Educational Data Mining, edited by Cristobal Romero, Sebastian Ventura, Silvia Rita Viola, Mykola Pechenizkiy, and Ryan Baker. Boca Raton, FL: CRC Press, 2010.

RUTH WYLIE (Ph.D 2011) Other publications, conference papers and presentations:

Wylie, R., Koedinger, K., and Mitamura, T. (2010) Extending the Self-Explanation Effect to Second Language Grammar Learning. International Conference of the Learning Sciences. Chicago, Illinois. June 29-July 2, 2010.

Wylie, R., Koedinger, K., and Mitamura, T. (2010) Analogies, Explanation, and Practice: Examining how task types affect second language grammar learning. Tenth International Conference on Intelligent Tutoring Systems. Pittsburgh, Pennsylvania. June 14-18, 2010.

Wylie, R., Koedinger, K., and Mitamura, T. (2009) Is Self-Explanation Always Better? The Effects of Adding Self-Explanation Prompts to an English Grammar Tutor. Cognitive Science. Amsterdam, The Netherlands. July 29 – August 1, 2009.

Wylie, R., and Shih, B. (2009) Active vs Passive Training for Educational Software. Cognitive Science. Amsterdam, The Netherlands. July 29 – August 1, 2009.

Wylie, R., Koedinger, K., and Mitamura, T. (2009) Self-Explaining Language: Effects of Adding Self-Explanation Prompts to an ESL Grammar Tutor. European Association for Research on Learning and Instruction (EARLI). August 25 – 29, 2009.

Hallinen, N., Walker, E., Wylie, R., Ogan, A., and Jones, C. (2009) I was playing when I learned: A Narrative Game for French Aspectual Distinctions. Workshop Proceedings on Intelligent Educational Games at the 14th International Conference on Artificial Intelligence in Education. Brighton, England. July 6-10, 2009.

Ogan, A., Roll, I., Walker, E., and Wylie, R. Using CTAT (the Cognitive Tutor Authoring Tools) to Develop Intelligent Tutoring Systems through Example-Based Demonstration. Second Annual. Second Annual Inter-Science of Learning Center Student and Post-Doc Conference. February 5-7, 2009.

Wylie, R., Koedinger, K., and Mitamura, T. (2008) Putting a/the stake in the ground: Making a priori predictions of student learning. Accepted to Intelligent Tutoring Systems, Young Researchers Track. Montreal, Canada. June 23 – 27, 2008.

Wylie, R., Mitamura, T., Koedinger, K., Rankin, J. (2007) Doing more than Teaching Students: Opportunities for CALL in the Learning Sciences. Proceedings of SLaTE Workshop on Speech and Language Technology in Education. Farmington, Pennsylvania. October 1-3, 2007.

Wylie, R. (2007) Are we asking the right questions? Understanding which tasks lead to the robust learning of English grammar. Accepted as a Young Researchers Track paper at the 13th International Conference on Artificial Intelligence in Education. Marina del Rey, California. July 9 – 13, 2007.

Ogan, A., Wylie, R., Walker, E. (2006) The Challenges in Adapting Traditional Techniques for Modeling Student Behavior in Ill-Defined Domains. Workshop Proceedings on Ill-Defined Domains at the 8th International Conference on Intelligent Tutoring Systems. Jhongli, Taiwan. June 26 – 30, 2006.

Ogan, A., Wylie, R., Walker, E. (2006) Defining the Ill-Defined: Modeling student behavior in making aspectual distinctions. Student Track paper at the 8th International Conference on Intelligent Tutoring Systems. Jhongli, Taiwan, June 26 – 30, 2006.

2006 Cohort

TURADG ALEAHMAD Journal publications:

Slotta, J.D. and Aleahmad, T. (2009). WISE technology lessons: Moving from a local proprietary system to a global open source framework. Research and Practice in Technology Enhanced Learning, Vol. 4, No. 2 (2009) 169–189. World Scientific Publishing Company.

Aleahmad, T., Aleven, V., and Kraut, R. (2009). Creating a Corpus of Targeted Learning Resources with a Web-Based Open Authoring Tool, IEEE Transactions on Learning Technologies, vol. 2, no. 1, pp. 3-9, January-March, 2009. (preprint)

Aleahmad, T., Aleven, V., and Kraut, R. (2008). Open community authoring of targeted worked example problems. 9th International Conference on Intelligent Tutoring Systems. Montreal, Quebec, Canada

Books or other non-periodical, one-time publications:

Bonsignore, E., Hansen, D., Galyardt, A., Aleahmad, T., & Hargadon, S. (2011). Power of Social Networking for Professional Development. In T. Gray & H. Silver-Pacuilla (Eds.), Breakthrough Teaching and Learning: How Educational and Assistive Technologies are Driving Innovations (1st ed.). Springer.

Other publications, conference papers and presentations:

Aleahmad, T. (2011). Automatic Rating of User-Generated Math Solutions. Classification Society Annual Meeting, Pittsburgh, PA, June 16, 2005.

Aleahmad, T. (2010). Democratizing Authoring through Computer-Supported Review. Proceedings of the Workshop on Computer-Supported Peer Review in Education, 10th International Conference on Intelligent Tutoring Systems. Pittsburgh, USA

Slotta, J.D., Aleahmad, T., and Bannasch, S. (2008). The Scalable Architecture for Interactive Learning (SAIL) -New tools and communities for research. Workshop presentation at the International Conference of the Learning Sciences (ICLS). Utrecht, The Netherlands

Aleahmad, T., Slotta, J. and van Joolingen, W. (2007). Authoring Frameworks for Integrating Collaborative Learning Technologies. Computer Supported Collaborative Learning. July 17. Rutgers University, New Brunswick NJ

Aleahmad, T., Kraut, R., & Aleven, V. (2010). Automatic Rating of User-Generated Math Solutions. In Baker, R.S.J.d., Merceron, A., Pavlik, P.I. Jr. (Eds.) Proceedings of the 3rd International Conference on Educational Data Mining. (abstract).

Aleahmad, T. (2010). Presenting QCommons, an open question bank. Connexions Conference 2011, February 9, 2011. Rice University, Houston, Texas.

Aleahmad, T., Balakrishnan, A., Wong, J., Fussel, S., Kiesler, S. (2008) Fishing for Sustainability: The Effects of Indirect and Direct Persuasion. Work in Progress. Proceedings of ACM CHI 2008 Conference on Human Factors in Computing Systems, April 5-10, 2008.

BETH AYERS (Ph.D. 2009)

Journal publications:

Ayers, E., Rabe-Hesketh, S., and Nugent, R. (To appear). Incorporating Student Covariates in Cognitive Diagnosis Models. Conditionally accepted by the Journal of Classification.

Ayers, E. and Junker, B. (2008). IRT Modeling of Tutor Performance To Predict Endof-year Exam Scores. Educational and Psychological Measurement, 68, p. 972-987.

Books or other non-periodical, one-time publications:

Lehrer, R., Kim, M-J., Ayers, E., and Wilson, R. (To appear). Toward Establishing a Learning Progression to Support the Development of Statistical Reasoning. In J. Confrey and A. Maloney (Eds.), Learning over Time: Learning Trajectories in Mathematics Education. Charlotte, NC: Information Age Publishers.

Other publications, conference papers and presentations:

The following papers are refereed conference publications.

Nugent, R., Dean, N., and Ayers, E. (2010). Skill Set Profile Clustering: The Empty K-Means Algorithm with Automatic Specification of Starting Cluster Centers. Educational Data Mining 2010: 3rd International Conference on Educational Data Mining, Proceedings. Baker, R.S.J.d., Merceron, A., Pavlik, P.I. Jr. (Eds.), Pittsburgh, PA, p. 151-160.

Ayers, E., Nugent, R., Dean, N. (2009). A Comparison of Student Skill Knowledge Estimates. Educational Data Mining 2009: 2nd International Conference on Educational Data Mining, Proceedings. Barnes, T., Desmarais, M., Romero, C., and Ventura, S. (Eds), Cordoba, Spain, July 1-3, 2009, p. 1-10.

Nugent, R., Ayers, E., Dean, N. (2009). Conditional Subspace Clustering with Skill Mastery Information: Identifying Skills that Separate Students. Educational Data Mining 2009: 2nd International Conference on Educational Data Mining, Proceedings. Barnes, T., Desmarais, M., Romero, C., and Ventura, S. (Eds), Cordoba, Spain, July 1-3, 2009, p. 101-110.

Ayers, E., Nugent, R., and Dean, N. (2008). Skill Set Profile Clustering Based on Student Capability Vectors Computed From Online Tutoring Data. In Baker & Beck (Eds.). Proceedings of the 1st International Conference on Education Data Mining. Montreal, Canada, June 20-21, 2008, p. 218-225.

Ayers, E. and Junker B. W. (2006). Do Skills Combine Additively to Predict Task Difficulty in Eighth Grade Mathematics? In Beck, J., Aimeur, E., & Barnes, T. (Eds). Educational Data Mining: Papers from the AAAI Workshop. Menlo Park, CA: AAAI Press. p. 14-20. Technical Report WS-06-05.

Non-refereed conference publications:

Ayers, E. and Wilson, M. (2011). Pre-Post Analysis Using a 2-dimensional Model. In E. Ayers (Chair) Measuring Learning Progression for Data Modeling: Psychometric Modeling and Issues. Symposium conducted at the annual meeting of the National Council of Measurement in Education, New Orleans: LA.

Schwartz, R., Ayers, E., and Wilson, M. (2011). Mapping a Learning Progression Using Unidimensional and Multidimensional Item Response Modeling. In E. Ayers (Chair) Measuring Learning Progression for Data Modeling: Psychometric Modeling and Issues. Symposium conducted at the annual meeting of the National Council of Measurement in Education, New Orleans: LA.

Department technical reports:

Schwartz, R., and Ayers, E. (2011). Delta Dimensional Alignment: Comparing Performances Across Dimensions of the Learning Progression for Assessing Data Modeling and Statistical Reasoning. Student Position Paper, Graduate School of Education, University of California, Berkeley.

Ayers, E. and Junker, B.W. (2007). IRT Modeling of Tutor Performance To Predict End-of-year Exam Scores. Technical Report 859, Department of Statistics, Carnegie Mellon University.

Conference and professional presentations:

Ayers, E. & Lehrer, R. (2011, September). Assessing Data Modeling and Statistical Reasoning. Paper presented at the meeting of the Society for Research on Educational Effectiveness, Washington, DC.

Ayers, E. & Rabe-Hesketh, S. (2011, August). Cognitive Diagnosis Models with Longitudinal Growth Curves for Skill Knowledge. Paper presented at the Joint Statistical Meetings, Miami, FL.

Ayers, E. & Rabe-Hesketh, S. (2011, July). Cognitive Diagnosis Models with Longitudinal Growth Curves for Skill Knowledge. Paper presented at the International Meeting of the Psychometric Society, Hong Kong.

Wilson, M., Ayers, E., & Lehrer, R. (2011, July). Developing Assessments of Data Modeling and Mapping a Learning Progression. Paper presented in E. Ayers (Chair) Measuring a Learning Progression for Data Modeling: Alternative Psychometric Modeling Approaches Symposium conducted at the International Meeting of the Psychometric Society, Hong Kong.

Ayers, E. & Schwartz, R. (2011, July). Mapping a Learning Progression Using Unidimensional and Multidimensional Item Response Models. Paper presented in E. Ayers (Chair) Measuring a Learning Progression for Data Modeling: Alternative Psychometric Modeling Approaches Symposium conducted at the International Meeting of the Psychometric Society, Hong Kong.

Ayers, E. & Torres-Irribarra, D. (2011, July). Modeling Links Between Dimensions of a Learning Progression Using SEM. Paper presented in E. Ayers (Chair) Measuring a Learning Progression for Data Modeling: Alternative Psychometric Modeling Approaches Symposium conducted at the International Meeting of the Psychometric Society, Hong Kong.

Ayers, E. (2011, June). Analyzing the Learning Progressions in the Assessing Data Modeling and Statistical Reasoning Curriculum. Presented at the annual meeting of the Classification Society, Pittsburgh, PA.

Ayers, E. & Wilson, M. (2011, April). Pre-Post Analysis Using a 2-dimensional Model. Paper presented in E. Ayers (Chair) Measuring a Learning Progression for Data Modeling: Psychometric Modeling and Issues Symposium conducted at the annual meeting of the National Council of Measurement in Education, New Orleans, LA.

Schwartz, R. & Ayers, E. (2011, April). Mapping a Learning Progression Using Unidimensional and Multidimensional Item Response Models. Paper presented in E. Ayers (Chair) Measuring a Learning Progression for Data Modeling: Psychometric Modeling and Issues Symposium conducted at the annual meeting of the National Council of Measurement in Education, New Orleans, LA.

Ayers, E. (2010, October). Incorporating Covariates to Classify Student Skill Knowledge Parameters. Invited seminar at the University of California, Berkeley, Graduate School of Education BEAR Seminar Series, Berkeley, CA.

Ayers, E., Rabe-Hesketh, S., & Nugent, R. (2010, July). A Latent Regression of Skill Knowledge Parameters in Cognitive Diagnosis Models. Paper presented at the International Meeting of the Psychometric Society, Athens, GA.

Ayers, E. & Rabe-Hesketh, S. (2010, June). Incorporating Covariates to Classify Student Skill Knowledge Parameters. Paper presented at the Joint Meetings of the Classification Society and the Interface Society, St. Louis, MO.

Schwartz, R. & Ayers, E. (2010, April). Modeling a Multidimensional Learning Progression. Paper presented at the annual meeting of the American Educational Research Association, Denver, CO.

Ayers, E., Schwartz, R., & Wilson, M. (2010, April). Using Data Analysis to Update Constructs. Paper presented at the International Workshop of Objective Measurement, Boulder, CO.

Ayers, E. (2010, March). Conditional Subspace Clustering of Skill Mastery: Identifying Skills that Separate Students. Invited seminar at the University of California, Santa Cruz, Department of Statistics, Santa Cruz, CA.

Ayers, E., Nugent, R., & Dean, N. (2009, August). Conditional Subspace Clustering of Skill Mastery Information. Paper presented at the Joint Statistical Meetings, Washington, DC.

Ayers, E., Nugent, R, & Dean, N. (2009, July). A Comparison of Student Skill Knowledge Estimates. Paper presented at the International Meeting of the Psychometric Society, Cambridge, UK.

Ayers, E., Nugent, R, & Dean, N. (2009, July). A Comparison of Student Skill Knowledge Estimates. Paper presented at the Educational Data Mining Conference, Cordoba, Spain.

Ayers, E., Nugent, R, & Dean, N. (2009, July). Conditional Subspace Clustering with Skill Mastery Information: Identifying Skills that Separate Students. Paper presented at the Educational Data Mining Conference, Cordoba, Spain.

Ayers, E. & Nugent, R. (2009, June). Conditional Subspace Clustering of Skill Mastery. Paper presented at the Joint Meetings of the Classification Society and the Interface Society, St. Louis, MO.

Nugent, R., Ayers, E., Wang, H., Phy, M., & Nugent, K. (2009, February). Analysis of Content Mastery on the Internal Medicine In-Training Examinations. Paper presented at the Southern Society of General Internal Medicine Meetings, New Orleans, LA.

Ayers, E., Nugent, R., & Dean, N. (2008, June). Visualizing and Clustering Students’ Skill Sets in a Unit Hyper-cube. Paper presented at the Classification Society of North America Annual Meetings, St. Louis, MO.

Ayers, E. & Junker, B. (2006, July). Predicting End-of-Year Exam Scores: Do Skills Combine Additively to Predict Question Difficulty. Paper presented at the AAAI Educational Data Mining Workshop, Boston, MA.

NORA PRESSON (Ph.D 2012) Journal publications:

Presson, N., Sagarra, N., MacWhinney, B., & Kowalski, J. (under review). Instructed learning of Spanish verb conjugation.

Presson, N. & MacWhinney, B. (under review). Learning grammatical gender: The use of rules by novice learners.

Books or other non-periodical, one-time publications:

Presson, N. & MacWhinney, B. (2010). The Competition Model and language disorders. In J. Guendouzi, F. Loncke, & M. J. Williams (Ed.), The Handbook of Psycholinguistic and Cognitive Processes: Perspectives In Communication Disorders, p. 31-47. London: Psychology Press.

Other publications, conference papers and presentations:

Presson, N. & MacWhinney, B. (2011). Effects of rule instruction versus stimulus highlighting: Are they moderated by time pressure in testing and training? Proceedings of the 2010 Second Language Research Forum.

Pavlik Jr., P. I., Presson, N., Dozzi, G. Wu, S., MacWhinney, B. & Koedinger, K. (2007). The FaCT (Fact and Concept Training) system: A new tool linking cognitive science with educators. In D.S. McNamara & J. G. Trafton (Eds.), Proceedings of the 29th Annual Meeting of the Cognitive Science Society, Austin, TX: Cognitive Science Society, 1379-1384.

Pavlik Jr., P. I., Presson, N., & Koedinger, K. (2007). Optimizing knowledge component learning using a dynamic structural model of practice. In (Eds.) Proceedings of the 8th International Conference on Cognitive Modeling, 47-52.

2007 Cohort

APRIL GALYARDT

Journal publications:

Galyardt, A. “Properties of Mixed Membership Distributions.” Under Review.

Galyardt, A. “New Insights into How Children Estimate Numerical Magnitude.” Under Review.

Books or other non-periodical, one-time publications:

Galyardt, A. (May 2012) A General Mixed Membership Model with Applications to Multiple Strategy Use in Students. Dissertation. Carnegie Mellon University.

Galyardt, A. “Mixed Membership Distributions for Continuous Data.” in. Fienberg S. (ed). Handbook of Mixed Membership. In preparation.

Bonsignore, E., Hansen, D., Galyardt, A., Aleahmad, T., and Hargadon, S. (2011) “The Power of Social Networking for Professional Development.” In Breakthrough Teaching and Learning: How Educational Assistive Technologies are Driving Innovation. Gray, T. and Silver-Pacuilla, H. (Eds.) New York: Springer. Book Chapter, published.

Galyardt, A. (2009) “Analysis of a Web-based Network of Educators.” Technical Report 878, Department of Statistics, Carnegie Mellon University URL http://www.stat.cmu.edu/tr/tr878/tr878.pdf

Other publications, conference papers and presentations:

Galyardt, A. (2011) “Rethinking how children estimate numerical magnitude.” American Educational Research Association. New Orleans, LA. Invited presentation.

Galyardt, A. (2010) “Mixed membership models for continuous data.” International Meeting of the Psychometric Society. Athens, GA. Presentation.

MICHAEL HEILMAN (Ph.D. 2011)

Journal publications:

Heilman, M. K. Collins-Thompson, M. Eskenazi, A. Juffs, L. Wilson. 2010. Personalization of Reading Passages Improves Vocabulary Acquisition. International Journal of Artificial Intelligence in Education, Vol. 20 (1).

Books or other non-periodical, one-time publications:

Heilmanm M. 2011. Automatic Factual Question Generation from Text. Ph.D. Dissertation, Carnegie Mellon University. CMU-LTI-11-004.

Heilmanm M . and N. A. Smith. 2009. Question Generation via Overgenerating Transformations and Ranking. Language Technologies Institute, Carnegie Mellon University Technical Report CMU-LTI-09-013.

Yogatama, D., M. Heilman, B. O'Connor, C. Dyer , B. R. Routledge, and N. A. Smith. 2011. Predicting Responses and Discovering Social Factors in Scientific Literature. Language Technologies Institute, Carnegie Mellon University Technical Report CMULTI-11-015.

Other publications, conference papers and presentations:

Gimpel, N., N. Schneider, B. O'Connor, D. Das, D. Mills, J. Eisenstein, M. Heilman, D. Yogatama, J. Flanigan, and N. A. Smith. 2011. Part-of-Speech Tagging for Twitter: Annotation, Features, and Experiments. In Proc. of ACL, companion volume.

Heilman. M. and N. A. Smith. 2010. Tree Edit Models for Recognizing Textual Entailments, Paraphrases, and Answers to Questions. In Proc. of NAACL/HLT. Acknowledged IES support

Heilman. M. and N. A. Smith. 2010. Good Question! Statistical Ranking for Question Generation. In Proc. of NAACL/HLT. Acknowledged IES support

Heilman. M. and N. A. Smith. 2010. Extracting Simplified Statements for Factual Question Generation. In Proc. of the 3rd Workshop on Question Generation.

Heilman. M. and N. A. Smith. 2010. Rating Computer-Generated Questions with Mechanical Turk. In Proc. of the NAACL/HLT workshop on Creating Speech and Language Data With Amazon's Mechanical Turk.

Schneider.N., R. Hwa, P. Gianfortoni, D. Das, Heilman. M., A. W. Black, F. L. Crabbe, and N. A. Smith. 2010. Visualizing Topical Quotations Over Time to Understand News Discourse. Language Technologies Institute, Carnegie Mellon University Technical Report CMU-LTI-10-013.

Heilman. M. and N. A. Smith. 2009. Ranking automatically generated questions as a shared task. In Proc. of the 2nd Workshop on Question Generation.

Smith, N. A., Heilman. M., and R. Hwa. 2008. Question generation as a competitive undergraduate course project. In Proc. of the Workshop on the Question Generation Shared Task and Evaluation Challenge.

Kulkarni, A., Heilman. M., M. Eskenazi, and J. Callan. 2008. Word Sense Disambiguation for Vocabulary Learning. In Proc. of the 9th International Conference on Intelligent Tutoring Systems.

Heilman. M. and M. Eskenazi. 2008. Self-assessment in vocabulary tutoring. In Proc. of the Young Researcher's Track. 9th International Conference on Intelligent Tutoring Systems.

Feeney, C. and Heilman. M.. 2008. Automatically generating and validating reading-check questions. In Proc. of the Young Researcher's Track. 9th International Conference on Intelligent Tutoring Systems.

Pino, P., Heilman. M., and M. Eskenazi. 2008. A selection strategy to improve cloze question quality. In Proc. of the Workshop on Intelligent Tutoring Systems for Ill-Defined Domains. 9th International Conference on Intelligent Tutoring Systems.

Heilman. M., K. Collins-Thompson, and M. Eskenazi. 2008. An analysis of statistical models and features for reading difficulty prediction. In Proc. of The 3rd Workshop on Innovative Use of NLP for Building Educational Applications.

Heilman. M., L. Zhao, J. Pino, and M. Eskenazi. 2008. Retrieval of reading materials for vocabulary and reading practice. In Proc. of the 3rd Workshop on Innovative Use of NLP for Building Educational Applications.

Heilman. M., K. Collins-Thompson, J. Callan, and M. Eskenazi. 2007. Combining lexical and grammatical features to improve readability measures for first and second language texts. In Proc. NAACL-HLT.

Yogatama, D., Heilman. M., B. O'Connor, C. Dyer, B. R. Routledge, and N. A. Smith. 2010. Predicting a Scientific Community's Response to an Article. In Proc. of EMNLP.

Heilman. M. and M. Eskenazi. 2007. Application of automatic thesaurus extraction for computer generation of vocabulary questions. In Proc. of the SLaTE Workshop on Speech and Language Technology in Education.

Heilman. M., A. Juffs, and M. Eskenazi. 2007. Choosing reading passages for vocabulary learning by topic to increase intrinsic motivation. In Proc. of AIED.

Heilman. M., K. Collins-Thompson, J. Callan, and M. Eskenazi. 2006. Classroom success of an intelligent tutoring system for lexical practice and reading comprehension. In Proc. of the 9th International Conference on Spoken Language Processing.

Heilman. M. and M. Eskenazi. 2006. Language learning: Challenges for intelligent tutoring systems. In Proc. of the Workshop of Intelligent Tutoring Systems for Ill-Defined Tutoring Systems. Eight International Conference on Intelligent Tutoring Systems.

Eberhard, K. M., M. Scheutz, and Heilman. M.. 2005. An empirical and computational test of linguistic relativity. In Proc. of the Cognitive Science Society Conference.

BRYAN MATLEN

Journal publications:

Fisher, A., Matlen, B., & Godwin, K. (2011). Semantic similarity of labels and inductive generalization: Taking a second look. Cognition, 118(3), 432-438.

Matlen, B.J., & Klahr, D. (under review). Order Effects of High and Low Guidance on Children’s Acquisition of Experimentation Skills: Is it All in the Timing?

Books or other non-periodical, one-time publications:

Klahr, D., Matlen, B.J., & Jirout, J. (in progress). How Children Learn and Are Taught Science. In Feist & Gorman (Eds.) The Psychology of Scientific Thinking.

Siler, S., Klahr, D., & Matlen, B.J. (in progress). Conceptual Change in Experimental Design: Shifting from Engineering to Science Goal Orientations. In S. Vosniadou (Ed.)

The International Handbook on Conceptual Change.

Other publications, conference papers and presentations:

Matlen, B.J., Atit, K., Göksun, T., Rau, M.A., & Ptouchkina, M. (2012). Representing space: Exploring the relationship between gesturing and children’s geoscience understanding.

Matlen, B.J., Vosniadou, S., Jee, B., & Ptouchkina, M. (2011). Enhancing science learning through visual analogies. In L. Carlson, C. Holscher, and T. Shipley (Eds.), Proceedings of the XXXIV Annual Meeting of the Cognitive Science Society.

Matlen, B.J., Fisher, A.V., & Godwin, K.E. (2011). The influence of co-occurrence probability on knowledge generalization in preschool-age children. In L. Carlson, C. Holscher, and T. Shipley (Eds.), Proceedings of the XXXIV Annual Meeting of the Cognitive Science Society.

Godwin, K.E., Fisher, A.V., & Matlen, B.J. (2011). The influence of co-occurrence probability and inheritance information on children’s inductive generalization. In L. Carlson, C. Holscher, and T. Shipley (Eds.), Proceedings of the XXXIV Annual Meeting of the Cognitive Science Society.

Matlen, B.J., Sudol, L., & Carver, S.M. (2011). Should graphics be dynamic? Teaching children about the day/night cycle with static and animated representations. Proceedings of the Annual American Educational Research Association.

Matlen, B.J., Fisher, A.V., & Godwin, K.E. (2010). Children’s inductive inference with synonymous labels. In R. Catrambone and S. Ohlsson (Eds.), Proceedings of the XXXIII Annual Meeting of the Cognitive Science Society.

Ramesh, S., Matlen, B.J., Fisher, A.V. (2010). Development of relational reasoning with semantically similar labels. In R. Catrambone and S. Ohlsson (Eds.), Proceedings of the XXXIII Annual Meeting of the Cognitive Science Society.

Matlen, B.J., & Klahr, D. (2010). Sequential effects of high and low guidance on children’s early science learning. In Gomez, K., Lyons, L., & Radinsky, J. (Eds.), Proceedings of the 9th International Conference of the Learning Sciences.

2008 Cohort

COLLEEN DAVY Other publications, conference papers and presentations:

Davy, C. (2011). The Importance of Starting Small: A Case for Training in Phrases During an Oral Repetition Task. 4th Annual Meeting of the Inter-Science of Learning Centers. Washington, D.C.

Davy, C. and MacWhinney, B. (2010). The Use of an Oral Repetition Task in the Development of Second Language Fluency. Institute of Education Sciences Meeting. Washington, D.C.

Davy, C. and MacWhinney, B. (2010). Oral Repetition Task: What Can It Tell Us About Fluency Development? 3rd Annual Meeting of the Inter-Science of Learning Centers. Boston, MA.s

IRIS HOWLEY Books or other non-periodical, one-time publications:

Howley, I., Mayfield, E., & Rosé, C. Linguistic Analysis Methods for Studying Small Groups. Invited Book Chapter to Appear in International Handbook of Collaborative Learning, 2010.

Other publications, conference papers and presentations:

Howley, I., Adamson, D., Dyke, G., Mayfield, E., Beuth, J. & Rosé, C. Group Composition and Intelligent Dialogue Tutors for Impacting Students’ Academic Self-efficacy. Full conference paper submitted to Intelligent Tutoring Systems (ITS), 2012.

Howley, I. & Rosé, C. Modeling the Rhetoric of Human Computer Interaction. Full conference paper published by HCI International, 2011.

Howley, I., Mayfield, E. & Rosé, C. Missing Something? Authority in Collaborative Learning. Full conference paper published by Computer Supported Collaborative Learning (CSCL), 2011.

Kuznetsov, S., Trutoiu, L., Kute, C., Howley, I., Siewiorek, D., & Paulos, E. Breaking Boundaries: Mentoring with Wearable Computing. Full conference paper published by ACM CHI Conference on Human Factors in Computing Systems (CHI), 2011.

Kumar, R., Chaudhuri, S., Howley, I. & Rosé, C. VMT-Basilica: An Environment for Rapid Prototyping of Collaborative Learning Environments with Dynamic Support. Full conference paper published by Computer Supported Collaborative Learning (CSCL), 2009.

Chaudhuri, S., Kumar, R., Howley, I. & Rosé, C. Engaging Collaborative Learners with Helping Agents. Full paper published by Artificial Intelligence in Education (AIED), 2009.

Howley, I. & Rosé, C. Student Dispositions and Help-Seeking in collaborative Learning. Young Researcher’s Track paper presented/published at the Tenth International Conference on Intelligent Tutoring Systems (ITS), 2010.

Santos, G., Howley, I., Copenhaver, B., & Aleven, V. Integrating Conceptual and Procedural Knowledge for Middle-school Math – A Cognitive Tutoring Approach. Young Researcher’s Track paper at Artificial Intelligence in Education (AIED), 2009.

MARTINA RAU (PIER associate, IES not acknowledged) Journal publications:

Rau, M. A., Aleven, V., & Rummel, N. (under review). Interleaving Multiple Graphical Representations or Task Types? Manuscript submitted to Learning and Instruction.

Other publications, conference papers and presentations:

Rau, M. A., Aleven, V., Rummel, N., & Rohrbach, S. (under review). Sense Making Alone Doesn’t Do It: Fluency Matters Too! ITS Support for Robust Learning with Multiple Representations. Paper submitted to the ITS conference.

Rau, M. A., & Scheines, R. (under review). Searching for Variables and Models to Investigate Mediators of Learning from Multiple Representations. Paper submitted to the EDM conference.

Rau, M. A., & Pardos, Z. A. (under review). Investigating Practice Schedules of Multiple Fraction Representations Using Knowledge Tracing Based Learning Analysis Techniques. Paper submitted to the EDM conference.

Rau, M. A., Aleven, V., Rummel, N., Tunc-Pekkan, & Pacilio, L. (accepted). How to schedule multiple graphical representations? A classroom experiment with an intelligent tutoring system for fractions. To appear in the Proceedings of ICLS.

Hayashi, E., Rau, M. A., Neo, Z. H., Tan, N., Ramasubramanian, S., & Paulos, E. (accepted). Time Blocks: "Mom, Can I Have Another Block of Time?" To appear in the proceedings of the2012 ACM Conference on Human Factors in Computing Systems (CHI 2012).

Aleven, V., Rau, M., & Rummel, N. (2012). Planned Use of Eye Movement Data to Explore Complementary Strengths of Individual and Collaborative Learning. Paper presented at theDuet 2012 Workshop, Seattle, WA.

Feenstra, L., Aleven, V., Rummel, N., Rau, M. A., & Taatgen, N. (2011). Thinking with Your Hands: Interactive Graphical Representations in a Tutor for Fractions Learning. Lecture Notes in Computer Science, 6738, 453-455.

Rau, M. A., Aleven, V., & Rummel, N. (2011). How to schedule multiple graphical representations? A classroom experiment with an intelligent tutoring system for fractions. Paper presented at the Society for Research on Educational Effectiveness Fall 2011 Conference, Washington, D.C.

Rau, M. A., Tunc-Pekkan, Z. Pacilio, L., Aleven, V., & Rummel, N. (2011). Facilitating the Representational Fluency and Flexibility through Sequencing Multiple Graphical Representations. Paper presented at the 14th biennial EARLI Conference, Exeter, U.K.

Rau, M. A., Aleven, V., & Rummel, N. (2010). Blocked versus Interleaved Practice With Multiple Representations in an Intelligent Tutoring System for Fractions. In V. Aleven, J. Kay, & J. Mostow (Eds.), Proceedings of the 10th International Conference of Intelligent Tutoring Systems (pp. 413-422). Heidelberg / Berlin: Springer.

Rau, M. A., Aleven, V., & Rummel, N. (2010). Blocked versus Interleaved Practice with Multiple Graphical Representations of Fractions. Paper presented at the International EARLI Special Interest Group on Text and Graphics Comprehension, Tuebingen, Germany.

Rau, M. A., Aleven, V., & Rummel, N. (2010). Supporting Learning with Multiple Graphical Representations with Intelligent Tutoring Technology. Paper presented at the International EARLI Special Interest Group on Instructional Design and Learning with Computers, Ulm, Germany.

Rau, M. A., Aleven, V., & Rummel, N. (2010). Blocked versus Interleaved Practice With Multiple Representations in an Intelligent Tutoring System for Fractions. Paper presented at the 10th International Conference of Intelligent Tutoring Systems, Pittsburgh, PA.

Rau, M. A., Aleven, V., & Rummel, N. (2009). Intelligent Tutoring Systems with Multiple Representations and Self-Explanation Prompts Support Learning of Fractions. In V. Dimitrova, R. Mizoguchi, & B. du Boulay (Eds.), Proceedings of the 14th International Conference on Artificial Intelligence in Education (pp. 441-448). Amsterdam, the Netherlands: IOS Press.

Rau, M. A., Aleven, V., & Rummel, N. (2009). Intelligent Tutoring Systems with Multiple Representations and Self-Explanation Prompts Support Learning of Fractions. Paper presented at the 14th International Conference on Artificial Intelligence in Education, Brighton, U.K.

Rau, M. A., Aleven, V., & Rummel, N. (2009). Self-explanations prompts enable students to benefit from learning with multiple graphical re-presentations of fractions. Paper presented at the 13th biennial EARLI Conference, Amsterdam, Netherlands.

Rau, M. A., Rummel, N., & Aleven, N. (2009). Selbsterklaerungs-Prompts helfen Schuelern beim Lernen mit multiplen graphischen Repraesentationen von Bruechen. Paper presented at the 12. Fachtagung Paedagogische Psychologie der DGPs, Saarbruecken, Germany.

LEIGH ANN SUDOL Books or other non-periodical, one-time publications:

Wilson, C., Sudol, L., Stephenson, C., Stehlik, M., (2010) "Running on Empty: The Failure to teach K-12 Computer Science in the Digital Age", Association for Computing Machinery

Other publications, conference papers and presentations:

Sudol, L., Carver, S., Stehlik, M., (2012) “Code Comprehension Problems as Learning Events”, In Proceedings of the 27th Annual Conference on Innovation and Technology in Computer Science Education.

Matlen, B., Sudol-DeLyser, L., (2011) "Should Graphics Be Dynamic? Teaching Children About the Day/Night Cycle With Static and Animated Representations", American Educational Research Association Annual Conference

Sudol-DeLyser, L., Steinhart, J., (2011) "Factors Impacting Novice Code Comprehension in a Tutor for Introductory Computer Science", Educational Data Mining Conference

Sudol, L., Jaspan, C., (2010) "Analyzing the Strength of Undergraduate Misconceptions About Software Engineering", Proceedings of the Sixth International Workshop on Computing Education Research, pgs. 31-40

Sudol, L., (2010) “Using Item Response Theory to Validate Assessments”, Workshop Presentation, International Workshop on Computing Education Research

Lauwers, T., O'Hara, K., Sudol, L., Summet, J., Tira-Thompson, E., "The Future of Robots in Education: The Next Generation", Institue for Personal Robotics in Education Symposium, 2010 Sudol, L., Studer, C., (2010) Analyzing Test Items: Using Item Response Theory to Validate Assessments", Proceedings of the 41st ACM Technical Symposium on Computer Science Education, pgs. 436-440

Sudol, L., Stehlik, M., Carver, S., (2009) "Mental Models of Data", Koli Calling, pg. 55

Sudol, L., (2008) "Forging Connections Between Life and Class Using Reading Assignments: A Case Study", Proceedings of the 40th ACM Technical Symposium on Computer Science Education, pgs. 357-361

Sudol, L., (2008) "Teaching Technology With Technology", CS&IT Symposium

Sudol, L., Bueti, M., (2008) "Surviving Your First Years of Teaching CS", CS&IT Symposium

TRACY SWEET Journal publications:

Sweet, T.M., Thomas, A. C., & Junker, B. (accepted). Hierarchical mixed membership stochastic blockmodels for multiple networks and experimental interventions. The Journal of Educational and Behavioral Statistics

Sweet, T.M., Thomas, A.C. and Junker, B.W. (accepted). Hierarchical Network Models for Education Research: Hierarchical Latent Space Models. Journal of Educational and Behavioral Statistics.

Korsah, G.A. , Mostow, J., Dias, B.M., Sweet, T.M., Belousov, S.M., Dias, M.F., and Gong, H. (2010). Improving Child Literacy in Africa: Experiments with an Automated Reading Tutor. Information Technologies & International Development, 6(2), 1-19.

Books or other non-periodical, one-time publications:

Sweet, T.M. (2010). An Analysis of a Ninth Grade Mathematics Intervention. Carnegie Mellon University Technical Report, Pittsburgh, PA.

Other publications, conference papers and presentations:

Sweet, T.M. and Junker, B.W. (2011, September). Modeling Intervention Effects on Social Networks in Education Research. Paper presented at Society for Research on Educational Effectiveness, Washington, D.C.

Sweet, T.M. (2011, June). Latent Space Social Network Models for Interventions in Education. Presentation at The 2011 Classification Society Meeting, Carnegie Mellon University, Pittsburgh, PA.

Neild, R., Byrnes, V. and Sweet, T.M. (2011, March). Results from a Randomized Trial of Two Algebra Sequences for Underprepared Freshmen. Paper presented at Society for Research on Educational Effectiveness, Washington,

D.C.

PIER2 2009 Cohort

KARRIE GODWIN Journal publications:

Matlen, B., Fisher, A., & Godwin, K. (2011). Semantic similarity of labels and inductive generalization: Taking a second look. Cognition, 118(3), 432-438.

Other publications, conference papers and presentations:

Matlen, B., Fisher, A., & Godwin, K. (2011). The Influence of Co-occurrence Probability on Knowledge Generalization in Preschool-Age Children. In L. Carlson, C. Hölscher, & T. Shipley (Eds.), Proceedings of the 33rd Annual Conference of the Cognitive Science Society (674-679). Austin, TX: Cognitive Science Society.

Godwin, K. & Fisher, A. (2011). Allocation of Attention in Classroom Environments: Consequences for Learning. In L. Carlson, C. Hölscher, & T. Shipley (Eds.), Proceedings of the 33rd Annual Conference of the Cognitive Science Society (2806-2811). Austin, TX: Cognitive Science Society.

Godwin, K., Fisher, A., & Matlen, B. (2011). The Influence of Co-Occurrence and Inheritance Information on Children’s Inductive Generalization. In L. Carlson, C. Hölscher, & T. Shipley (Eds.), Proceedings of the 33rd Annual Conference of the Cognitive Science Society (2989-2994). Austin, TX: Cognitive Science Society.

Godwin, K. & Fisher, A. (2011). Allocation of Attention in Classroom Environments: Consequences for Learning. Oral presentation presented at the annual conference of the Cognitive Science Society, Boston, Massachusetts.

Matlen, B., Fisher, A., & Godwin, K. (2010). Children's inductive inferences with synonymous labels. In S. Ohlsson & R. Catrambone (Eds.), Proceedings of the 32nd Annual Conference of the Cognitive Science Society (1493-1498). Austin, TX: Cognitive Science Society.

DEREK LOMAS Other publications, conference papers and presentations:

Lomas D., Ching D., Stampfer, E., Sandoval, M., Koedinger, K. (2012) Battleship Numberline: A Digital Game for Improving Estimation Accuracy on Fraction Number Lines. Conference of the American Education Research Association (AERA).

Lomas, D., Kam, M., Ching, D., Hoadley, C., and Patel, K. (2011) When a console game becomes CSCL: Play, participatory learning and 8-bit home computing in India. The International Conference on Computer-Supported Collaborative Learning, Hong Kong.

Lomas, D. and Patel, K. (2010) Worked Examples and Playpower.org: Proposed Methods for Video Game Design Research. Meaningful Play, October 21 -23, East Lansing, MI.

CASEY STUDER Other publications, conference papers and presentations:

Hsiao, H.C, Yue-Hsun Lin, Ahren Studer, Studer, C., King-Hang Wang, Hiroaki Kikuchi, Adrian Perrig, Hung-Min Sun, and Bo-Yin Yang "A Study of User-Friendly Hash Comparison Schemes." In Proceedings of the 25th Annual Computer Security Applications Conference (ACSAC 2009) December 07-11, 2009, Honolulu, Hawaii, USA.

Studer, C. (Martina Rau, Elizabeth Ayers, Tracy Sweet, April Galyardt, Brian Junker)“Statistical Analyses of a Middle School Fractions Exam” Presented at IES 6/28/10

Sudol, L. and Studer. C. “Analyzing Test Items: Using Item Response Theory to Validate Assessments” In proceedings of the 40th annual ACM Special Interest Group on Computer Science Education (SIGCSE 2010) March, 2009, Milwaukee, Wisconsin, USA.

PIER2 2010 Cohort

ELIANE STAMPFER Other publications, conference papers and presentations:

Lomas D., Ching D., Stampfer, E., Sandoval, M., Koedinger, K. (2012) Battleship Numberline: A Digital Game for Improving Estimation Accuracy on Fraction Number Lines. Conference of the American Education Research Association (AERA).

Stampfer, S., Yanjin Long, Vincent Aleven, Kenneth R. Koedinger. Eliciting Intelligent Novice Behaviors with Grounded Feedback in a Fraction Addition Tutor. In Proceedings of AIED'2011. pp.560~562

PIER2 2011 Cohort

RYAN CARLSON Other publications, conference papers and presentations:

Carlson, R., Keiser, V., Matsuda, N., Koedinger, K., Rosé, C.; Building a Conversational SimStudent; Submitted to Intelligent Tutoring Systems, 2012.

Ogan, A., Finkelstein, S., Walker, E., Carlson, R., Cassell, J.,; “you're the worst tutor ever :)”: Impoliteness Behaviors in Peer Tutoring Dialogues; Submitted to Intelligent Tutoring Systems, 2012.

JENNIFER CROSS Other publications, conference papers and presentations:

Brown, H.B., Illah Nourbakhsh, Chris Bartley, Jennifer Cross, Paul Dille, Josh Schapiro, Alex Styler; “ChargeCar Community Conversions: Practical, Custom Electric Vehicles Now!”; IEEE International Electric Vehicle Conference; 2012; conference paper; accepted/awaiting publication.

SAMANTHA FINKELESTEIN:

Finkelstein, S., Yarzebinski, E., Vaughn, C., Ogan, A., & Cassell, J. (2013, January). The Effects of Culturally Congruent Educational Technologies on Student Achievement. In Artificial Intelligence in Education (pp. 493-502). Springer Berlin Heidelberg. Best paper award.

Wang, W. Y., Finkelstein, S., Ogan, A., Black, A. W., & Cassell, J. (2012, July). Love ya, jerkface: using sparse log-linear models to build positive (and impolite) relationships with teens. In Proceedings of the 13th Annual Meeting of the Special Interest Group on Discourse and Dialogue (pp. 20-29). Association for Computational Linguistics.

Ogan, A., Finkelstein, S., Mayfield, E., D'Adamo, C., Matsuda, N., & Cassell, J. (2012, May). Oh dear stacy!: social interaction, elaboration, and learning with teachable agents. In Proceedings of the 2012 ACM annual conference on Human Factors in Computing Systems (pp. 39-48). ACM.

Ogan, A., Finkelstein, S., Walker, E., Carlson, R., & Cassell, J. (2012, January). Rudeness and rapport: Insults and learning gains in peer tutoring. InIntelligent Tutoring Systems (pp. 11-21). Springer Berlin Heidelberg.

Finkelstein, S., Cassell, J. (2013). Making connections between dialect and learning outcomes: Examining variation in American classrooms with virtual peers. In What Youth Educators Need to Know about Youth Language and Identities at NWAV 42 conference on sociolinguistic variation.

Finkelstein, S., Ogan, A., Vaughn, C., Cassell, J. (2013). Alex: A virtual peer that identifies student dialect. Workshop on Culturally-aware Technology Enhanced Learning (CulTEL).

Finkelstein, S., Scherer, S., Ogan, A., Morency, L. P., & Cassell, J. (2012, September). Investigating the influence of virtual peers as dialect models on students' prosodic inventory. In Workshop on Child, Computer and Interaction (WOCCI'12). ISCA, Oregon.

Finkelstein, S., Ogan, A., & Cassell, J. (2012). Real collaboration with a virtual peer: Results from co-design in an early elementary context. In Proceedings of Workshop on Intelligent Support in Exploratory Environments.

Ogan, A., Finkelsten, S., Yarzebinski, E., Cassell, J. (2014). Teachers as Tech Designers: Using an Integrated Framework to Elicit Ideologies and Uncover Opportunities. International Journal of Artificial Intelligence in Education. (under review).

ERIK HARPSTEAD Books or other non-periodical, one-time publications:

Harpstead, E., MacLellan, C.J., Koedinger, K.R., Aleven V., Dow, S.P., & Myers, B.A., (2013) Investigating the Solution Space of an Open-Ended Educational Game Using Conceptual Feature Extraction. Proceedings of the 6th International Conference on Educational Data Mining – EDM ‘13, pp. 51-58. http://www.educationaldatamining.org/EDM2013/papers/rn_paper_102.pdf

Harpstead, E., Myers, B.A., & Aleven, V. (2013) In Search of Learning: Facilitating Data Analysis in Educational Games. Proceedings of the 31st SIGCHI Conference on Human Factors in Computing Systems – CHI ’13, pp. 79-88. http://dl.acm.org/citation.cfm?id=2470654.2470667

Harpstead, E., MacLellan, C.J., Aleven, V., Myers, B.A., (2014) Using Extracted Features to Inform Alignment-Driven Design Ideas in an Educational Game. Proceedings of the 32nd SIGCHI Conference on Human Factors in Computing Systems – CHI ’14 (awaiting publication).

Harpstead, E., MacLellan, C.J., Aleven, V., Myers, B.A., (accepted abstract) Replay Analysis in Open-Ended Educational Games. In Loh, C.S., Sheng, Y., & Ifenthaler, D. (Eds.), Serious Game Analytics: Methodologies for Performance Measurement, Assessment, and Improvement.

Harpstead, E., MacLellan, C.J., Aleven, V., Myers, B.A., (2014) Considering the Alignment of an Open-Ended Educational Game Using Representative Student Solutions. Seventh Annual inter-Science of Learning Center Student and Post-Doc Conference.

YANJIN LONG Other publications, conference papers and presentations:

Long, Y. & Vincent Aleven, Students’ Understanding of Their Student Model. In G. Biswas, S. Bull, J. Kay, & A. Mitrovic (Eds.) Proceedings of the 15th International Conference on Artificial Intelligence in Education, 179-186, Berlin: Springer Verlag,, (2011).

KELLY LYONS Other publications, conference papers and presentations:

Lyons, K. LA 2012 National Planning Conference American Planning Association. Invited panelist for EDSession. Teaching Kids about the Built Environment UPCOMING (april 14-17, 2012)

Lyons, K. Design in Action 2011 Assn. of Architecture Organizations and Assn. for Community Design . Led a one-hour workshop with eighteen conference attendees. Architecture Education: K-12 Learning Guidelines

KELLY RIVERS Other publications, conference papers and presentations:

Rivers, K. & Kenneth R. Koedinger (submitted) A Canonicalizing Model for Building Programming Tutors. Intelligent Tutoring Systems, 11th International Conference, 2012

Sudol, L., Rivers, K., Thomas K. Harris (submitted) Calculating Probabilistic Distance to Solution in a Complex Problem Solving Domain. Proceedings of the 5th International Conference on Educational Data Mining, 2012

CAITLIN TENISON:

Tenison, C., Fincham, J. M., & Anderson, J. R. (2014). Detecting math problem solving strategies: An investigation into the use of retrospective self-reports, latency and fMRI data. Neuropsychologia, 54, 41-52.

Tenison C., MacLellan C. J., (In press). Modeling Strategy Use in an Intelligent Tutoring System: Implications for Strategic Flexibility. In Proceedings of the 12th International Conference on Intelligent Tutoring Systems. Honolulu, HI. June 5-9, 2014.

PIER2 2012 Cohort

JASON IMBROGNO:

Presentation at the 2014 Digital Media & Learning Conference (DML) Presented with Stacy Kehoe (Univ of Pittsburgh) and Julio Guerra (Univ of Pittsburgh) Titled "Capturing Provider Perspectives of Activation if Out-of-School Programs to Inform the Design of Learner Pathways"

CHRISTOPHER MACLELLAN:

Harpstead, E., MacLellan, C.J., Koedinger, K.R., Aleven, V., Dow, S.P., Myers, B.A. (2012) Investigating the Solution Space of an Open-Ended Educational Game Using Conceptual Feature Extraction. Sixth International Conference on Educational Data Mining. Memphis, TN. July 6-9 2013.

MacLellan, C.J., Matsuda, N., Koedinger, K. R. (2013). Toward a reflective SimStudent: Using experience to avoid generalization errors. AIED Workshop on Simulated Learners. July, 9th 2013.