Research

Research

Publications

  • Carpenter, D., Seung L., Min W., Zheng, X., Ozogul, G. & Lester, J. (2024). Assessing student explanations with large language models. Proceedings of the 19th Workshop on Innovative Use of NLP for Building Educational Applications (BEA).pp. 403-413
  • Gomoll, A., Glazewski, K., Hmelo-Silver, C.E., Brush, T., & Jung, J. (2018).Defined and enacted threshold concepts in engineering education: Applied competencies within multi-level systems. In M. Savin-Baden & G. Tombs (Eds.), Threshold Concepts in Problem-Based Learning (67-80). Brill Sense: Leiden, The Netherlands.
  • Gomoll, A., Tolar, E., Hmelo-Silver, C.E., & Šabanović, S. (2018).Designing Human-Centered Robots: The Role of Constructive Failure. Thinking Skills and Creativity. Doi:1016/j.tsc.2018.03.001
  • Hackenberg, A. J., Aydeniz-Temizer**, F., & Borowski**, R. S. (2025). Decentering to support responsive teaching for middle school students. The Journal of Mathematical Behavior, 77, 101205.
  • Hackenberg, A. J., Aydeniz-Temizer, F, Borowski, R. S. (2023). Middle school students at three stages of units coordination learn to make same speeds. The Journal of Mathematical Behavior. https://doi.org/10.1016/j.jmathb.2023.101085
  • Hackenberg, A. J. & Sevinc*, S. (2022). Middle school students’ construction of reciprocal reasoning with unknowns. The Journal of Mathematical Behavior, 65, 100929. https://doi.org/10.1016/J.JMATHB.2021.100929
  • Hackenberg, A. J., Aydeniz, F., & Jones, R. (2021). Middle school students’ construction of quantitative unknowns. The Journal of Mathematical Behavior, 61, 100832. https://doi.org/10.1016/j.jmathb.2020.100832
  • Hackenberg, A. J., Creager*, M. & Eker*, A. (2021). Teaching practices for differentiating instruction. Mathematical Thinking and Learning, 23(2), 95-124. https://doi.org/10.1080/10986065.2020.1731656
  • Hackenberg, A. J. & Sevinc*, S. (2021). A boundary of the second multiplicative concept: The case of Milo. Educational Studies in Mathematics. https://doi.org/10.1007/s10649-021-10083-8
  • Hackenberg, A. J., Jones, R., & Borowski, R. (2020). Tiering instruction for middle school students. Mathematics Teacher: Learning and Teaching PK-12, 113(2), 124-131.
  • Hackenberg, A. J. (2018, April).Inverse reasoning with quantitative unknowns. Presentation within the symposium organized by M. Simon at the annual Research Conference of the National Council of Teachers of Mathematics (NCTM), Washington DC.
  • Hackenberg, A. J., Jones, R., Borowski, R., Aydeniz, F., & Matyska, R. (2018, April).Differentiating linear function instruction for 8th grade students. Paper presentation at the Research Conference of the NCTM, Washington, DC
  • Hackenberg, A. J., Jones, R., Eker, A., & Creager, M. (2017). “Approximate” multiplicative relationships between quantitative unknowns. The Journal of Mathematical Behavior, 48, 38-61.
  • Hickey, D. T., Brassell, S, & Svetina, D. (2018). Measuring students perceptions of framing and presence in online courses. Grant from the Indiana University Scholarship of Teaching and Learning Grants Program ($5000)
  • Hickey, D. T., & Andrews, C. D. (2018). Motivating engaged participation and learning in fully online course contexts. In D. M. McInerney & G. A. D. Liem, (Eds.) Big Theories Revisited (Volume 2,  353-373). Greenwich, CT: Information Age Publishing.
  • Hickey, D. T., & Schenke, K.  (in press). Open digital badges and reward structures.  In K. A. Renninger & S. E Hidi S.E. (Eds.), The Cambridge handbook on motivation and learning.Cambridge MA: Cambridge University Press (forthcoming in 2018)
  • Hickey, D. T., Uttamchandani, S. L., & Chartrand, G. T. (in review). Competencies in context: New approaches to capturing, recognizing, and endorsing learning. In Bishop, M. J., Boling, E., Elen, J., & Svihla, V. (Eds.). Handbook of research in educational communications and technology. New York, NY: Springer.
  • Humburg, M., Dragnić-Cindrić, D., Hmelo-Silver, C. E., Glazewski, K., Lester, J. C., & Danish, J. A. (2024). Integrating youth perspectives into the design of AI-supported collaborative learning environments. Education Sciences, 14, 1197. https://doi.org/10.3390/educsci14111197
  • Johnson, V. (2025, April). The Metacognitive Regulatory Processes of High-Achieving Undergraduate Learners in Independent Learning Environments. Poster 32. AERA Annual Meeting, Research, Remedy, and Repair: Toward Just Education Renewal, Denver, CO, United States.
  • Johnson, V., Kwon, K. & Kim, K. (2025). Empowering Educators: Addressing Teacher Needs through Professional Development in Artificial Intelligence Education. In R. Jake Cohen (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 2781-2791). Orlando, FL, USA: Association for the Advancement of Computing in Education (AACE). Retrieved April 30, 2025 from https://www.learntechlib.org/primary/p/225872/.
  • Johnson, V., Harris, A. (2023). Intern Observations and Reflections From the 2022 AECT Summer Research Symposium. In: Hokanson, B., Schmidt, M., Exter, M.E., Tawfik, A.A., Earnshaw, Y. (Eds.), Formative Design in Learning. Educational Communications and Technology: Issues and Innovations. Springer, Cham. https://doi.org/10.1007/978-3-031-41950-8_3
  • Kim, K., & Kwon, K. (2025). Unveiling Teacher Identity Development: A Case Study of AI Curriculum Implementation in a Rural Middle School Computer Science Class.Teaching and Teacher Education, 160, 105032. https://doi.org/10.1016/j.tate.2025.105032
  • Kim, K., Kwon, K., Ottenbreit-Leftwich, A., Bae, H., & Glazewski, K. (2023). Exploring middle school students’ common naive conceptions of AI concepts, and the evolution of these ideas. Education and Information Technologies, 28(8), 9827-9845. https://doi.org/10.1007/s10639-023-11600-3
  • Kwon, K., Kim, K., Ottenbreit-Leftwich, A. T., Glazewski, K. D., Brown, M. L., Bae, H., & Closser, F. M. (2024). Exploring AIFORGOOD Summer Camp curriculum to foster middle school students’ understanding of artificial intelligence. In Proceedings of the 55th ACM Technical Symposium on Computer Science Education (SIGCSE 2024) (Vol. 2, pp. 1-2). ACM. https://doi.org/10.1145/3626253.3635536
  • Kim, K., Kwon, K., Bae, H., Ottenbreit-Leftwich, A. & Glazewski, K. (2023). Exploring the middle school students’ common preconceptions of AI concepts: “AI is a cure-all solution!”. In E. Langran (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 2124-2129). New Orleans, LA, United States: Association for the Advancement of Computing in Education (AACE). Retrieved April 7, 2023, from https://www.learntechlib.org/primary/p/222102/
  • Maltese, A. V., Paul, K. M., Yarza, B., & Penney, L. (2024). Girls design with code club. Educational technology research and development, 72(1), 405-423.
  • Miel, K., Swanson, R. D., Portsmore, M., Paul, K. M., Moison, E. A., Kim, J., & Maltese, A. V. (2023). Characterizing engineering outreach educators' talk moves: An exploratory framework. Journal of Engineering Education, 112(2), 337-364.
  • Paul, K. M., Miel, K., Portsmore, M. D., & Maltese, A. (2023). Challenging the Notion of Role Models in Engineering Outreach Programs for Youth. Journal of Pre-College Engineering Education Research (J-PEER), 13(2).
  • Paul, K. M., Maltese, A. V., & Svetina Valdivia, D. (2020). Development and validation of the role identity surveys in engineering (RIS-E) and STEM (RIS-STEM) for elementary students. International Journal of STEM Education, 7(1), 45.
  • Simpson, A., Anderson, A., Maltese, A. V., Penney, L., & Paul, K. (2025). Co-Adapting a Reflective Video-Based Professional Development in Informal STEM Education. Education Sciences, 15(3), 353.
  • Xintian Tu, Joshua Danish, Megan Humburg, Mengxi Zhou, Nitasha Mathayas, Noel Enyedy & Tessaly Jen (2023). Understanding young children’s science learning through embodied communication within an MR environment. International Journal of Computer-Supported Collaborative Learning. DOI 10.1007/s11412-023-09395-z
  • Wang, Y., & Kale, U. Unplugged activities to support preservice teachers’ competence, interest, and utility value on computational thinking: A mixed-method inquiry. Educ Inf Technol (2025). https://doi.org/10.1007/s10639-025-13552-2
  • Wohlwend, K. (2024). Playing our way into unknown futures. Invited essay for Play and Well-being Essay Series, public scholarship website. Social Sciences Research Council & Columbia University.
  • Wohlwend, K., & Chen, Y. (2024). Playing together: Parents and children reading materials and spaces in a museum playscape. Learning and Instruction, 101936 (Special Issue on Play).
  • Wohlwend, K., Chen, Y., & Maltese, A. (2023). Toddlers tinkering with toys: Following action assemblages in children’s museum play. In M. Sakr & J. Osgood (Eds.), Postdevelopmental approaches to childhood observation. Bloomsbury.
  • Wohlwend, K. (2023). Serious play for serious times: Recentering play in early literacy classrooms. The Reading Teacher.
  • Zhou, J., Hmelo-Silver, C. E., Ryan, Z., Stiso, C., Murphy, D., Danish, J., Chinn, C. A., & Duncan, R. G. (2024). Disagreeing softly: Supporting students in managing disagreement in peer critique. International Journal of Computer-Supported Collaborative Learning.