2024 Publications
Asbell-Clarke, J., Dahlstrom-Hakki, I., Voiklis, J., Attaway, B., Barchas-Lichtenstein, J., Edwards, T., Bardar, E., Robillard, T., Paulson, K., Grover, S., Israel, M., Ke, F., & Weintrop, D. (2024). Including neurodiversity in computational thinking. Frontiers in Education, 9. https://doi.org/10.3389/feduc.2024.1358492
Dahlstrom-Hakki, I., Alstad, Z., Asbell-Clarke, J., & Edwards, T. (2024). The impact of visual and auditory distractions on the performance of neurodiverse students in virtual reality (VR) environments. Virtual Reality, 28(1), 29. https://doi.org/10.1007/s10055-023-00933-6
2022 Publications
Almeda, M., Asbell-Clarke, J., Robillard, T., Bardar, E., Edwards, T., & Dahlstrom-Hakki, I. (2022, April 21-26). Include Neurodiversity in Foundational and Applied Computational Thinking. In I. Dahlstrom-Hakki, Emerging technologies for supporting neurodiverse learners [Conference symposium]. AERA Annual Meeting. San Diego, CA. https://tinyurl.com/yyyluy88
Alstad, Z., Belton, G., Dahlstrom-Hakki, I., Edwards, T., Hagberg, I., Hoder, K., Larsen, J., Scheff, B., & Soltero, D. (2022, June 15-17). Co-designing a STEM-based VR game for and with neurodiverse learners [Poster presentation]. Games+Learning+Society Conference 2022, Irvine, CA. https://sched.co/1024F
Alstad, Z., Dahlstrom-Hakki, I., & Edwards, T. (2022, June 15-17). Environmental brightness, clutter, and hue game preferences among neurodiverse versus neurotypical players [Poster presentation]. Games+Learning+Society Conference 2022, Irvine, CA. https://sched.co/102mX
Alstad, Z., Edwards, T., & Dahlstrom-Hakki, I. (2022, April 21-26). Exploring neurodiverse perspectives on the design of virtual-reality environments. In I. Dahlstrom-Hakki, Emerging technologies for supporting neurodiverse learners [Conference symposium]. AERA Annual Meeting. San Diego, CA. https://tinyurl.com/y4w49vwm
Asbell-Clarke, J., Dahlstrom-Hakki, I., Edwards, T., Bardar, E., & Robillard, T. (2022, June 15-17). Scaffolding Zoombinis: Adding executive function surrounds to the popular, classic game [Poster presentation]. Games+Learning+Society Conference 2022, Irvine, CA. https://sched.co/102mg
Asbell-Clarke, J., Robillard, T., Edwards, T., Bardar, E., Weintrop, D., Grover, S., & Israel, M. (2022). Including neurodiversity in foundational and applied computational thinking (INFACT). In SIGCSE 2022: Proceedings of the 53rd ACM Technical Symposium on Computer Science Education V. 2 (pp. 1076). Association for Computing Machinery. https://doi.org/10.1145/3478432.3499044
Dahlstrom-Hakki, I., Christodoulou, J., Romeo, R., D’Mello, S., Alstad, Z., & Asbell-Clarke, J. (2022, July 21-23). Neuro/cognitive research to inform neurodiverse education. [Conference symposium]. 2022 International Mind, Brain and Educations Society/EARLI SIG22 Conference. Montreal, QC.
Dahlstrom-Hakki, I. & Wallace, M. L. (2022). Teaching statistics to struggling students: Lessons learned from students with LD, ADHD, and Autism. Journal of Statistics and Data Science Education, 30(2), 127-137. https://doi.org/10.1080/26939169.2022.2082601
Moon, J., Ke, F., Sokolikj, Z., & Dahlstrom-Hakki, I. (2022). Multimodal data fusion to track students’ distress during educational gameplay. Journal of Learning Analytics, 9(3), 75-87. https://doi.org/10.18608/jla.2022.7631
Moon, J., Ke, F., Sokolikj, Z., & Dahlstrom-Hakki, I. (2022, April 21-26). Multimodal data fusion to detect students’ cognitive-affective states during educational game play [Poster presentation]. AERA Annual Meeting. San Diego, CA. https://tinyurl.com/yyubo8ee
2021 Publications
Almeda, M., Asbell-Clarke, J., & Rowe, E. (2021, April 8-12). Differentiating between unproductive and productive persistence in an educational game using behavioral data. In I. Dahlstrom-Hakki (Chair), Remote Measures of Attention and Affect: Online Data Collection in the Age of COVID-19 [Symposium]. American Educational Research Association (AERA) Annual Meeting, Virtual. https://convention2.allacademic.com/one/aera/aera21/index.php?cmd=Online+Program+View+Paper&selected_paper_id=1682652&PHPSESSID=mssihe36e92lhrcc6tpd0jm0k0
Almeda, M. & Asbell-Clarke J. (2021). Scaffolding executive function in game-based learning to improve productive persistence and computational thinking in neurodiverse learners. In X. Fang (ed.), HCI in Games: Serious and Immersive Games. HCII 2021. Lecture Notes in Computer Science, vol 12790 (pp. 155-172). Springer. https://doi.org/10.1007/978-3-030-77414-1_12
Asbell-Clarke, J., Rowe, E., Almeda, M., Edwards, T., Bardar, E., Gasca, S., Baker, R., & Scruggs, R. (2021). The development of students’ computational thinking practices in elementary and middle-school classes using the learning game, Zoombinis. Computers in Human Behavior, 115, 1-14. https://doi.org/10.1016/j.chb.2020.106587
Dahlstrom-Hakki, I., Edwards, T., Larsen, J., Alstad, Z., Belton, G., Lougan, D., & Santana, D. (2021). Inclusive VR through inclusive co-design with neurodiverse learners. In 2021 7th International Conference of the Immersive Learning Research Network (iLRN) (pp. 1-5). IEEE. https://doi.org/10.23919/iLRN52045.2021.9459322
| Dahlstrom-Hakki, I. (2021, April 8-12). Remote measures of attention and affect: Online data collection in the age of COVID-19 (Chair) [Symposium]. American Educational Research Association (AERA) Annual Meeting, Virtual. https://convention2.allacademic.com/one/aera/aera21/index.php?cmd=Online+Program+View+Session&selected_session_id=1682649&PHPSESSID=7ch3251rjou4otg8tqdrvi73de |
Dahlstrom-Hakki, I. (2021, April 8-12). Remote measures of attention and affect: Online data collection in the age of COVID-19. In I. Dahlstrom-Hakki (Chair), SIG-Advanced technologies for learning paper and symposium sessions [Symposium]. American Educational Research Association (AERA) Annual Meeting, Virtual. https://convention2.allacademic.com/one/aera/aera21/index.php?cmd=Online+Program+View+Session&selected_session_id=1682649&PHPSESSID=90slnsbmqukc5giousnuelfaul
| Dahlstrom-Hakki, I., Asbell-Clarke, J., & Almeda, M. (2021, September 13-14). Scaffolds and supports for teaching computational thinking to neurodiverse learners [Conference presentation]. CIRCLS’21: Remake “Broadening” in Research on Emerging Technologies for Teaching and Learning, Virtual. https://circls.org/circls21-gallery-walk/scaffolds-and-supports-for-teaching-computational-thinking-to-neurodiverse-learners |
Dahlstrom-Hakki, I., Ke, F., Liu, R., & Sokolikj, Z. (2021, April 8-12). The viability of using remote webcam-based eye tracking to monitor attention allocation in educational research. In I. Dahlstrom-Hakki (Chair), Remote Measures of Attention and Affect: Online Data Collection in the Age of COVID-19 [Symposium]. American Educational Research Association (AERA) Annual Meeting, Virtual. https://convention2.allacademic.com/one/aera/aera21/index.php?cmd=Online+Program+View+Paper&selected_paper_id=1682653&PHPSESSID=90slnsbmqukc5giousnuelfaul
Israel, M., Liu, T., Moon, J., Ke, F., & Dahlstrom-Hakki, I. (2021.) Methodological considerations for understanding students’ problem solving processes and affective trajectories during game-based learning: A data fusion approach. In X. Fang (ed.), HCI in Games: Serious and Immersive Games. HCII 2021. Lecture Notes in Computer Science, vol 12790 (pp. 201-215). Springer. https://doi.org/10.1007/978-3-030-77414-1_15
Ke, F., Liu, R., Sokolikj, Z., Dahlstrom-Hakki, I., & Israel, M. (2021). Using eye tracking for research on learning and computational thinking. In X. Fang (ed.), HCI in Games: Serious and Immersive Games. HCII 2021. Lecture Notes in Computer Science, vol 12790 (pp. 216-228). Springer. https://doi.org/10.1007/978-3-030-77414-1_16
Rowe, E., Asbell-Clarke, J., Almeda, M. V., Gasca, S., Edwards, T., Bardar, E., Shute, V., & Ventura, M. (2021). Interactive Assessments of CT (IACT): Digital Interactive Logic Puzzles to Assess Computational Thinking in Grades 3–8. International Journal of Computer Science Education in Schools, 5(2), 28-73. https://doi.org/10.21585/ijcses.v5i1.149
| Rowe, E., Asbell-Clarke, J., & Almeda, M. Scruggs, R., Baker, R.S., Bardar,E. & Gasca, S. (2021). Assessing implicit computational thinking in Zoombinis puzzle gameplay. Computers in Human Behavior, 120. https://doi.org/10.1016/j.chb.2021.106707 |
2020 Publications
Almeda, M., Kleinman, E., Jemmali, C., Ithier, C., Rowe, E., & Seif El-Nasr, M. (2020, March 11-14). Labeling debugging in May’s Journey gameplay. [Poster presentation]. 51st ACM Technical Symposium on Computer Science Education, SIGCSE, Portland, OR, USA. New York, NY, United States. https://sigcse2020.sigcse.org/online/posters.html#poster#214labelingdebugginginmay’sjourneygameplay
Asbell-Clarke, J., Bardar, E., & Edwards, T. (2020). The importance of teacher bridging in game-based learning classrooms. In M. Farber (Ed.), Global perspectives on gameful and playful teaching and learning (pp. 211-239). IGI Global. https://doi.org/10.4018/978-1-7998-2015-4.ch010
Dahlstrom-Hakki, I., Alstad, Z., & Banerjee, M. (2020). Comparing synchronous and asynchronous online discussions for students with disabilities: The impact of social presence. Computers & Education, 150. https://doi.org/10.1016/j.compedu.2020.103842
Jemmali, C., Kleinman, E., Bunian, S., Almeda, M., Rowe, E., Seif El-Nasr, M. (2020, Marcch 11-14). MAADS: Mixed approach for the analysis of debugging sequences of beginner programmers. [Paper presentation]. 51st ACM Technical Symposium on Computer Science Education, SIGCSE, Portland, OR, USA. New York, NY, United States. https://dl.acm.org/doi/10.1145/3328778.3366824
Rowe, E., Asbell-Clarke, J., Almeda, M., Bardar, E., Baker, R., & Scruggs, R., (2020). Advancing research in game-based learning assessment: Tools and methods for measuring implicit learning. In E. Kennedy & J. Qian (Eds.), Advancing educational research with emerging technology (pp. 99-123). IGI Global. https://doi.org/10.4018/978-1-7998-1173-2.ch006
2019 Publications
Almeda, M., Rowe, E., Asbell-Clarke, J., Baker, R., Scruggs, R., Bardar, E., & Gasca, S. (2019, October 3-5). Modeling implicit computational thinking in Zoombinis Mudball Wall gameplay. [Paper presentation]. Technology, Mind, and Society Conference, Washington D.C., United States. https://www.apa.org/members/content/2019-technology-mind-program.pdf
Almeda, M., Rowe, E., Asbell-Clarke, J., Bardar, E., & Gasca, S. (2019, October 3-5). Teachers leveraging game-based implicit STEM learning in classrooms. [Poster presentation ]. Technology, Mind, and Society Conference, Washington, D.C., United States. https://www.apa.org/members/content/2019-technology-mind-program.pdf
Edwards, E., Asbell-Clarke, J., Bardar, E., & Stidwell, P. (2019). Zoombinis. In K. Schrier (Ed.), Learning, education & games, volume 3: 100 games to use in the classroom & beyond (pp. 504-509). Carnegie Mellon University: ETC Press. https://doi.org/10.1184/R1/10557950.v1
Rowe, E., Asbell-Clarke, J., & Baker, R. (2019, April 5-9) Game-based measures of implicit learning [Poster presentation]. Structured poster session organized by Y.J. Kim titled Game-Based Assessment: How Has the Field Matured over the Past 10 years? AERA Annual Meeting, Toronto, ON, Canada. https://convention2.allacademic.com/one/aera/aera19/index.php?cmd=Online+Program+View+Paper&selected_paper_id=1435286&PHPSESSID=4487t0h3mpipemialj9jddo4kn
Sibuma, B. & Dahlstrom-Hakki, I. (2019). Cyberlearning special issue: Exploring the potential of technologies to bridge understanding across neuroscience, cyberlearning, and education. Special issue of Mind, Brain, and Education, 13(1). https://doi.org/10.1111/mbe.12192
Dahlstrom-Hakki, I. & Alstad, Z. (2019). Challenges in assessing the conceptual understanding of students with disabilities in statistics. Learning Disabilities Quarterly, 42(3). https://doi.org/10.1177/0731948718817222
2018 Publications
Dahlstrom-Hakki, I., Asbell-Clarke, J., & Rowe, E. (2018). Showing is knowing: The potential and challenges of using neurocognitive measures of implicit learning in the classroom. Special issue of Mind, Brain, and Education, 13(1). https://doi.org/10.1111/mbe.12177
Dahlstrom-Hakki, I., Rowe, E., Altman, M., & Almeda, M. (2018, September 27-29). Revealing Implicit Science Learning through Multimodal Playback Visualization [Poster presentation]. International Mind, Brain and Education Society Conference, Los Angeles, CA, United States. https://imbes.org/resources/Documents/2018%20Conference%20Program.pdf
Larsen, J.L., Asbell-Clarke, J., MacEachern, B., & Rowe, E. (2018). STEMlandia: Using mobile technology to get ‘em outside. In D. Herro, S. Arafeh, R. Ling, & C. Holden (Eds.), Mobile learning: Perspectives on practice and policy. Information Age Publishing. https://www.infoagepub.com/products/Mobile-Learning
McLaren, B., Asbell-Clarke, J., & Hammer, J. (2018, April 21-26). Extended abstracts of the 2018 CHI conference on human factors in computing systems [Conference workshop]. CHI Conference on Human Factors in Computing Systems, Montreal, QC, Canada. https://chi2018.acm.org/
Rowe, E., Asbell-Clarke, J., Baker, R., Gasca, S., Bardar, E., & Scruggs, R. (2018, April 21-26). Labeling implicit computational thinking in pizza pass gameplay [Poster & paper presentation]. CHI Conference on Human Factors in Computing Systems, Montreal, QC, Canada. https://doi.org/10.1145/3170427.3188541
Rowe, E., Bardar, E., Asbell-Clarke, J., Shane-Simpson, C., & Roberts, S. (2018). Building bridges: Teachers leveraging game-based implicit science learning in physics classrooms. In M. Khosrow-Pour et al. (Eds.), K-12 STEM Education (pp. 499-525). IGI Global; 2018. https://doi.org/10.4018/978-1-5225-3832-5
2017 Publications
Rowe, E., Asbell-Clarke, J., Baker, R., Eagle, M., Hicks, A., Barnes, T., Brown, R., & Edwards, T. (2017). Assessing implicit science learning in digital games. Computers in Human Behavior, 76, 617-630. https://doi.org/10.1016/j.chb.2017.03.043
Rowe, E., Asbell-Clarke, J., Cunningham, K., & Gasca, S. (2017, August 14-17). Assessing implicit computational thinking in Zoombinis gameplay [Poster & paper presentations]. International Conference on the Foundations of Digital Games, Hyannis, MA, United States. http://fdg2017.org/
Rowe, E., Asbell-Clarke, J., Cunningham, K. & Gasca, S. (2017, October 15-18). Assessing implicit computational thinking in Zoombinis gameplay: Pizza Pass, Fleens, and Bubblewonder Abyss. [Poster & paper presentations]. ACM SIGCHI Annual Symposium on Computer-Human Interaction in Play, Amsterdam, Netherlands. https://dl.acm.org/doi/10.1145/3130859.3131294
Rowe, E., Asbell-Clarke, J., Dahlstrom-Hakki, I., & Altman, M., (2017, September). Game-based and eye-gaze measures of implicit science learning. [Demonstration presentation]. National Science Foundation Education Core Research PI Meeting, Washington, D.C., United States.
Rowe, E., Asbell-Clarke, J., Gasca, S., & Baker, R. (2017, April 18-19). Computational thinking in Zoombinis gameplay. [Poster presentation]. Cyberlearning 2017: What’s Next? Making Connections to Shape the Future, Arlington, VA, United States. https://circlcenter.org/events/cyberlearning-2017/
Rowe, E., Asbell-Clarke, J., Gasca, S., & Baker, R. (2017, October 4-6). Computational thinking in Zoombinis gameplay. [Spotlight session – presentation] Digital Media & Learning Conference, Irvine, CA, United States. https://dml2017.dmlhub.net/
Shute, V. J., Sun, C., & Asbell-Clarke, J. (2017). Demystifying computational thinking. Educational Research Review, 22, 142-158. https://doi.org/10.1016/j.edurev.2017.09.003
2016 Publications
Hamari, J., Shernoff, D. J., Rowe, E., Coller, B., Asbell-Clarke, J., & Edwards, T. (2016). Challenging games help students learn: An empirical study on engagement, flow and immersion in game-based learning. Computers in Human Behavior, 54, 170–179. https://doi.org/10.1016/j.chb.2015.07.045
Rowe, E., Asbell-Clarke, J., Eagle, M., Hicks, A., Barnes, T., Brown, R., & Edwards, T. (2016, June 29 – July 2). Validating game-based measures of implicit science learning [Paper presentation]. International Conference on Educational Data Mining, Raleigh, NC, United States. https://eric.ed.gov/?id=ED592609
2015 Publications
Eagle, M., Rowe, E., Hicks, A., Brown, R., Barnes, T., Asbell-Clarke, J., & Edwards, T. (2015, October 4-7). Measuring implicit science learning using networks of player-game interactions [Presentation]. ACM SIGCHI Annual Symposium on Computer-Human Interaction in Play, London, United Kingdom. https://chiplay.acm.org/2015/
Rowe, E., Asbell-Clarke, J., & Baker, R. S. (2015). Serious game analytics to measure implicit science learning. In C. S. Loh, Y. Sheng, & D. Ifenthaler (Eds.), Serious game analytics: Methodologies for performance measurement, assessment, and improvement (pp. 343-360). Springer International Publishing. https://doi.org/10.1007/978-3-319-05834-4_15
Rowe, E., Bardar, E., & Asbell-Clarke, J. (2015). Building bridges: Teachers leveraging game-based implicit science learning in physics classrooms. In D. Russell & J. Laffey (Eds.), Handbook of research on gaming trends in P-12 education. IGI Global. https://doi.org/10.4018/978-1-4666-9629-7.CH021
Vieyra, R., Edwards, T., Rowe, E., & Asbell-Clarke, J. (2015). Playing with science. The Science Teacher, 82(5), 51. https://doi.org/10.2505/4/tst15_082_05_51
2014 Publications
Asbell-Clarke, J. (2014, April 29-30). Listening to data: Implicit learning in games [Presentation]. CRESST Conference, Redondo Beach, CA, United States.
Asbell-Clarke, J. (2014, March 3-6). What lies below: Implicit learning in games [Presentation]. SXSW EDU, Austin. TX, United States. http://read.uberflip.com/i/265018-sxswedu-2014-program-guide/81?
Asbell-Clarke, J., & Rowe, E. (2014). Scientific inquiry in digital games. In F. Blumberg (Ed.), Learning by playing: Video gaming in education (pp. 246-260). New York: Oxford University Press. https://doi.org/10.1093/acprof:osobl/9780199896646.001.0001
Fraser, J., Shane-Simpson, C., & Asbell-Clarke, J. (2014). Youth science identity, science learning, and gaming experiences. Computers in Human Behavior, 41, 523-532. https://doi.org/10.1016/j.chb.2014.09.048
Larsen, J., Bardar, E., & Asbell-Clarke, J. (2014, June 10-13). Ravenous [Paper presentation]. Games+Learning+Society Conference, Madison, WI, United States. https://press.etc.cmu.edu/index.php/product/gls-10-0/
Larsen, J., Minner, D., Rowe, E., Edwards, T., Asbell-Clarke, J., Bardar, E., & MacEachern, B. (2014, June 23-26). STEMLandia – The nature’s apprentice geocaching adventure, Opening the door for STEM learning through outside games [Paper presentation]. EdMedia World Conference on Educational Media and Technology, Tampere, Finland. https://www.learntechlib.org/p/147785/
Rowe, E., Asbell-Clarke, J., Bardar, E., Kasman, E., & MacEachern, B. (2014, June 11-14). Crossing the bridge: Connecting game-based implicit science learning to the classroom [Paper presentation]. Games+Learning+Society Conference in Madison, WI, United States. https://press.etc.cmu.edu/index.php/product/gls-10-0/
Rowe, E., Asbell-Clarke, J. & Edwards, T. (2014, June 23-27). Flow & learning in Quantum Spectre. In E. Rowe & D. Shernoff (Chairs), The Finnish-US Network (FUN): Studying flow in educational games & gamified learning environments [Symposium]. EDMedia World Conference on Educational Media and Technology, Tampere, Finland. https://www.learntechlib.org/primary/p/147829/
Rowe, E., Baker, R., & Asbell-Clarke, J. (2014, June 9-10). Studying implicit science learning in digital games [Poster presentation]. Cyberlearning Summit, Madison, WI, United States. https://circlcenter.org/events/cyberlearning-summit-2014/
Rowe, E., Baker, R., & Asbell-Clarke, J. (2014, July 4-7). Building automated detectors of gameplay strategies to measure implicit science learning [Poster presentation]. International Conference on Educational Data Mining, London, United Kingdom. https://eric.ed.gov/?id=ED558339
Rowe, E., Baker, R., Asbell-Clarke, J., Kasman, E., & Hawkins, W. (2014, July 4-7). Building automated detectors of gameplay strategies to measure implicit science learning [Poster presentation]. International Conference on Educational Data Mining, London, United Kingdom. https://eric.ed.gov/?id=ED558339
Shernoff, D., Hamari, J., & Rowe, E. (2014, June 23-27). Measuring flow in educational games and gamified learning environments. In E. Rowe & D. Shernoff (Chairs), The Finnish-US Network (FUN): Studying flow in educational games & gamified learning environments [Symposium]. EDMedia World Conference on Educational Media and Technology, Tampere, Finland. https://www.researchgate.net/publication/264046054_Measuring_Flow_in_Educational_Games_and_Gamified_Learning_Environments
2013 Publications
Asbell-Clarke, J., Rowe, E., Edwards, T., & Larsen, J. (2013, April 6-9). Leveling up: Measuring tacit science understanding through gameplay [Paper presentation]. NARST Annual International Conference, Rio Grande, PR, United States. https://narst.org/conferences/2013-annual-conference
Asbell-Clarke, J., Rowe, E., & Sylvan, E. (2013, April 27 – May 2). Assessment design for emergent game-based learning [Paper presentation]. SIGCHI Conference on Human Factors in Computing Systems, Paris, France. https://dl.acm.org/doi/10.1145/2468356.2468476
Asbell-Clarke, J., Rowe, E., & Sylvan, E. (2013, June 12-14). Working through Impulse: Assessment of emergent learning in a physics game [Paper presentation]. Games+Learning+Society Conference, Madison, WI, United States. https://press.etc.cmu.edu/index.php/product/gls-9-0/
Bardar, E., Asbell-Clarke, J., Edwards, T., & Larsen, J. L. (2013, June 12-14). Impulse [Paper presentation]. Games+Learning+Society Conference, Madison, WI, United States. https://press.etc.cmu.edu/index.php/product/gls-9-0/
Edwards, T., Bardar, E., Asbell-Clarke, J., & Larsen, J. L. (2013, June 12-14). Quantum Spectre [Paper presentation]. Games+Learning+Society Conference, Madison, WI, United States. https://press.etc.cmu.edu/index.php/product/gls-9-0/
Sylvan, E., Asbell-Clarke J., Fraser, J., Gupta, R., & Rowe, E. (2013, August 26-29). It’s not who I am, it’s what I do: How youth gamer identity and beliefs about social perception relates to their science understanding [Paper presentation]. DiGRA International Conference, Atlanta, GA, United States.
2012 Publications
Asbell-Clarke, J., Edwards, T., Larsen, J., Rowe, E., Sylvan, E., & Hewitt, J. (2012). Martian Boneyards: Scientific inquiry in an MMO game. International Journal of Game-Based Learning, 2(1), 52-76. https://doi.org/10.4018/ijgbl.2012010104
Asbell-Clarke, J. & Sylvan, E. (2012, May 5-12). Martian Boneyards: Can a community of players be a community of practice? [Case study presentation]. SIGCHI Conference on Human Factors in Computing Systems, Austin, TX, United States. https://doi.org/10.1145/2212776.2212818
Sylvan, E., Larsen, J., Edwards, T., & Asbell-Clarke, J. (2012, June 13-15). The canary’s not dead, it’s just resting: The productive failure of a science-based augmented-reality game [Paper presentation]. Games+Learning+Society Conference, Madison, WI, United States. https://press.etc.cmu.edu/index.php/product/gls-8-0/
Prior Publications
Asbell-Clarke, J., Edwards, T., Larsen, J., Rowe, E., Sylvan, E., & Hewitt, J. (2011, April 8-12). Collaborative scientific inquiry in arcadia: An MMO gaming environment on Blue Mars [Paper presentation]. American Education Research Association Annual Meeting, New Orleans, LA, United States. https://convention2.allacademic.com/one/aera/aera11/index.php?click_key=1&cmd=Multi+Search+Search+Load+Publication&publication_id=444733&PHPSESSID=3tsgfsaf58hb6iqgl6j2bvpddb
Edwards, T., Larsen, J., & Asbell-Clarke, J. (2010, June 9-11). The Martian Boneyards: A science-based game and research project in the HD MMO Blue Mars [Paper presentation]. Games, Learning, and Society Conference, Madison, WI, United States.
Asbell-Clarke, J. & Edwards, T. (2009, June 10-12). The Blue Mars science center: Design research for virtual scientific collaboration [Paper presentation]. Games, Learning, and Society Conference, Madison, WI, United States.
Rowe, E. & Asbell-Clarke, J. (2008). Learning science online: What matters for science teachers? Journal of Interactive Online Learning (7)2, 75-104. https://www.researchgate.net/publication/237516996_Learning_Science_Online_What_Matters_for_Science_Teachers