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Specifying computer-supported collaboration scripts, , , , , , and . International Journal of Computer-Supported Collaborative Learning, 2, International Society of the Learning Sciences, Inc., (2007)Reconsidering Clark's Theory in CSCW., , and . COOP, page 132-143. ACM, (2008)Attentional processes in natural reading: the effect of margin annotations on reading behaviour and comprehension., , , and . ETRA, page 235-238. ACM, (2014)Tangible vs. virtual representations: when tangibles benefit the training of spatial skills., , and . NordiCHI, page 99-108. ACM, (2012)Demo of Orchestration Graph Engine: Enabling Rich Social Pedagogical Scenarios in MOOCs., , , and . L@S, page 143-144. ACM, (2017)Using augmentations as bridges from concrete to abstract representations., , , and . BCS HCI, page 130-139. ACM, (2009)Physical space and division of labor around a tabletop tangible simulation., , , , , and . CSCL (1), page 345-349. International Society of the Learning Sciences, (2009)FROG, A Tool to Author and Run Orchestration Graphs: Affordances and Tensions., , , and . CSCL, International Society of the Learning Sciences, (2019)Lessons learned from robotic vacuum cleaners entering the home ecosystem., , , , , , and . Robotics Auton. Syst., 62 (3): 376-391 (2014)A gaze-based learning analytics model: in-video visual feedback to improve learner's attention in MOOCs., , , and . LAK, page 417-421. ACM, (2016)