2024 Publications
Alstad, Z. & Dahlstrom-Hakki, I. (March, 2024). Co-Designing Augmented Reality Interventions to Support Executive Function for Neurodiverse STEM Students. Practitioner report presented at the 14th International Learning Analytics & Knowledge Conference (LAK24), Kyoto, Japan.
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. (May, 2024). NeuroVivid: A BCI Camp Designed With and For Neurodivergent Youth. Tech demo presented at the 2024 NSF ITEST PI meeting, Alexandria, VA.
Dahlstrom-Hakki, I. (July, 2024). The Use of Sensor Data to Support Neurodivergent and Underserved Learners in Real World Contexts. Session Chair and presenter at the 2024 International Mind, Brain and Education Society (IMBES) conference, Leuven, Belgium.
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
Dahlstrom-Hakki, I., Rowe, E., Asbell-Clarke, J., & Almeda, M. (2024). Exploring the Viability of Using Eye Tracking to Detect Neurodivergent Learners’ Implicit Learning in a Physics Game. Computer-Based Learning in Context, 6(1), 24–40.
Ke, F., Liu, R., Sokolikj, Z., Dahlstrom-Hakki, I., Israel, M. (2024). Using eye-tracking in education: review of empirical research and technology. Education Tech Research Dev. https://doi.org/10.1007/s11423-024-10342-4
2023 Publications
Dahlstrom-Hakki, I. (November, 2023). NeuroVivid: A BCI Maker Experience for Neurodivergent Youth. Poster and tech demo presented at the 2023 CIRCLS convening, Alexandria, VA.
Dahlstrom-Hakki, I., & Alstad, Z. (October, 2023). Exploring the Use of LLMs in Educational Spaces. Talk presented at TERC’s 2023 Board of Trustees Retreat, Cambridge, MA.
Edwards, T., Attaway, b., Dahlstrom-Hakki, I., & Barchas-Lichtenstein, J. (October, 2023). Nothing About Us Without Us: How to Co-design with and for Neurodivergent Learners. Talk presented at the 2023 Annual Conference of the International Society for the Design and Development of Education (ISDDE), Boston, MA.
Edwards, T., O’Brien, S., Kilgallon, E., Lougen, D., Belton, G., Bruzzese, N., & Dahlstrom-Hakki, I. (December, 2023). Youth Panel: Neurodivergent Learners’ Perspectives on Co-Design, Their Roles, and Its Importance. Panel presented at the 2023 AISL convening, Alexandria, VA.
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