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Dynamic Visualization of Motion for Student-Generated Graphs.

, , and . ICLS, International Society of the Learning Sciences, (2014)

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Designing Automated Guidance to Promote Productive Revision of Science Explanations., , , and . Int. J. Artif. Intell. Educ., 27 (4): 729-757 (2017)Comparing Design Constraints to Support Learning in Technology-guided Inquiry Projects., , , and . J. Educ. Technol. Soc., 20 (4): 179-190 (2017)Direct manipulation is better than passive viewing for learning anatomy in a three-dimensional virtual reality environment., , , and . Comput. Educ., (2017)Integrating intuitive and novel grounded concepts in a dynamic geometry learning environment., , and . Comput. Educ., (2014)Middle School Student Ideas on the Relative Affordances of Physical and Virtual Models., , and . ICLS, International Society of the Learning Sciences, (2018)Individual Versus Shared Design Goals in a Graph Construction Activity., , and . CSCL, International Society of the Learning Sciences, (2017)Learning About Climate Change Through Cooperation., , , and . CSCL, International Society of the Learning Sciences, (2017)Predicting Student Learning using Log Data from Interactive Simulations on Climate Change., , , , , and . L@S, page 185-188. ACM, (2016)M3 - Situating Embodied Learning: Embedding Gestures in Narratives to Learn Mathematical FrActions in a digital tablet environment., , , , and . CogSci, cognitivesciencesociety.org, (2015)Real-Time Visualization of Student Activities to Support Classroom Orchestration., , , , , , , , , and 5 other author(s). ICLS, International Society of the Learning Sciences, (2016)