Journal Articles
Noelle Brown, Benjamin Xie, Ella Sarder, Casey Fiesler, Eliane S. Wiese
ACM Transactions on Computing Education, vol. 24(1), 2024, pp. 1-36
Eliane S. Wiese, Marcia C. Linn
ACM Transactions on Computer-Human Interaction, vol. 28(2), 2021, pp. 1-41
Eliane S. Wiese, Kenneth R. Koedinger
International Journal of Artificial Intelligence in Education, vol. 27, International Journal of Artificial Intelligence in Education, 2017, pp. 448--474
Adding Physical Objects to an Interactive Game Improves Learning and Enjoyment
Nesra Yannier, Scott E. Hudson, Eliane Stampfer Wiese, Kenneth R. Koedinger
ACM Transactions on Computer-Human Interaction, vol. 23, 2016, pp. 1--31
Conference Proceedings
Noelle Brown, Koriann South, Eliane S. Wiese
ICER '22, Proceedings of the 2022 ACM Conference on International Computing Education Research - Volume 1, pp. 344–355
Designing Ethically-Integrated Assignments: It’s Harder Than it Looks
Noelle Brown, Koriann South, Suresh Venkatasubramanian, Eliane S. Wiese
ICER '23, Proceedings of the 2023 ACM Conference on International Computing Education Research - Volume 1, Association for Computing Machinery, New York, NY, USA, 2023, pp. 177–190
Use of an Anti-Pattern in CS2: Sequential if Statements with Exclusive Conditions
Sara Nurollahian, Matthew Hooper, Adriana Salazar, Eliane Wiese
SIGCSE 2023, Proceedings of the 54th ACM Technical Symposium on Computer Science Education V. 1, Association for Computing Machinery, New York, NY, USA, 2023, pp. 542–548
Improving Assessment of Programming Pattern Knowledge through Code Editing and Revision
Sara Nurollahian, Anna N. Rafferty, Eliane Wiese
ICSE-SEET '23, Proceedings of the 45th International Conference on Software Engineering: Software Engineering Education and Training, IEEE Press, 2023, pp. 58–69
An LGBTQ-Inclusive Problem Set in Discrete Mathematics
Trysten Scott Richard, Eliane S. Wiese, Zvonimir Rakamarić
SIGCSE 2022, The 53rd ACM Technical Symposium on Computer Science Education, 2022
Readable vs. Writable Code: A Survey of Intermediate Students' Structure Choices
Eliane Wiese, Anna N. Rafferty, Jordan Pyper
SIGCSE 2022, Proceedings of the 53rd ACM Technical Symposium on Computer Science Education - Volume 1, Association for Computing Machinery, New York, NY, USA, 2022, pp. 321–327
Students' Misunderstanding of the Order of Evaluation in Conjoined Conditions
Eliane S. Wiese, Anna N. Rafferty, Garrett Moseke
International Conference on Program Comprehension (ICPC '21), 2021
Linking Code Readability, Structure, and Comprehension among Novices: It's Complicated
Eliane S. Wiese, Anna N. Rafferty, Armando Fox
ICSE-SEET '19, Proceedings of the 41st International Conference on Software Engineering: Software Engineering Education and Training, IEEE Press, 2019, pp. 84-94
Replicating Novices' Struggles with Coding Style
Eliane S. Wiese, Anna N. Rafferty, Daniel M. Kopta, Jacqulyn M. Anderson
ICPC '19, Proceedings of the 27th International Conference on Program Comprehension, IEEE Press, 2019, pp. 13-18
Eliciting Middle School Students' Ideas About Graphs Supports Their Learning from a Computer Model
Eliane S. Wiese, Anna N. Rafferty, Marcia C. Linn
G. Gunzelmann, A. Howes, T. Tenbrink, E. Davelaar, Proceedings of the 39th Annual Conference of the Cognitive Science Society, 2017, pp. 3522--3527
Teaching Students to Recognize and Implement Good Coding Style
Eliane S Wiese, Michael Yen, Antares Chen, Lucas A Santos, Armando Fox
Proceedings of the 4th ACM conference on Learning at Scale, ACM, Cambridge, MA, 2017, pp. 41--50
Benefits for Grounded Feedback over Correctness in a Fraction Addition Tutor
Eliane S. Wiese, Rony Patel, Kenneth R Koedinger
A. Papafragou, D. Grodner, D. Mirman, J.C. Trueswell, Proceedings of the 38th Annual Conference of the Cognitive Science Society, Cognitive Science Society, Austin, TX, 2016, pp. 954--959
Why Sense-Making through Magnitude May Be Harder for Fractions than for Whole Numbers
Eliane S. Wiese, Rony Patel, Kenneth R. Koedinger
D. C. Noelle, R. Dale, A. S. Warlaumont, J. Yoshimi, T. Matlock, C.D. Jennings, P. P. Maglio, Proceedings of the 38th Annual Conference of the Cognitive Science Society, 2016, pp. 1229--1234
Transitivity is Not Obvious: Probing Prerequisites for Learning
Eliane S. Wiese, Rony Patel, Jennifer K Olsen, Kenneth R Koedinger
D. C. Noelle, R. Dale, A. S. Warlaumont, J. Yoshimi, T. Matlock, C.D. Jennings, P. P. Maglio, Proceedings of the 37th Annual Conference of the Cognitive Science Society, 2015, pp. 2655--2660
Investigating Scaffolds for Sense Making in Fraction Addition and Comparison
Eliane S. Wiese, Kenneth R Koedinger
P Bello, M Guarini, M McShane, B Scassellati, Proceedings of the 36th Annual Conference of the Cognitive Science Society, Cognitive Science Society, Austin, TX, 2014
General and Efficient Cognitive Model Discovery Using a Simulated Student
Nan Li, Eliane Stampfer, William Cohen, Kenneth Koedinger
Proceedings of the 35th Annual Meeting of the Cognitive Science Society, 2013, pp. 817--822
When seeing isn't believing: Influences of prior conceptions and misconceptions
Eliane Stampfer, Kenneth R. Koedinger
M. Knauff, M. Pauen, N. Sebanz, I. Wachsmuth, Proceedings of the 35th Annual Conference of the Cognitive Science Society, Cognitive Science Society, Berlin, Germany, 2013, pp. 1384--1389
Workshop Papers
Students’ Self-Evaluations of Contextual Inquiry Techniques
Noelle Brown, Nidhi Patel, Xavier Davis, Eliane S. Wiese
EduCHI '23, Proceedings of the 5th Annual Symposium on HCI Education, Association for Computing Machinery, New York, NY, USA, 2023, pp. 96–100
Building “Design Empathy” for People with Disabilities: an Unsolved Challenge in HCI Education
Tamanna Motahar, Noelle Brown, Eliane Stampfer Wiese, Jason Wiese
EduCHI '23, Proceedings of the 5th Annual Symposium on HCI Education, Association for Computing Machinery, New York, NY, USA, 2023, pp. 68–71
Conference Presentations
Probing Middle-School Students' Understanding of Computer Models
Eliane Stampfer Wiese, Hannah Gogel, Libby F Gerard, Jonathan M Vitale, Marcia C Linn
presented at the meeting of the American Educational Research Association, San Antonio, TX, 2017
Grounded Feedback in a Fraction Addition Tutor
Eliane S. Wiese, Kenneth R. Koedinger
Presented at the 2015 Annual Meeting of the American Educational Research Association (AERA)., Chicago, IL., 2015
Eliane Stampfer Wiese, Kenneth R. Koedinger
Presented at the Spring 2014 meeting of the Society for Research on Educational Effectiveness (SREE), 2014
