Publications

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
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
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
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
Roche Allred, Z. D., Farias, A. J., Kararo, A. T., Parent, K. N., Matz, R. L., & Underwood, S. M. (2021). Students’ use of chemistry core ideas to explain the structure and stability of DNA. Biochemistry and Molecular Biology Education, 49(1), 55–68. https://doi.org/10.1002/bmb.21391
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.
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
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://doi.org/10.22318/icls2020.1007
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
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. EdTech Books. https://edtechbooks.org/ux/integrating_lxd_and_uxd
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.
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.
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
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
Quintana, R. M., Brooks, C., Smothers, C., & Tan, Y. (2019). Engaging MOOC Learners in the Creation of Data Science Problems. 8. https://doi.org/10.302/1445849
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
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
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
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
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
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
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
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://doi.org/10.22318/cscl2018.1415
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
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
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
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
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
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
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
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
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., 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
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://doi.org/https://ai.umich.edu/wp-content/uploads/brooksetal_2017_LAK.pdf
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
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).
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.
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
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., 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
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
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). 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., 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
Aguilar, S., Fishman, B. J., & Holman, C. (2014). Empirical Evidence in Support of Gameful Learning Environments. American Educational Research Association, Philadelphia, PA, USA.
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
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
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