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Patterns of collaboration in design courses: team dynamics affect technology appropriation, artifact creation, and course performance.

, , , and . CSCL, page 490-499. International Society of the Learning Sciences / ACM DL, (2007)

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Designing Soil Quality Mobile Inquiry for Middle School., , , , and . CSCL (2), page 85-88. International Society of the Learning Sciences, LuLu, Amazon, (2013)Toward an actualization of social intelligence in human and robot collaborative systems., , , , , , , and . IROS, page 3238-3243. IEEE, (2004)The Funki Buniz Playground: facilitating multi-cultural affective collaborative play., and . CHI Extended Abstracts, page 328-329. ACM, (1999)LET's GO! to the Creek: Co-design of Water Quality Inquiry Using Mobile Science Collaboratories., and . WMUTE, page 81-87. IEEE Computer Society, (2010)Tigrito: A Multi-mode Interactive Improvisational Agent., , , and . IUI, page 29-32. ACM, (1998)Preface., , , , , and . AAAI Spring Symposium: Experimental Design for Real-World Systems, AAAI, (2009)Functioning in the Wireless Classroom., , , , and . WMTE, page 75-82. IEEE Computer Society, (2004)The Role of Affect and Sociality in the Agent-Based Collaborative Learning System., , , , , , and . ADS, volume 3068 of Lecture Notes in Computer Science, page 265-275. Springer, (2004)Tigrito: a high-affect virtual toy., , and . CHI Conference Summary, page 367-368. ACM, (1998)Three perspectives on technology support in inquiry learning: personal inquiry, mobile collaboratories and emerging learning objects., , , , , , , , and . ICLS, page 499-500. International Society of the Learning Sciences / ACM DL, (2010)