"It Must Include Rules": Middle School Students' Computational Thinking with Computer Models in Science

Eliane S. Wiese, Marcia C. Linn

ACM Transactions on Computer-Human Interaction, vol. 28(2), 2021, pp. 1-41

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, 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

The Shortest Path to Ethics in AI: An Integrated Assignment Where Human Concerns Guide Technical Decisions

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

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

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

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

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