Publications


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Replicating Novices' Struggles with Coding Style


Eliane S. Wiese, Anna N. Rafferty, Daniel M. Kopta, Jacqulyn M. Anderson


To appear in the proceedings of the 29th International Conference on Program Comprehension, 2019


Linking Code Readability, Structure, and Comprehension among Novices: It's Complicated


Eliane S. Wiese, Anna N. Rafferty, Armando Fox


To appear in the proceedings of the 41st ACM/IEEE International Conference on Software Engineering, 2019


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


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


Designing Grounded Feedback: Criteria for Using Linked Representations to Support Learning of Abstract Symbols


Eliane S. Wiese, Kenneth R. Koedinger


International Journal of Artificial Intelligence in Education, International Journal of Artificial Intelligence in Education, 2017, pp. 448--474


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


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


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, 2016, pp. 1--31


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


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


How useful are fraction bars for understanding fraction equivalence and addition? A difficulty factors assessment with 5th, 6th, and 7th graders


Eliane Stampfer Wiese, Kenneth R. Koedinger


Presented at the Spring 2014 meeting of the Society for Research on Educational Effectiveness (SREE), 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