| The Relationship between Co-Creative Dialogue and High School Learners' Satisfaction with their Collaborator in Computational Music Remixing | 0 | 0.34 | 2022 |
| Investigating Student Interest and Engagement in Game-Based Learning Environments | 0 | 0.34 | 2022 |
| Progression Trajectory-Based Student Modeling for Novice Block-Based Programming. | 0 | 0.34 | 2021 |
| User-Centered Design of a Mobile Java Practice App - A Comparison of Question Formats. | 0 | 0.34 | 2020 |
| In Their Own Words: Gender Differences in Student Perceptions of Pair Programming | 0 | 0.34 | 2020 |
| An Analysis of Upper Elementary and Middle Grade Teachers' Perceptions, Concerns and Goals for Integrating CS into Classrooms | 0 | 0.34 | 2020 |
| A Conceptual Assessment Framework for K-12 Computer Science Rubric Design. | 0 | 0.34 | 2020 |
| Understanding Women's Remote Collaborative Programming Experiences: The Relationship between Dialogue Features and Reported Perceptions. | 0 | 0.34 | 2020 |
| Promoting Computer Science Learning with Block-Based Programming and Narrative-Centered Gameplay | 0 | 0.34 | 2020 |
| Exploring Middle School Students' Reflections on the Infusion of CS into Science Classrooms. | 1 | 0.35 | 2020 |
| I Impressed Myself With How Confident I Felt: Reflections on a Computer Science Assessment for K-8 Teachers | 0 | 0.34 | 2020 |
| DeepStealth: Game-Based Learning Stealth Assessment with Deep Neural Networks | 2 | 0.39 | 2020 |
| Upper Elementary and Middle Grade Teachers' Perceptions, Concerns, and Goals for Integrating CS into Classrooms. | 0 | 0.34 | 2020 |
| Elementary Students’ Understanding of CS Terms | 0 | 0.34 | 2020 |
| Gender Differences in Upper Elementary Students' Regulation of Learning while Pair Programming | 0 | 0.34 | 2020 |
| Gender Differences in Stress, Perceived Competence, and Perceived Choice During Remote Collaborative Problem Solving. | 0 | 0.34 | 2020 |
| Student Reflections on Pair Programming in Middle School - A Thematic Analysis. | 0 | 0.34 | 2020 |
| Predictive Student Modeling in Block-Based Programming Environments with Bayesian Hierarchical Models | 1 | 0.40 | 2020 |
| A Comparison of Two Pair Programming Configurations for Upper Elementary Students. | 0 | 0.34 | 2020 |
| The Development and Validation of Survey Items on Upper Elementary Students' Perspectives and Attitudes on CS | 0 | 0.34 | 2020 |
| The Relationship of Gender, Experiential, and Psychological Factors to Achievement in Computer Science | 0 | 0.34 | 2020 |
| Cluster-Based Analysis of Novice Coding Misconceptions in Block-Based Programming. | 0 | 0.34 | 2020 |
| Development of a Lean Computational Thinking Abilities Assessment for Middle Grades Students | 0 | 0.34 | 2019 |
| From Doodles to Designs: Participatory Pedagogical Agent Design with Elementary Students | 0 | 0.34 | 2019 |
| Generating Educational Game Levels with Multistep Deep Convolutional Generative Adversarial Networks | 2 | 0.37 | 2019 |
| Predicting Early and Often - Predictive Student Modeling for Block-Based Programming Environments. | 0 | 0.34 | 2019 |
| "Sorry if I'm Leaving You in the Dust" - Toward Understanding the Importance of Student Goals in Collaborative Problem Solving. | 0 | 0.34 | 2018 |
| Predicting Student Performance Based on Eye Gaze During Collaborative Problem Solving. | 0 | 0.34 | 2018 |
| Introducing the Computer Science Concept of Variables in Middle School Science Classrooms. | 0 | 0.34 | 2018 |
| The Importance of Producing Shared Code Through Pair Programming. | 1 | 0.35 | 2018 |
| "I Think We Should...": Analyzing Elementary Students' Collaborative Processes for Giving and Taking Suggestions. | 0 | 0.34 | 2018 |
| User Affect and No-Match Dialogue Scenarios - An Analysis of Facial Expression. | 0 | 0.34 | 2018 |
| Improving Stealth Assessment in Game-based Learning with LSTM-based Analytics. | 0 | 0.34 | 2018 |
| Affect-Based Early Prediction of Player Mental Demand and Engagement for Educational Games. | 0 | 0.34 | 2018 |
| Thematic Analysis of Students' Reflections on Pair Programming in CS1. | 4 | 0.42 | 2018 |
| Multimodal Goal Recognition in Open-World Digital Games. | 2 | 0.37 | 2017 |
| Expressing and Addressing Uncertainty: A Study of Collaborative Problem-Solving Dialogues. | 0 | 0.34 | 2017 |
| Preface for the Special Issue on AI-Supported Education in Computer Science. | 4 | 0.48 | 2017 |
| Exploring the Pair Programming Process: Characteristics of Effective Collaboration. | 2 | 0.38 | 2017 |
| How block categories affect learner satisfaction with a block-based programming interface. | 0 | 0.34 | 2017 |
| Deconstructing the Discussion Forum: Student Questions and Computer Science Learning. | 1 | 0.35 | 2017 |
| Think First: Fostering Substantive Contributions in Collaborative Problem-Solving Dialogues. | 1 | 0.38 | 2017 |
| Empowering All Students: Closing the CS Confidence Gap with an In-School Initiative for Middle School Students. | 2 | 0.43 | 2016 |
| Collaboration and Gender Equity in Game-Based Learning for Middle School Computer Science | 0 | 0.34 | 2016 |
| Guest editors' introduction | 0 | 0.34 | 2016 |
| How Early Does the CS Gender Gap Emerge?: A Study of Collaborative Problem Solving in 5th Grade Computer Science. | 9 | 0.92 | 2016 |
| The Affective Impact of Tutor Questions: Predicting Frustration and Engagement. | 4 | 0.43 | 2016 |
| Predicting Learning from Student Affective Response to Tutor Questions. | 4 | 0.44 | 2016 |
| Mining Sequences of Gameplay for Embedded Assessment in Collaborative Learning. | 0 | 0.34 | 2016 |
| Best of RESPECT, Part 2. | 0 | 0.34 | 2016 |
