2023

Boling, E., Lachheb, A., Abramenka-Lachheb, V., Basdogan, M., Chartrand, G. T. & Sankaranarayanan, R. (in press, 2023) Factoring Power and Positionality into Research on Instructional Design Interventions. In Hokanson, B, Exter, M., Schmidt, M., & Tawfik, A. (Eds.). Toward Inclusive Learning Design: Social Justice, Equity, and Community.

Chin, J. H., Ouyang, J., Fowler, R. R., Xu, G., & Matz, R. L. Predicting Team Function Using Bayesian and Cognitive Diagnostic Modeling Approaches. (2023, June) American Society for Engineering Education (ASEE) Annual Conference & Exposition, Baltimore, MD. https://peer.asee.org/43937

Cradit, N. W., Aguinaga, J., & Hayward, C. (2023). Surveying the (Virtual) Landscape: A scoping review of XR in postsecondary learning environments. Education and Information Technologies, 1-21. https://doi.org/10.1007/s10639-023-12141-5

Cradit, N. W. & Hayward, C. (2023, June). Global MOOC Learners’ COVID Narratives: Pandemic, Purpose, and Core Questions of the Human Experience. In Proceedings of the 2023 Annual Meeting of the International Society of the Learning Sciences, Montreal, Canada.

Cradit, N. W. & Hayward, C. (2023, October). What is a Successful MOOC? Lessons from Global Learner Narratives. In Proceedings of the 2023 IEEE Learning with MOOCs Conference, Cambridge, MA.

Evrard, A. E., Matz, R. L., Murray, E., Hayward, B. T., Mills, M., & Hayward, C. (2023, July). Innovating at Campus Scale: The Case of Michigan’s Atlas. In Proceedings of the Tenth Association for Computing Machinery (ACM) Conference on Learning at Scale (L@S ’23), pp. 306-310, Copenhagen, Denmark. https://doi.org/10.1145/3573051.3596177

Ferguson, R., Khosravi, H., Kovanović, V., Viberg, O., Aggarwal, A., Brinkhuis, M., Buckingham Shum, S., Chen, L. K., Drachsler, H., Guerrero, V. A., Hanses, M., Hayward, C., Hicks, B., Jivet, I., Kitto, K., Kizilcec, R., Lodge, J. M., Manly, C. A., Matz, R. L., Meaney, M. J., Ochoa, X., Schuetze, B. A., Spruit, M., van Haastrecht, M., van Leeuwen, A., van Rijn, L., Tsai, Y.-S., Weidlich, J., Williamson, K., & Yan, V. X. (2023). Aligning the Goals of Learning Analytics with its Research Scholarship: An Open Peer Commentary Approach. Journal of Learning Analytics, 10(2), 14-50. https://doi.org/10.18608/jla.2023.8197

Fiorini, S., Tarchinski, N., Pearson, M., Valdivia Medinaceli, M., Matz, R. L., Lucien, J., Lee, H. R., Koester, B., Denaro, K., Caporale, N., & Byrd, W. C. (2023). Major Curricula as Structures for Disciplinary Acculturation that Result in Student Minoritization. Frontiers in Education, 8, 1176876. https://doi.org/10.3389/feduc.2023.1176876

Fiorini, S., Valdivia Medinaceli, M. B., Matz, R. L., Pearson, M., Tarchinski, N., Tong, X., Castle, S., Sylvester, A., Denaro, K., & Farrar, V. (2023). Analytics Revealing Systemic Inequities at Different Scales. Companion Proceedings of the 13th International Learning Analytics and Knowledge Conference (LAK23), March 13-17, Arlington, TX. https://www.solaresearch.org/wp-content/uploads/2023/03/LAK23_CompanionProceedings.pdf

Fischer, C., Witherspoon, E., Nguyen, H., Feng, Y., Fiorini, S., Vincent-Ruz, P., Mead, C., Bork Rodriguez, W. N., Matz, R. L., & Schunn, C. (2023). Advanced placement course credit and undergraduate student success in gateway science courses. Journal of Research in Science Teaching, 60, 304-329. https://doi.org/10.1002/tea.21799

Fortman, J. & Quintana, R. M. (2023). Fostering collaborative and embodied learning with extended reality: Special issue introduction. International Journal of Computer-supported Collaborative Learning, 18, 145–152 (2023). https://doi.org/10.1007/s11412-023-09404-1

Lachheb, A., Quintana, R. M., Yu, J. & Zamora, A. (in press, 2023) Diversity, Equity, Inclusion, and Justice in Action: A Study of Learning Experience Designers’ Practices. In Hokanson, B, Exter, M., Schmidt, M., & Tawfik, A. (Eds.). Toward Inclusive Learning Design: Social Justice, Equity, and Community. 

Lachheb, A., Fortman, J., Abramenka-Lachheb, V., Arashio, P., Le, R. & Najafi, H (in press, 2023) Formative Learning Design in the COVID-19 Pandemic: Analysis, Synthesis, and Critique of Learning Design & Delivery Practices. In Hokanson, B, Exter, M., Schmidt, M., & Tawfik, A. (Eds.). Formative Design in Learning: Design Thinking, Growth Mindset, and Community. 

Lachheb, A., Abramenka‐Lachheb, V., Moore, S., & Gray, C. (2023). The role of design ethics in maintaining students’ privacy: A call to action to learning designers in higher education. British Journal of Educational Technology. 54(6), 1-18. https://doi.org/10.1111/bjet.13382

Lachheb, A., & Watson, N. (2023). Introduction to the Special Section on Design Failure In Learning Design Practice. International Journal of Designs for Learning, 14(1), 43-45. https://doi.org/10.14434/ijdl.v14i1.35893 

Matz, R. L., Hayward, C., & Fishman, B. (2023). What Happened When a University Retained a COVID-era Flexible Course Withdrawal Policy? Exploring Relationships Between Grading Policy and Equity. Companion Proceedings of the 13th International Conference on Learning Analytics and Knowledge (LAK23), March 13-17, Arlington, TX. https://www.solaresearch.org/wp-content/uploads/2023/03/LAK23_CompanionProceedings.pdf

Matz, R. L., Young, N. T., & Hayward, C. (2023). Faculty Interpretations of Course Equity Data. American Educational Research Association (AERA) Annual Meeting, April 13-16, 2023, Chicago, IL. https://doi.org/10.3102/2016593

Moffat, A. D., Fowler, R. R., Matz, R. L, & JaQuay, S. (2023, June). Approaches to Evidencing Intra-Team Equity in Student Collaborative Design Decision-Making Interactions. American Society for Engineering Education (ASEE) Annual Conference & Exposition, Baltimore, MD. https://peer.asee.org/42285

Moore, S., Tillberg-Webb, H. & Lachheb, A. (in press, 2023) Professional Ethics for LIDT as Reflection, Interrogation, and Design. In West, E. R. & Leary, H. (Eds.). Becoming an LIDT Professional. 

Saca, P. (2023). Designing Accessible Immersive Learning Experiences. Journal of Technology-Integrated Lessons and Teaching, 2(1), 78–87. https://doi.org/10.13001/jtilt.v2i1.7669

Sankaranarayanan, R., Leung, J., Abramenka-Lachheb, V., Seo, G. & Lachheb, A. (2023) Microlearning in Diverse Contexts: A Bibliometric Analysis. TechTrends 67, 260–276 (2023). https://doi.org/10.1007/s11528-022-00794-x 

Young, N. T., Matz, R. L., Bell, E. F., & Hayward, C. (2023). How Researchers Calculate Students’ Grade Point Average in Other Courses Has Minimal Impact. PLoS ONE, 18(8), e0290109. https://doi.org/10.1371/journal.pone.0290109

Zhou, X., Kok, C., Quintana, R. M., Delahay, A., & Wang, X. (2023, July). How Learning Experience Designers Make Design Decisions: The Role of Data, the Reliance on Subject Matter Expertise, and the Opportunities for Data-Driven Support. In Proceedings of the Tenth Association for Computing Machinery (ACM) Conference on Learning at Scale (L@S ’23), pp. 132-143, Copenhagen, Denmark. https://doi.org/10.1145/3573051.3593388 

2022

Aguinaga, J. M. & Quintana, R. M. (2022, June). Creating space for formative peer feedback in a community-oriented MOOC. In Chinn, C., Tan, E., Chan, C., & Kali, Y. (Eds.), (2022). Proceedings of the 16th International Conference of the Learning Sciences – ICLS 2022, (pp. 2096-2097). Hiroshima, Japan: International Society of the Learning Sciences. https://www.dropbox.com/s/ws5sdcfi72aykj1/ICLS2022%20Proceedings.pdf?dl=0 

Bressler, A., Quintana, R. M., & Zint, M. (2022) Co-design of a Massive Open Online Course: An Exploration of the Motives and Motive Fulfillment of a Faculty Member and Student Co-Instructors. Frontiers in Education. 1-16. https://doi.org/10.3389/feduc.2022.1010018

Boling, E., Gray, C. & Lachheb, A. (2022) Inscribing a Designer Mindset to Instructional Design Students. In Stefaniak, J. & Reese, R. (Eds.). The Instructional Designer’s Training Guide: Authentic Practices and Considerations for Mentoring ID and Ed Tech Professionals. Routledge. https://doi.org/10.4324/9781003109938 

Chen, P., Teo, D.W.H., Foo, D.X.Y., Derry, H. A., Hayward, B. T., Schulz, K. W., Hayward C., McKay, T. A., & Ong, D. C. (2022). Real-world effectiveness of a social-psychological intervention translated from controlled trials to classrooms. npj Sci. Learn. 7, 20. https://doi.org/10.1038/s41539-022-00135-w

Coleman, K., & Derry, B. (2022). Virtual reality in the EAP classroom: Creating immersive, interactive, and accessible experiences for international students. Language Teaching, 1–4. https://doi.org/10.1017/S0261444822000210 

Cradit, N. W. (2022, November). Global narratives of MOOC learner success. Annual Meeting of the Association for the Study of Higher Education (ASHE), November 16-20, Las Vegas, Nevada. https://drive.google.com/file/d/1quwiJ6kiM2s0n6uMuCjZm1zkJsR8s8wc/view?usp=sharing 

Cradit, N. W. (2022, May). Massive open online courses (MOOCs) as understood through a community college framework. International Congress of Qualitative Inquiry (ICQI), May 19-21, Urbana, Illinois.

Cradit, N. W., Mills, M., Hayward, C., & Gerber, E. (2022, September). Fostering “post-”pandemic skills through simulations. Annual Meeting of the American Political Science Association (APSA), September 15-18, Montreal, Canada.

Fishman, B. & Hayward C. (2022, March). Gameful learning: Leveraging the learning sciences to improve the “game of learning.” Rapid Community Report Series. Digital Promise and the International Society of the Learning Sciences. https://repository.isls.org//handle/1/7663

Fortman, J. & Quintana, R. M. (2022, June). Emotion as a condition and target of learning design during emergency remote teaching. In Chinn, C., Tan, E., Chan, C., & Kali, Y. (Eds.), (2022). Proceedings of the 16th International Conference of the Learning Sciences (ICLS) 2022, (pp. 2152-2153). Hiroshima, Japan: International Society of the Learning Sciences. https://www.dropbox.com/s/ws5sdcfi72aykj1/ICLS2022%20Proceedings.pdf?dl=0

Fowler, R., Matz, R., Mills, M., Moffat, A., Jeffrey, M., Henderson, T., Hayward, C., & Sheffield, S. (2022, August). Preliminary analyses (WIP): Patterns in student response to a team communication intervention. 2022 ASEE Annual Conference & Exposition. https://peer.asee.org/41085

Goda, Y., & Hayward, C. (2022, June). Relationship Between Learning Time in an Online Course and Learning Behavior and Outcomes. EdMedia + Innovate Learning, Association for the Advancement of Computing in Education (AACE), 917–925. https://www.learntechlib.org/primary/p/221392/

Heinrich, W. F., & Matz, R. L. (2022). Assessment and Research in a Higher Education Design Organization. In J. T. Grabill, S. Gretter, & E. Skogsberg (Eds.), Design for Change in Higher Education (pp. 105–123). Johns Hopkins University Press. https://www.press.jhu.edu/books/title/12738/design-change-higher-education

Jeffrey, M., Fowler, R., & Mills, M. (2022, July). WIP: Identity-Based Bias in Undergraduate Peer Assessment. In 2022 First-Year Engineering Experience. https://peer.asee.org/42257

Lachheb, A. & Abramenka-Lachheb, V. (2022) Theory-Driven Research in Instructional/ Learning Design and Technology Discipline (I/LDT). In H. Leary, S. P. Greenhalgh, K. B. Staudt Willet, & M. H. Cho (Eds.). Theories to Influence the Future of Learning Design and Technology. EdTech Books. https://edtechbooks.org/theory_comp_2021/theory_driven_research_Lachheb_Abramenka 

Lachheb, A., Quintana, M R., Quintana, C., & Fortman J., (Eds.). (2022). Rethinking multimedia design for learning [Special issue]. The Journal of Applied Instructional Design, 11(4), 415–565. https://edtechbooks.org/jaid_11_4  

Lim, L.-A., Hayward, C., Hayward, B., Derry, H. A., Liu, D., Damgaard, M. T., & Matz, R. L. (2022). 3rd Personalising Feedback at Scale: Systematising the Design of Personalised Feedback. Companion Proceedings of the 12th International Learning Analytics and Knowledge Conference (LAK22), 156–159. https://www.solaresearch.org/wp-content/uploads/2022/03/LAK22_CompanionProceedings.pdf

Matz, R. L., Derry, H. A., Bennett, H. L., LaRose, P. G., & Hayward, C. (2022, February). Behavioral Nudges Improve Student Outcomes on Mastery-based Assessments in Precalculus. 24th Annual Conference on Research on Undergraduate Mathematics Education (RUME), 402–411. http://sigmaa.maa.org/rume/RUME24.pdf

Matz, R. L., Lee, A. M., Fowler, R. R., & Hayward, C. (2022). Teammates Stabilize over Time in How They Evaluate Their Team Experiences. LAK22: 12th International Learning Analytics and Knowledge Conference, 485–491. https://doi.org/10.1145/3506860.3506891

Matz, R., Mills, M., Fowler, R., Hayward, C., Jeffrey, M., & Moffat, A. (2022, August). Mixed results for gendered patterns in confidence of team success and collective efficacy. 2022 ASEE Annual Conference & Exposition. https://strategy.asee.org/41778

Maxwell, J., Gorecki, K., Henyard, R., & Morse, B. (2022). Centering Justice in Content Development: A Case Study of the Police Brutality Teach-Out. In C. J. Ivory & A. Pashia (Eds.), Using Open Educational Resources to Promote Social Justice (pp. 57–78). Association of College and Research Libraries. https://www.ala.org/acrl/sites/ala.org.acrl/files/content/publications/booksanddigitalresources/digital/9780838936771_OA.pdf

Moffat, A. D., Fowler, R. R., Matz, R. L., & Jeffery, M. P. (2022, October). Is an Effective Team an Equitable Team? Protocol for a Scoping Review. Institute of Electrical and Electronics Engineers (IEEE) Frontiers in Education (FIE) Conference, Uppsala, Sweden. https://doi.org/10.1109/FIE56618.2022.9962452

Pearson, M. I., Castle, S. D., Matz, R. L., Koester, B. P., & Byrd, W. C. (2022). Integrating Critical Approaches into Quantitative STEM Equity Work. CBE—Life Sciences Education, 21(1), es1. https://doi.org/10.1187/cbe.21-06-0158

Quintana, R. M. (2022, June). Charting learning experiences of immersion across digital space and time. In Chinn, C., Tan, E., Chan, C., & Kali, Y. (Eds.), (2022). Proceedings of the 16th International Conference of the Learning Sciences (ICLS) 2022, (pp. 1758-1760). Hiroshima, Japan: International Society of the Learning Sciences. https://www.dropbox.com/s/ws5sdcfi72aykj1/ICLS2022%20Proceedings.pdf?dl=0

Quintana, R. M. & Aguinaga, J. M. (2022, April). A rich landscape for learning: Scaffolding a culminating assignment within a community and task-based MOOC. Paper presented at the Annual Meeting of the American Educational Research Association (AERA). April 22-25. San Diego, California. https://doi.org/10.3102/1894817

Quintana, R. M., & Aguinaga, J. M. (2022). Scaffolding a Culminating Assignment Within a Community and Task-based MOOC. Online Learning Journal, 26(4), 31-58. https://doi.org/10.24059/olj.v26i4.3476

Quintana, R. M. & Fortman, J., & Oldenburg-McGee, C. (2022, April). Dwelling in and stepping out: Reflecting on pedagogical designs to support learning in XR environments. Poster presented at the Annual Meeting of the American Educational Research Association (AERA). April 22-25. San Diego, California.

Salavitabar, A., Popov, V., Nelson, J., Benedict, M. D., Inniss, D. A., Mahajan, A. P., Cohen, M. S., & Owens, S. T. (2022). Extended Reality International Grand Rounds: An Innovative Approach to Medical Education in the Pandemic Era. Academic Medicine. https://doi.org/10.1097/ACM.0000000000004636

Sankaranarayanan, R., Leung, J., Abramenka-Lachheb, V., Seo, G. & Lachheb, A. (2022) Microlearning in Diverse Contexts: A Bibliometric Analysis. TechTrends. https://doi.org/10.1007/s11528-022-00794-x 

Young, N., Rypkema, H., & Bell, E. (2022, November 2). Leveraging Institutional Data to Advance Equity in STEM Courses. AAAS | IUSE The Disruptor. https://www.aaas-iuse.org/leveraging-institutional-data/

2021

Brooks, C., Quintana, R. M., Choi, H., Quintana, C., NeCamp, T., & Gardner, J. (2021). Towards Culturally Relevant Personalization at Scale: Experiments with Data Science Learners. International Journal of Artificial Intelligence in Education, 31(3), 516–537. https://doi.org/10.1007/s40593-021-00262-2

Castle, S. D., Byrd, W. C., Koester, B. P., Bonem, E., Caporale, N., Cwik, S., Denaro, K., Fiorini, S., Matz, R. L., Mead, C., Whitcomb, K. M., Singh, C., Levesque-Bristol, C., & McKay, T. A. (2021, April). Equity in the STEM Landscape: A Multi-institutional Approach to Mapping Systemic Advantages Within STEM Courses. American Educational Research Association, Online. https://docs.google.com/document/d/19C94F-7Z812FjFZUxvS9KEaQEg1yhjVZ/edit?usp=sharing&ouid=106729676994125220445&rtpof=true&sd=true

Chandler, C. B., Quintana, R. M., Fortman, J., & Tan, Y. (2021, April). Playing the Case: A Self-Study of the Implementation of an Online, Asynchronous Professional Learning Experience Design Simulation. American Educational Research Association, Online. https://drive.google.com/file/d/1eQGNfyXIYQC-lYZ2ivfs4qGGrXawAQWe/view?usp=sharing

Chandler, C. B., Quintana, R. M., Tan, Y., & Aguinaga, J. M. (2021). Realizing Equity and Inclusion Goals in the Design of MOOCs. The Journal of Applied Instructional Design, 10(4). https://edtechbooks.org/jaid_10_4/realizing_equity_and

Evrard, A. E., Schulz, K., & Hayward, C. (2021). How Did You Get that A? Selectivity’s Role in Rising Undergraduate Grades at a Large Public University. Proceedings of the 11th International Conference on Learning Analytics and Knowledge, 7. https://doi.org/10.1145/3448139.3448199

Fishman, B., Hayward, C., & Niemer, R. (2021). Improve Student Engagement with Gameful Learning. In D. Seelow (Ed.), Teaching in the Game-Based Classroom (pp. 15–23). Eye on Education. https://doi.org/10.4324/9781003042693

Fortman, J., Quintana, R. M., Chandler, C. B., & Tan, Y. (2021, April). Becoming a Professional Learning Designer: Modeling Concept Relations in a Playable Case Study. American Educational Research Association, Online. https://drive.google.com/file/d/1GDtxK5mMDQKiqvNBuuDuKm3Bmaek8-NK/view?usp=sharing

Fowler, R., Alford, L. K., Sheffield, S., Hayward, C., Henderson, T. S., & Matz, R. L. (2021, July 26). Supporting Equitable Team Experiences Using Tandem, an Online Assessment and Learning Tool. 2021 ASEE Virtual Annual Conference Content Access. https://peer.asee.org/supporting-equitable-team-experiences-using-tandem-an-online-assessment-and-learning-tool

Hayward, C., Schulz, K., & Fishman, B. (2021). Who wins, who learns? Exploring gameful pedagogy as a technique to support student differences. Proceedings of the 11th International Conference on Learning Analytics and Knowledge, 7. https://doi.org/10.1145/3448139.3448198

Ibrahim, N. I., Bohm, L., Roche, J. S., Stoddard, S. A., Quintana, R. M., Vetter, J., Bennett, J., Costello, B., Carter, P. M., Cunningham, R., & Hashikawa, A. N. (2021). Creating a ‘choose your topic’ massive open online course: an innovative and flexible approach to delivering injury prevention education. Medical Education Online, 26(1), 1955646. https://doi.org/10.1080/10872981.2021.1955646

Kessner, T. & Hayward, C. (2021). Curriculum Mechanics for Motivation. In de Vries, E., Hod, Y., & Ahn, J. (Eds.), Proceedings of the 15th International Conference of the Learning Sciences – ICLS 2021. (pp. 1031-1032). Bochum, Germany: International Society of the Learning Sciences. https://repository.isls.org//handle/1/7381

Mahajan, A. P., Inniss, D. A., Benedict, M. D., Dennis, A. A., Kantor, T., Salavitabar, A., Stegink, C., Nelson, J., Kinross, J., & Cohen, M. S. (2021). International Mixed Reality Immersive Experience: Approach via Surgical Grand Rounds. Journal of the American College of Surgeons, S1072-7515(21)02167-0. https://doi.org/10.1016/j.jamcollsurg.2021.09.011

Matz, R. L., Schulz, K. W., Hanley, E. N., Derry, H. A., Hayward, B. T., Koester, B. P., Hayward, C., & McKay, Timothy A. (2021). Analyzing the Efficacy of ECoach in Supporting Gateway Course Success Through Tailored Support. Proceedings of the 11th International Conference on Learning Analytics and Knowledge, 10. https://doi.org/10.1145/3448139.3448160

Pinto, J. D., Quintana, C., & Quintana, R. M. (2021, April). Exploring How Learners Integrate Personally Meaningful Issues in a Project-Based MOOC. American Educational Research Association, Online. https://drive.google.com/file/d/1XsxSG7BVqllQzJYCx1jQnMIKiVnDY82Y/view?usp=sharing

Quintana, R. M. (2021). Examining Effective Design and Pedagogical Approaches in the Context of Massive Open Online Courses. In A. Wichmann, H. U. Hoppe, & N. Rummel (Eds.), General Proceedings of the 1st Annual Meeting of the International Society of the Learning Sciences (ISLS) 2021, 95–96. Bochum, Germany: International Society of the Learning Sciences. https://drive.google.com/file/d/1z7PWd4oneVfHol2hR01ibHAM3zRWKP6n/view?usp=sharing

Quintana, R. M., Fortman, J., & DeVaney, J. (2021). Advancing an Approach of Resilient Design for Learning by Designing for Extensibility, Flexibility, and Redundancy. In Resilient Pedagogy. Utah State University. https://oen.pressbooks.pub/resilientpedagogy/chapter/advancing-an-approach-of-resilient-design-for-learning-by-designing-for-extensibility-flexibility-and-redundancy/

Quintana, R. M., Liu, Y., Tan, Y., & Aguinaga, J. (2021). Promoting Reflection in a Community-Oriented MOOC. In E. de Vries, Y. Hod, Y., J. Ahn (Eds.), Proceedings of the 15th International Conference of the Learning Sciences (ICLS) 2021, 1061–1062. Bochum, Germany: International Society of the Learning Sciences. https://repository.isls.org//handle/1/7396

Quintana, R. M., Pinto, J. D., & Tan, Y. (2021, April). What We Learned When We Compared Discussion Posts from One MOOC Hosted on Two Platforms. American Educational Research Association, Online. https://drive.google.com/file/d/1ss2hSIdr_nXd_tcp9x47uxcZ5ad3ybr8/view?usp=sharing

Quintana, R. M., Pinto, J. D., & Tan, Y. (2021). What We Learned When We Compared Discussion Posts from One MOOC Hosted on Two Platforms. Online Learning, 25(4), 7–24. https://doi.org/10.24059/olj.v25i4.2897

Quintana, R. M., & Tan, Y. (2021). Visualizing Course Structure: Using Course Composition Diagrams to Reflect on Design. TechTrends, 65(4), 562–575. https://doi.org/10.1007/s11528-021-00592-x

Reeves, S. M., & Crippen, K. J. (2021). Virtual Laboratories in Undergraduate Science and Engineering Courses: a Systematic Review, 2009–2019. Journal of Science Education and Technology, 30(1), 16–30. https://doi.org/10.1007/s10956-020-09866-0

2020

Chandler, C. B., Quintana, R. M., Tan, Y., & Yang, N. (2020). Diversity, Equity, and Inclusion in MOOCs: Mapping Goals from Proposal to Design. American Educational Research Association, conference canceled. https://ai.umich.edu/wp-content/uploads/2020/06/Diversity-Equity-Inclusion-in-MOOCs-AERA-2020-1.pdf

Hayward, C., & Fishman, B. (2020). Gameful Learning: Designing with Motivation in Mind. In M. Gresalfi & I. S. Horn (Eds.), The Interdisciplinarity of the Learning Sciences (Vol. 2, pp. 1007–1014). International Society of the Learning Sciences, Inc. https://repository.isls.org//handle/1/6287

Magyar, N., & Haley, S. R. (2020). Balancing Learner Experience and User Experience in a Peer Feedback Web Application for MOOCs. Extended Abstracts of the 2020 CHI Conference on Human Factors in Computing Systems, 1–8. https://doi.org/10.1145/3334480.3375232

Pinto, J. D., Quintana, C., & Quintana, R. M. (2020). Exemplifying Computational Thinking Scenarios in the Age of COVID-19: Examining the Pandemic’s Effects in a Project-Based MOOC. Computing in Science & Engineering, 22(6), 97–102. https://doi.org/10.1109/MCSE.2020.3024012

Quintana, C., Quintana, R. M., & Bricker, L. (2020). The pragmatics of board games in K- 12 science classrooms. In Gresalfi, M. and Horn, I. S. (Eds.), The Interdisciplinarity of the Learning Sciences, Proceedings of the 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 3. (pp. 1809-1810). Nashville, Tennessee: International Society of the Learning Sciences. https://repository.isls.org//handle/1/6454

Quintana, R., & Fortman, J. (2020). Exploring the Experience of Students Who Take on Alternative Viewpoints Within a Role-Based Simulation. In M. Gresalfi and I. S. Horn (Eds.), Interdisciplinarity in the Learning Sciences, 286–293. Nashville, Tennessee: International Society of the Learning Sciences. https://repository.isls.org//handle/1/6649

Quintana, R. M., Haley, S. R., Magyar, N., & Tan, Y. (2020). Integrating Learner and User Experience Design: A Bidirectional Approach. In M. Schmidt, A. A. Tawfik, I. Jahnke, & Y. Earnshaw (Eds.), Learner and User Experience Research: An Introduction for the Field of Learning Design & Technology (pp. 234–250). EdTech Books. https://edtechbooks.org/ux/integrating_lxd_and_uxd

Quintana, R. M., Hearn, C. S., Peurach, D., & Gabriele, K. (2020). Self-directed, community-supported Learning in Practice: A Case of Elevated Support. In W. Lesley & B. Clare (Eds.), Handbook of Research on Online Discussion-Based Teaching Methods (pp. 312–333). IGI Global. https://www.igi-global.com/chapter/self-directedcommunity-supported-learning/254778

Quintana, R., & Quintana, C. (2020). When classroom interactions have to go online: the move to specifications grading in a project-based design course. Information and Learning Sciences, 121(7/8), 525–532. https://doi.org/10.1108/ILS-04-2020-0119

Quintana, R. M., Quintana, C., Fortman, J., & Gerber, E. R. (2020). ViewPoint: Student Experiences with Technology Supporting Role-Based Educational Simulations. Extended Abstracts of the 2020 CHI Conference on Human Factors in Computing Systems, 1–7. https://doi.org/10.1145/3334480.3383086

Quintana, R. M., Tan, Y., Wing, L., & Sohn, J. (2020). Developing a MOOC Series: Pedagogical Considerations for Learning Designers. American Educational Research Association, conference canceled. https://drive.google.com/file/d/1ygPLuyOSaeRJwZTjH04GSzD_V08ZvKKj/view?usp=sharing

Tan, Y., Quintana, R. M., & Sohn, J. (2020). Cross-platform Engagement in MOOCs: Understanding Learner Audiences on Two Course Delivery Platforms. American Educational Research Association, conference canceled. https://drive.google.com/file/d/1lm7s72SJTLJh-G7MCvmb3h5cxTjGagwJ/view?usp=sharing

Weaverdyck, N., Anbajagane, D., & Evrard, A. E. (2020). Differential Assessment, Differential Benefit: Four-year Problem Roulette Analysis of STEM Practice Study. Proceedings of the Seventh ACM Conference on Learning @ Scale, 293–296. https://doi.org/10.1145/3386527.3406731

2019

Andrzejewski, C. E., Wolf, S., Straub, E. T., & Parson, L. (2019). Facilitating Student Empowerment and Agency Through the “Scaffolded Autonomy” Approach to Curriculum Design. In G. I. E. Strohschen & K. Lewis (Eds.), Competency-Based and Social-Situational Approaches for Facilitating Learning in Higher Education (pp. 76–109). IGI Global. https://doi.org/10.4018/978-1-5225-8488-9

Aurbach, E. L., Prater, K. E., Cloyd, E. T., & Lindenfeld, L. (2019). Foundational Skills for Science Communication: A Preliminary Framework [White Paper]. Retrieved from the University of Michigan. https://doi.org/10.3998/2027.42/150489

Dowell, N., Lin, Y., Godfrey, A., & Brooks, C. (2019). Promoting Inclusivity Through Time-Dynamic Discourse Analysis in Digitally-Mediated Collaborative Learning. In S. Isotani, E. Millán, A. Ogan, P. Hastings, B. McLaren, & R. Luckin (Eds.), Artificial Intelligence in Education (pp. 207–219). Springer International Publishing. https://doi.org/10.1007/978-3-030-23204-7_18

Lin, Y., Dowell, N., Godfrey, A., Choi, H., & Brooks, C. (2019). Modeling gender dynamics in intra and interpersonal interactions during online collaborative learning. Proceedings of the Ninth International Conference on Learning Analytics and Knowledge, 431–435. https://doi.org/10.1145/3303772.3303837

Quintana, R. M., Brooks, C., Smothers, C., & Tan, Y. (2019, April 9). Engaging MOOC Learners in the Creation of Data Science Problems. American Educational Research Association, Toronto, Canada. https://doi.org/10.302/1445849

Quintana, R. M., & Tan, Y. (2019). Characterizing MOOC Pedagogies: Exploring Tools and Methods for Learning Designers and Researchers. Online Learning, 23(4), 62–84. https://doi.org/10.24059/olj.v23i4.2084

Quintana, R. M., & Tan, Y. (2019). MOOC Replication Across Platforms: Considerations for Design Team Decision-Making and Process. European Review of Online and Distributed Learning. https://old.eurodl.org/materials/briefs/2019/Quintana_Tan.pdf

Sun, K., Mhaidli, A. H., Watel, S., Brooks, C. A., & Schaub, F. (2019). It’s My Data! Tensions Among Stakeholders of a Learning Analytics Dashboard. Proceedings of the 2019 CHI Conference on Human Factors in Computing Systems, 1–14. https://doi.org/10.1145/3290605.3300824

Tan, Y., & Quintana, R. M. (2019, March). What Can We Learn About Learner Interaction When One Course is Hosted on Two MOOC Platforms? Companion Proceedings of the 9th International Learning Analytics and Knowledge Conference (LAK19), 149–150. https://www.solaresearch.org/wp-content/uploads/2019/08/LAK19_Companion_Proceedings.pdf 

Yan, W., Dowell, N., Holman, C., Welsh, S. S., Choi, H., & Brooks, C. (2019). Exploring Learner Engagement Patterns in Teach-Outs Using Topic, Sentiment and On-topicness to Reflect on Pedagogy. Proceedings of the Ninth International Conference on Learning Analytics and Knowledge, 180–184. https://doi.org/10.1145/3303772.3303836

2018

Brooks, C., Gardner, J., & Chen, K. (2018). How Gender Cues in Educational Video Impact Participation and Retention. In J. Kay & R. Luckin (Eds.), Rethinking Learning in the Digital Age: Making the Learning Sciences Count, 13th International Conference of the Learning Sciences (ICLS) 2018 (Vol. 3). International Society of the Learning Sciences, Inc. https://doi.org/10.22318/cscl2018.1835

Gardner, J., & Brooks, C. (2018). Student success prediction in MOOCs. User Modeling and User-Adapted Interaction, 28(2), 127–203. https://doi.org/10.1007/s11257-018-9203-z

Gardner, J., Brooks, C., Andres, J. M., & Baker, R. (2018). Replicating MOOC predictive models at scale. Proceedings of the Fifth Annual ACM Conference on Learning at Scale, 1–10. https://doi.org/10.1145/3231644.3231656

Poquet, O., Dowell, N., Brooks, C., & Dawson, S. (2018). Are MOOC forums changing? Proceedings of the Eighth International Conference on Learning Analytics and Knowledge, 340–349. https://doi.org/10.1145/3170358.3170416

Quintana, R. M., Brooks, C., Smothers, C. V., Tan, Y., Yao, Z., & Kulkarni, C. (2018). Mentor Academy: Engaging Global Learners in the Creation of Data Science Problems for MOOCs. In J. Kay & R. Luckin (Eds.), Rethinking Learning in the Digital Age: Making the Learning Sciences Count, 13th International Conference of the Learning Sciences (ICLS) 2018 (Vol. 3). International Society of the Learning Sciences, Inc. https://repository.isls.org//handle/1/654

Quintana, R. M., Tan, Y., Gabriele, K., & Korf, N. (2018). “It’s Just that Visceral”: Eliciting Design Insight Using Beaded Representations of Online Course Structure. Extended Abstracts of the 2018 CHI Conference on Human Factors in Computing Systems, 1–6. https://doi.org/10.1145/3170427.3188650

Quintana, R. M., Tan, Y., & Korf, N. (2018). Visualizing course structure: Using course composition diagrams to reflect on design. American Educational Research Association, New York, NY, USA. https://doi.org/10.3102/1319973

Slotta, J. D., Quintana, R. M., & Moher, T. (2018). Collective Inquiry in Communities of Learners. In F. Fischer, C. E. Hmelo-Silver, S. R. Goldman, & P. Reimann (Eds.), International Handbook of the Learning Sciences (pp. 308–317). Routledge.

Sun, K., Brooks, C., Mhaidli, A. H., Schaub, F., & Watel, S. (2018, August). Taking Student Data for Granted? A Multi-Stakeholder Privacy Analysis of a Learning Analytics System. Symposium on Usable Privacy and Security, Baltimore, MD, USA. https://www.usenix.org/sites/default/files/soups2018posters-sun.pdf

Sun, K., Brooks, C., Mhaidli, A. H., Schaub, F., & Watel, S. (2018). Taking Student Data for Granted? A Multi-Stakeholder Privacy Analysis of a Learning Analytics System. The 11th International Conference on Educational Data Mining, Buffalo, NY, USA. https://drive.google.com/file/d/1G4olH0k9g1xVklXrI8piClqXWtLB4jcm/view

2017

Brooks, C., Quintana, R., & Liang, H. (2017). Engaging MOOC Learners as Lifelong Collaborators. Proceedings of the Seventh International Conference on Learning Analytics and Knowledge, 5. https://ai.umich.edu/wp-content/uploads/brooksetal_2017_LAK.pdf

Brooks, C., & Thompson, C. (2017). Predictive Modeling in Teaching and Learning. In C. Lang, G. Siemens, A. Wise, & D. Gasevic (Eds.), Handbook of Learning Analytics (1st ed., pp. 61–68). Society for Learning Analytics Research (SoLAR).

Dowell, N. M. M., Brooks, C., Kovanović, V., Joksimović, S., & Gašević, D. (2017). The Changing Patterns of MOOC Discourse. Proceedings of the Fourth (2017) ACM Conference on Learning @ Scale, 283–286. https://doi.org/10.1145/3051457.3054005

Gardner, J., & Brooks, C. (2017). A Statistical Framework for Predictive Model Evaluation in MOOCs. Proceedings of the Fourth (2017) ACM Conference on Learning @ Scale, 269–272. https://doi.org/10.1145/3051457.3054002

Gardner, J., Onuoha, O., & Brooks, C. (2017). Integrating syllabus data into student success models. Proceedings of the Seventh International Conference on Learning Analytics and Knowledge, 586–587. https://doi.org/10.1145/3027385.3029473

Kizilcec, R., & Brooks, C. (2017). Diverse Big Data and Randomized Field Experiments in Massive Open Online Courses. In C. Lang, G. Siemens, A. Wise, & D. Gasevic (Eds.), Handbook of Learning Analytics (First, pp. 211–222). Society for Learning Analytics Research (SoLAR). https://doi.org/10.18608/hla17

Quintana, R. M., Haley, S. R., Levick, A., Holman, C., Hayward, B., & Wojan, M. (2017). The Persona Party: Using Personas to Design for Learning at Scale. Proceedings of the 2017 CHI Conference Extended Abstracts on Human Factors in Computing Systems, 933–941. https://doi.org/10.1145/3027063.3053355

Quintana, R. M., Slotta, J. D., & Moher., T. (2017). The role of visual representations within the scientific practice of explanation. In B.K. Smith, M. Borge, E. Mercier, and K. Y. Lim (Eds.), Making a Difference: Prioritizing Equity and Access in CSCL, Proceedings of the 12th International Conference on Computer Supported Collaborative Learning (CSCL) 2017, Volume 1. (pp. 503-510). Philadelphia, Pennsylvania: International Society of the Learning Sciences. https://repository.isls.org/handle/1/271 

2016

Hilton, J., & DeVaney, J. (2016). Strategic decision-making in an emergent world. In G. Otte & M. Goldstein (Eds.), Change We Must: Deciding the Future of Higher Education. RosettaBooks.

2015

Aguilar, S. J., Holman, C., & Fishman, B. J. (2015). Game-inspired design: Empirical evidence in support of gameful learning environments. Games and Culture, 13(1), 44–70. https://doi.org/10.1177/1555412015600305

Brooks, C., Chavez, O., Tritz, J., & Teasley, S. (2015). Reducing selection bias in quasi-experimental educational studies. Proceedings of the Fifth International Conference on Learning Analytics and Knowledge, 295–299. https://doi.org/10.1145/2723576.2723614

Brooks, C., Stalburg, C., Dillahunt, T., & Robert, L. (2015). Learn With Friends: The Effects of Student Face-to-Face Collaborations on Massive Open Online Course Activities. Proceedings of the Second (2015) ACM Conference on Learning @ Scale, 241–244. https://doi.org/10.1145/2724660.2728667

Brooks, C., Thompson, C., & Teasley, S. (2015). A time series interaction analysis method for building predictive models of learners using log data. Proceedings of the Fifth International Conference on Learning Analytics and Knowledge, 126–135. https://doi.org/10.1145/2723576.2723581

Brooks, C., Thompson, C., & Teasley, S. (2015). Who You Are or What You Do: Comparing the Predictive Power of Demographics vs. Activity Patterns in Massive Open Online Courses (MOOCs). Proceedings of the Second (2015) ACM Conference on Learning @ Scale, 245–248. https://doi.org/10.1145/2724660.2728668

Dillahunt, T. R., Brooks, C. A., & Gulati, S. (2015). Detecting and Visualizing Filter Bubbles in Google and Bing. Proceedings of the 33rd Annual ACM Conference Extended Abstracts on Human Factors in Computing Systems, 1851–1856. https://doi.org/10.1145/2702613.2732850

Holman, C., Aguilar, S. J., Levick, A., Stern, J., Plummer, B., & Fishman, B. (2015). Planning for success: how students use a grade prediction tool to win their classes. Proceedings of the Fifth International Conference on Learning Analytics and Knowledge, 260–264. https://doi.org/10.1145/2723576.2723632

2014

Aguilar, S., Fishman, B. J., & Holman, C. (2014). Empirical Evidence in Support of Gameful Learning Environments. American Educational Research Association, Philadelphia, PA, USA.

Dillahunt, T., Chen, B., & Teasley, S. (2014). Model thinking: Demographics and performance of MOOC students unable to afford a formal education. Proceedings of the First ACM Conference on Learning @ Scale Conference, 145–146. https://doi.org/10.1145/2556325.2567851

2013

Aguilar, S., Fishman, B. J., & Holman, C. (2013). Leveling-Up: Evolving Game-Inspired University Course Design. In C. C. Williams, A. Ochsner, J. Dietmeier, & C. Steinkuehler (Eds.), Conference Proceedings (pp. 46–52). https://www.gradecraft.com/research/Leveling-Up.pdf

Fishman, B. J., Deterding, S., Fanelli, K., Vattel, L., Higgin, T., Schenke, K., Sheldon, L., Ewing, C., Holman, C., & Aguilar, S. (2013). Beyond Badges & Points: Gameful Assessment Systems for Engagement in Formal Education. In C. C. Williams, A. Ochsner, J. Dietmeier, & C. Steinkuehler (Eds.), Conference Proceedings (pp. 364–370). https://staging.gradecraft.com/research/GLS2013-Gameful_Learning_Symposium.pdf

Holman, C., Aguilar, S., & Fishman, B. J. (2013). Designing a Game-Inspired Learning Management System. In C. C. Williams, A. Ochsner, J. Dietmeier, & C. Steinkuehler (Eds.), Conference Proceedings (pp. 189–194). https://www.researchgate.net/profile/Stephen_Aguilar/publication/273763122_Designing_a_Game-Inspired_Learning_Management_System/links/550b09de0cf285564096f755.pdf

Holman, C., Aguilar, S., & Fishman, B. (2013). GradeCraft: what can we learn from a game-inspired learning management system? Proceedings of the Third International Conference on Learning Analytics and Knowledge, 1–5. https://doi.org/10.1145/2460296.2460350