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How Guiding Questions Facilitate Feedback Exchange in Project-Based Learning.

, , , and . CHI, page 138. ACM, (2019)

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"They Just Don't Get It": Towards Social Technologies for Coping with Interpersonal Racism., , , and . Proc. ACM Hum. Comput. Interact., 4 (CSCW): 024:1-024:29 (2020)"What's Your Name Again?": How Race and Gender Dynamics Impact Codesign Processes and Output., , , , , and . ACM Trans. Comput. Hum. Interact., 30 (6): 85:1-85:26 (December 2023)Sharing Multi-User VR Spaces., , , , , , , and . CHI PLAY (Companion), page 229-233. ACM, (2020)Characterizing ELL Students' Behavior During MOOC Videos Using Content Type., , , , and . L@S, page 185-188. ACM, (2017)Virtual Economies: Threats and Risks., , , , and . Financial Cryptography, volume 4886 of Lecture Notes in Computer Science, page 239-244. Springer, (2007)A Preliminary Look at MOOC-associated Facebook Groups: Prevalence, Geographic Representation, and Homophily., , , , and . L@S, page 205-208. ACM, (2016)Angle Jungle: An Educational Game about Angles., , , , , , and . CHI PLAY (Companion), page 633-638. ACM, (2017)Augmented Tabletop Games Workshop., , , , , , and . CHI PLAY (Companion), page 661-666. ACM, (2017)Peer Feedback Processes in the Game Industry., , , , , and . CHI PLAY, page 427-438. ACM, (2019)"It Started as a Joke": On the Design of Idle Games., , , , , , and . CHI PLAY, page 495-508. ACM, (2019)