Publications

List of Publications by LEADS Researchers (2013-2015)

Al-Zoubi, O., Hussain, M., Calvo, R. (2015). Affect-Aware Assistive Technologies. In Brian ONeill, Alex Gillespie (Eds.), Assistive Technology for Cognition: A handbook for clinicians and developers, (pp. 47-64). New York, USA: Psychology Press.

AlZoubi, O., Hussain, M. S., & Calvo, R. A. (2014). Affect-Aware Assistive Technologies. Assistive Technology for Cognition:  A Handbook for Clinicians and Developers, 47.

Aulls, M., Harley, J. M., Lemay, D., & Getahun, D. (under review). Undergraduate education students’ perceptions of good and poor course experiences: What counts as a good experience?

Azevedo, R. (2015). Defining and measuring engagement and learning in science: Conceptual, theoretical, methodological, and analytical issues. Educational Psychologist, 50(1), 84-94.

Azevedo, R., Mudrick, N. V., Taub, M., & Martin, S. A. (in preparation). Measuring and assessing self-regulated learning using interdisciplinary techniques: Issues, challenges, and applications. In T. Michalsky (Ed.), Self-regulated learning: Conceptualization, contribution, and empirically based models for teaching and learning. NY: Teachers’ College Press.

Azevedo, R., Taub, M., Mudrick, N., Farnsworth, J., & Martin, S. (in press). Using research methods to investigate emotions in computer-based learning environments. In P. Schutz & M. Zembylas (Eds.), Methodological advances in research on emotion and education. Amsterdam, The Netherlands: Springer.

Azevedo, R., Taub, M., Mudrick, N.V., Martin, S.A., & Grafsgaard, J. (in preparation). Using multi-channel trace data to infer and foster self-regulated learning between humans and advanced learning technologies. In D. Schunk & Greene, J.A (Eds.), Handbook of self-regulation of learning and performance (2^nd ed.). New York, NY: Routledge.

Benlamine, S., Bouslimi, S., Harley, J. M., Frasson, C., & Dufresne, A. (2015). Toward Brain-based Gaming: Measuring Engagement During Gameplay. In S. Carliner, C. Fulford & N. Ostashewski (Eds.), Proceedings of EdMedia: World Conference on Educational Media and Technology 2015 (pp. 864-869). Association for the Advancement of Computing in Education (AACE).

Benlamine, S., Bouslimi, S., Harley, J. M., Frasson, C., & Dufresne, A. (2015, June). Brain-based gaming: measuring engagement during gameplay. Paper presented at Educational Media, Montréal, QC, Canada.

Bondareva, D. Conati, C., Feyzi-Behnagh, R., Harley J. M., Azevedo, R., & Bouchet F. (2013). Inferring Learning from Gaze Data during Interaction with an Environment to Support Self-Regulated Learning. In C.H. Lane, K. Yacef, J. Mostow, P. Pavik (Eds.) Lecture Notes in Computer Science: Vol. 7926. Artificial Intelligence in Education (pp. 229-238). Berlin, Heidelberg: Springer-Verlag.

Bouchet, F., Harley, J. M., & Azevedo, R. (under review). Can adaptive pedagogical agents’ prompting strategies improve students’ learning and self-regulation? Paper submitted to Intelligent Tutoring Systems.

Butz, N. T., & Stupnisky, R. H. (2016a). A mixed methods study of graduate business students’ self-determined motivation in synchronous hybrid learning environments. The Internet and Higher Education, 28, 85–95. doi: 10.1016/j.iheduc.2015.10.003

Butz, N. T., & Stupnisky, R. H. (2016b, April). Improving student relatedness through an online discussion intervention: Applying self-determination theory in synchronous hybrid programs. Roundtable session accepted for presentation at the American Educational Research Association annual meeting, Washington, DC.

Butz, N. T., Stupnisky, R. H., & Pekrun, R. (2015). Students’ emotions for achievement and technology use in synchronous hybrid graduate programmes: A control-value approach. Research in Learning Technology, 23. doi: 10.3402/rlt.v23.26097

Butz, N. T., Stupnisky, R. H., & Pekrun, R. (2015, April). Understanding achievement emotions in synchronous hybrid learning environments: A longitudinal test of control-value theory. Paper accepted for presentation at the American Educational Research Association annual meeting, Chicago, IL.

Butz, N. T., Stupnisky, R. H., & Pekrun, R. (2014, April). Achievement emotions in hybrid graduate business programs: A control-value approach. Roundtable session presented at the American Educational Research Association annual meeting, Philadelphia, PA.

Butz, N. T., Stupnisky, R. H., Pekrun, R., Jensen, J., & Harsell, D. (under review). Achievement Emotions in Synchronous Hybrid Business and Public Administration Programs: A Longitudinal Test of Control-Value Theory. Decision Sciences Journal of Innovative Education.

Butz, N. T., Stupnisky, R. H., Peterson, E.S., & Majerus, M.M. (2014). Motivation in synchronous hybrid graduate business programs: A self-determination approach to contrasting online and on-campus students. Journal of Online Learning and Teaching, 10(2), 211-227.

Butz, N. T., Stupnisky, R. H., Peterson, E. S., Majerus, M. M., & Guay, F. (2014, April). Self-determined motivation in hybrid graduate business programs: Contrasting online and on-campus students. Poster presented at the American Educational Research Association annual meeting, Philadelphia, PA.

Chu, M-W., & Leighton, J.P. (2016). Using errors to enhance learning and feedback in computer programming. In S. Tettegah & M. McCreery (Eds)., Emotions and technology: Communication of feelings for, with and through digital media – Volume I: Emotions, Learning, and Technology (pp. 89-117). Elsevier Publishing.

Chu, M-W., & Leighton, J.P. (2014, April). Science computer simulated laboratory assessment. Paper presented on behalf of the Canadian Society for Studies in Education (CSSE) and Canadian Association for Educational Psychology (CAEP) Invited Symposium (Organizer: D. Buzza & G. Harrison) on Technology and the 21st Century Learner at the annual meeting of the American Educational Research Association (AERA), Philadelphia, PA, USA.

Chu, M-W., & Leighton, J.P. (2014, April). Formative feedback in computer programming learning and assessment environments. Paper presented at the Symposium (Organizers: M-W. Chu & J. M. Harley [McGill University]) on Innovative Practices for Assessment in Computer Based Learning Environments (Division C – Learning and Instruction) at the annual meeting of the American Educational Research Association (AERA), Philadelphia, PA, USA.

Chu, M-W., & Leighton, J.P. (2014, April). Developing a technologically-enhanced hybrid: Cognitive diagnostic stealth assessment. Paper presented at the Coordinated Session (Organizer: B. Kaniskan, Pearson Research) on Cognitive Diagnostic Models to Address Issues in Next Generation Assessments at the annual meeting of the National Council on Measurement in Education (NCME), Philadelphia, PA, USA.

Chu, M-W., & Leighton, J.P. (November 2013). Innovation in testing: Stealth assessment of innovative problem-solving skills. (2013 Bateson Award Winning Paper.) CERA News: The Newsletter of the Canadian Educational Research Association, Fall Issue, 6-11 (2000 words).

Chu, M-W., & Leighton, J.P. (2013, June). Innovation in Testing: Stealth Assessment of Affect and Cognition. Paper delivered at the Symposium (Organizer J. Leighton) Assessment and Measurement of Learning in Light of Learners’ Affective and Cognitive States at the annual meeting of the Canadian Society for Studies in Education (CSSE), Victoria, BC, CANADA.

Chu, M-W., McCaffrey, A., Zhang, X., Daniels, L. M., & Leighton, J. P. (2014, April). Measure of MOOC Environments on Achievement using the Learning Errors and Formative Feedback (LEAFF) Model. Poster presented at the annual meeting of American Educational Research Association (AERA), Philadelphia, PA, USA.

Derbali, L., Ghali, R., & Frasson, C. (2013). Assessing motivational strategies in Serious Games using Hidden Markov Models. FLAIRS 2013, The 26th International FLAIRS Conference. St. Pete Beach, Florida, USA: AAAI Press.

Doleck, T., Basnet, R. B., Poitras, E. G., & Lajoie, S. P. (2015). Mining learner-system interaction data: Implications for modeling learner behaviors and improving overlay models. Journal of Computers in Education, 2 (4), 421-447. doi: 10.1007/s40692-015-0040-3

Doleck, T., Basnet, R. B., Poitras, E., & Lajoie, S. P. (2015). Investigating Learner Behaviors in a Medical Intelligent Tutoring System: Using Hidden Markov Models. In Proceedings of the IEEE International Advance Computing Conference, (IEEE IACC), (pp. 329-332), India: IEEE. doi: 10.1109/IADCC.2015.7154724

Doleck, T., Basnet, R. B., Poitras, E., & Lajoie, S. P. (2014). Exploring the link between initial and final diagnosis in a medical intelligent tutoring system. In Proceedings of IEEE International Conference on MOOCs, Innovation & Technology in Education (MITE), (pp. 13-16). India: IEEE. doi:10.1109/MITE.2014.7020232

Doleck, T., Basnet, R. B., Poitras, E., & Lajoie, S. P. (2014). BioWorldParser: a suite of parsers for leveraging educational data mining techniques. In Proceedings of IEEE International Conference on MOOCs, Innovation & Technology in Education (MITE), (pp. 32-35). India: IEEE. doi: 10.1109/MITE.2014.7020236

Doleck, T., Basnet, R. B., Poitras, E., & Lajoie, S. P. (2014). Augmenting the novice-expert overlay model in an intelligent tutoring system: using confidence-weighted linear classifiers. In Proceedings of IEEE International Conference on Computational Intelligence & Computing Research (ICCIC), (pp. 87-90). India: IEEE. doi: 10.1109/ICCIC.2014.7238298

Doleck, T., Jarrell, A., Poitras, E. G., Chaouachi, M., & Lajoie, S. P. (accepted with minor revisions). A tale of three cases: Examining accuracy, efficiency, and process differences in diagnosing virtual patient cases. Australasian Journal of Educational Technology.

Doleck, T., Jarrell, A., Poitras, E. G., Chaouachi, M., & Lajoie, S. P. (2016). Examining Diagnosis Paths: A Process Mining Approach. In Proceedings of the IEEE International Conference on Computational Intelligence & Communication Technology (IEEE ICICT), Los Alamitos, CA: Conference Publishing Services, IEEE.

Doleck, T., Jarrell, A., Poitras, E., & Lajoie, S. P. (2015). Diagnosing Virtual Patient Cases: Gender Differences in Novice Physicians in a Computer Based Learning Environment. In S. Carliner, C. Fulford, & N. Ostashewski (Eds.), Proceedings of EdMedia: World Conference on Educational Media and Technology 2015 (pp. 666-670). Association for the Advancement of Computing in Education (AACE). Montreal, Canada.

Doleck, T., Jarrell, A., Poitras, E., & Lajoie, S. P. (2015). Towards investigating performance differences in clinical reasoning in a technology rich learning environment. Proceedings of the 17^th International Conference on Artificial Intelligence in Education (AIED) (pp. 566-569). Madrid, Spain. doi: 10.1007/978-3-319-19773-9_63

Duffy, M., & Lajoie, S. P. (2016). Measuring emotions in medicine: Methodological and technological advances within authentic medical learning environments. In S. Bridges, L. K. Chan, & C. E. Hmelo-Silver (Eds.) Educational technologies in contextual learning: Research in health professions education, (pp.181-214). Springer.

Duffy, M., Lajoie, S. P., Azevedo, R., Pekrun, R., & Lachapelle, K. (2015). Examining emotional states and technical skills performance in medical education. In Proceedings of the Junior Researchers Pre-conference of the European Association of Research on Learning and Instruction. Limassol, Cyprus.

Ghali, R., Chaouachi, M., Derbali, L., & Frasson, C. (2014). Motivational Strategies to Support Engagement of Learners in Serious Games. In Proceedings of the 6^th International Conference on Agents and Artificial Intelligence, (pp. 518-525).

Ghali, R., & Frasson, C. (2015). Stratégies Émotionnelles pour l’apprentissage d’une langue étrangère. Revue le Langage et l’homme, 1(1).

Ghali, R., & Frasson, C. (2014). A study of learner’s mental profile in Different Categories of Tasks. Workshop on Utilizing EEG Input in Intelligent Tutoring Systems, 12th International Conference in Intelligent Tutoring System, Honolulu, Hawaii, USA.

Ghali, R., & Frasson, C., (2014). An exploratory study of learner’s brain states. In Proceedings of the 12th International ITS Conference, Honolulu, Hawaii, USA.

Ghali, R., Frasson, C., & Ouellet, S. (2016). Knowing when to help learners in LewiSpace game. The 16th IEEE International Conference on Advanced Learning Technologies, Austin, Texas, USA.

Ghali, R., Frasson, C., & Ouellet, S. (2016). Using Electroencephalogram to Track Learner’s Reasoning in Serious Games. The 13th International Conference on Tutoring Systems, Zagreb, Croatia.

Ghali, R., Frasson, C., & Ouellet, S. (2016). Towards Real Time Detection of Learners’ Need of Help in Serious Games. Flairs 2016. Key Largo, Florida.

Ghali, R., Ouellet, S., & Frasson, C. (2016). Using Electrophysiological Features in Cognitive Tasks: an Empirical Study. International Journal of Information and Education Technology, 6(8), 584-590.

Ghali, R., Ouellet, S., & Frasson, C. (2015). LewiSpace: An Exploratory Study with a Machine Learning Model in an Educational Game. Journal of Education and Training Studies, 4(1).

Ghali, R., Ouellet, S., & Frasson, C., (2015). Classification and regression of learner’s scores in Logic environment. Journal of Education and Training Studies, 3(5).

Ghali, R., Ouellet, S., & Frasson, C. (2015). LewiSpace: an educational Puzzle Game with a Multimodal Machine Learning Environment. KI 2015: the 38th German Conference on Artificial intelligence, Dresden, Germany.

Ghali, R., Ouellet, S., & Frasson, C. (2015). Using Electrophysiological Features in Cognitive Tasks: An Empirical Study. ICEIT (International Conference on Educational and Information Technology), Firenze, Italy.

Hall, N. C., Frenzel, A. C., Goetz, T., Wang, H., & Rahimi, S. (2014, June). Online motivational interventions: Promoting psychological and physical health in teachers. Biennial International Conference on Motivation, Helsinki, Finland.

Hall, N. C., Frenzel, A. C., Goetz, T., Wang, H., & Rahimi, S. (2015, April). Online motivational interventions for teachers: Longitudinal effects on attributions, burnout, and quitting intentions. American Educational Research Association, Chicago, IL.

Hall, N. C., & Maymon, R. (2016). When technology fails: The effects of attributions for computing difficulties on academic achievement. Manuscript in preparation.

Harley, J. M. (2015). Measuring emotions: A survey of cutting-edge methodologies used in computer-based learning environment research. In S. Tettegah & M. Gartmeier (Eds.). Emotions, Technology, Design, and Learning (pp. 89-114). London, UK: Academic Press, Elsevier.

Harley, J. M., & Azevedo, R. (2014, July). Understanding students’ emotions during interactions with advanced agent-based learning environments: A selective review. Poster presented at the 2014 Intelligent Tutoring Systems Conference, Honolulu, Hawaii.

Harley, J.M., & Azevedo, R. (2014). Toward a feature-driven understanding of students’ emotions during interactions with agent-based learning environments: A selective review. International Journal of Gaming and Computer-Mediated Simulation, 6(3), 17-34.

Harley, J. M., & Azevedo, R. (2014). Understanding students’ emotions during interactions with advanced agent-based learning environments: A selective review. In S. Trausan-Matu., K. Boyer., M. Crosby., K. Panourgia (Eds.), Lecture Notes in Computer Science: Vol. 8474. Intelligent Tutoring Systems (pp. 629-631). Switzerland: Springer.

Harley, J.M., Benlamine, S., Chaouachi, M., Frasson, C., & Dufresne, A. (under review). Mission accomplished? Measuring gamers’ emotion and cognitive engagement during and after a narrative event. Paper submitted to Intelligent Tutoring Systems.

Harley, J. M., Bouchet, F., Hussain, S., Azevedo, R., & Calvo, R. (2015). A multi-componential analysis of emotions during complex learning with an intelligent multi-agent system. Computers in Human Behavior, 48, 615-625.

Harley, J. M., Bouchet, F., Hussain, S., Azevedo, R., & Calvo, R. (2014, April). A multi-componential analysis of emotions during complex learning with an intelligent multi-agent system. In J.M. Harley, & R. Azevedo (Chairs), Interdisciplinary approaches for analyzing data from multiple affective channels with computer-based learning environments. Symposium conducted at the annual meeting of the American Educational Research Association, Philadelphia, PA.

Harley, J. M., Bouchet, F., Papaionnou, N., Carter, C., Azevedo, R., & Landis, R. (2014, April). Assessing learning with MetaTutor, a multi-agent hypermedia learning environment. In M.W. Chu, & J. M. Harley (Chairs), Innovative practices for assessment in computer based learning environments. Symposium conducted at the annual meeting of the American Educational Research Association, Philadelphia, PA.

Harley, J. M., Carter, C.K., Papaionnou, N., Bouchet, F., Landis, R. S., Azevedo, R., & Karabachian, L.R. (2015). Examining the predictive relationship between personality and emotion traits and learners’ agent-directed emotions. In C. Conati & N. Heffernan (Eds.), Lectures Notes in Artificial Intelligence: Vol. 9112. Artificial Intelligence in Education (pp. 145-154). Switzerland: Springer.

Harley, J. M., Rowe, J. P., Lester, J. C., & Frasson, C. (2015). Designing story-centric games for player emotion: A theoretical perspective. In Proceedings of the eighth workshop on Intelligent Narrative Technologies (pp. 34-37). Palo Alto, California: AAAI Press.

Harley, J. M., Tettegah, S., & McCreery, M.P. (2014). Special issue on exploring identity, emotions, and learning in virtual environments: An introduction. International Journal of Gaming and Computer-Mediated Simulation, 6(2), iv-v.

Hmelo-Silver, C., Lajoie, S. P., Lu, J., Wiseman, J., & Chan, L. (2016). Video as context and conduit for problem-based learning. In S. Bridges, L. K. Chan, & C. E. Hmelo-Silver (Eds.) Educational technologies in contextual learning: Research in health professions education, (pp. 57-78). Springer.

Hussain, M. S., D’Mello, S. K., & Calvo, R., A. (2014). Research and Development Tools in Affective Computing. In Calvo, R. A., D’Mello, S. K., Gratch, J., & Kappas, A. (Eds.) The Oxford Handbook of Affective Computing (pp. 349-358). Oxford University Press: New York, NY.

Jaques, N., Conati, C., Harley, J. M., & Azevedo, R. (2014). Predicting affect from gaze behavior data during interactions with an intelligent tutoring system. In S. Trausan-Matu., K. Boyer., M. Crosby., K. Panourgia (Eds.), Lecture Notes in Computer Science: Vol. 8474. Intelligent Tutoring Systems (pp. 29-38). Switzerland: Springer.

Jang, E., Lajoie, S. P., Wagner, M., Xu, Z., Poitras, E., Naismith, L. (in preparation). An ecological assessment framework for tracking learning progression in a technology-rich learning environment. Educational Assessment.

Jarrell, A., Doleck, T., Poitras, E., Lajoie, S. P., & Tressel, T. (2015). Learning to diagnose a virtual patient: An investigation of cognitive errors in medical problem solving. In C. Conati & N. Heffernan (Eds.), Lectures Notes in Artificial Intelligence: Vol. 9112. Artificial Intelligence in Education (pp.176-184). Switzerland: Springer. doi: 10.1007/978-3-319-19773-9_18

Jarrell, A., Harley, J. M., Lajoie, S. P., & Naismith, L. (under review). Success, failure and emotions: Examining the relationship between performance feedback and emotions in diagnostic reasoning. Educational Technology Research and Development.

Jarrell, A., Harley, J. M., Lajoie, S. P., & Naismith, L. (2015). Examining the relationship between performance feedback and emotions in diagnostic reasoning: Toward a predictive framework for emotional support. In C. Conati & N. Heffernan (Eds.), Lectures Notes in Artificial Intelligence: Vol. 9112. Artificial Intelligence in Education (pp. 657-660). Switzerland: Springer.

Jarrell. A., & Lajoie, S. P. (under review). Emotions and emotion regulation: Redefining teaching practices in 21^st century classrooms. McGill Journal of Education.

Kazemitabar, M., & Lajoie, S. P. (in prep.). Emotions in in Medical Settings: Towards a non-verbal detection of Emotion Regulation. Journal of Emotion & Cognition.

Ke, F. F., & Shute, V. J. (2015). Design of game-based stealth assessment and learning support. In C. Loh, Y. Sheng, & D. Ifenthaler (Eds.), Serious games analytics (pp. 301-318). New York, NY: Springer.

Kim, Y. J., Almond, R. G., & Shute, V. J. (in press). Applying Evidence-Centered Design for development of game-based assessments in Physics Playground. International Journal of Testing, special issue on Cognitive Diagnostic Modeling.

Kim, Y. J., & Shute, V. J. (2015). The interplay of game elements with psychometric qualities, learning, and enjoyment in gamebased assessment. Computers & Education, 87, 340-356.

Kim, Y. J. & Shute, V. J. (2015). Opportunities and challenges in assessing and supporting creativity in video games. In G. Green & J. Kaufman (Eds.), Research frontiers in creativity (pp. 100-121). San Diego, CA: Academic Press.

Lajoie, S. P. (2014). Multimedia learning of cognitive skills. In R. E. Mayer (Ed.) The Cambridge Handbook of Multimedia Learning: Second Edition, pp. 623-646. New York: Cambridge University Press.

Lajoie, S. P. (2015). Reflections on Assessment in Relation to Self-Regulated Learning. To appear in Dialogue.

Lajoie, S. P., Hmelo-Silver, C., Wiseman, J., Chan, L. K., Lu, J., Khurana C., Cruz-Panesso, I., Poitras, E., & Kazemitabar, M. (2014). Using online digital tools and video to support international problem-based learning. Interdisciplinary Journal of Problem Based Learning, 8(2). doi: http://dx.doi.org/10.7771/1541-5015.1412

Lajoie, S. P., Lee, L., Bassiri, M., Cruz-Panesso, I., Kazemitabar, M., Poitras, E., Hmelo-Silver, C., Wiseman, J., Chan, L. K., Lu, J. (2015). The role of regulation in medical student learning in small groups: Regulating oneself and others’ learning and emotions. In Järvelä, S. & Hadwin, A. (Eds.) Special issue Examining the emergence and outcomes of regulation in CSCL. Journal of Computer and Human Behavior. doi:10.1016/j.chb.2014.11.073

Lajoie, S. P., Lee, L., Poitras, E., Hmelo-Silver, C., Hogaboam, P. (2015). Computer Supported Tools for Coregulation: Supporting Teachers and Learners in Problem Based Learning Activities. Regulated Learning in CSCL – Theoretical Progress for Learning Success. In O. Lindwall, P. Häkkinen, T. Koschmann, P. Tchounikine, & S. Ludvigsen (Eds.), Exploring the Material Conditions of Learning: The Computer Supported Collaborative Learning (CSCL) Conference 2015, Volume 1 (pp. 11-18). Gothenburg.

Lajoie, S. P., Naismith, L., Hong, Y. J., Poitras, E., Cruz-Panesso, I., Ranellucci, J., Mamane, S., & Wiseman, J. (2013). Technology rich tools to support self-regulated learning and performance in medicine. In R. Azevedo & V. Aleven (Eds.). International Handbook of Metacognition and Learning Technologies, pp. 229-242. New York, NY: Springer.

Lajoie, S. P., Naismith, L., & Poitras, E. (2012). Supporting metacognitive processes in medical reasoning using technology. In M. Cantoia, B. Colombo, A. Gaggioli, B. Girani De Marco (Eds.). Proceedings of the 5th Biennial Meeting of the EARLI Special Interest Group 16 Metacognition, (pp. 47-48). Milano, Italy.

Lajoie, S. P., & Poitras, E. (accepted with minor revisions). Crossing disciplinary boundaries to improve technology rich learning. Teachers College Record.

Lajoie, S. P., & Poitras, E. (2014). Macro and micro strategies for metacognition and socially-shared regulation in the medical tutoring domain. In R. Sottilare, X. Hu, and A. Graesser (Eds.) Design Recommendations for Adaptive Intelligent Tutoring Systems: Instructional Strategies Volume II, pp.151-168. Orlando, FL: U.S. Army Research Laboratory.

Lajoie, S. P., Poitras, E. G., Doleck, T., & Jarrell, A. (2015). Modeling Metacognitive Activities in Medical Problem-Solving with BioWorld. In A. Peña-Ayala (Ed.), Metacognition: Fundaments, Applications, and Trends (pp. 323-343). Springer Series: Intelligent Systems Reference Library. doi:10.1007/978-3-319-11062-2_13

Lajoie, S. P., Poitras, E., Naismith, L., Doleck, T., & Jarrell, A. (in press). Intelligent Tutoring Systems in the Medical Domain: Fostering Self-Regulatory Skills in Problem-Solving. To appear in Intelligent Tutoring Systems Structure, Applications, and Challenges.

Lajoie, S. P., Poitras, E., Naismith, L., Gauthier, G., Summerside, C., Kazemitabar, M., Tressel, T., Lee, L., & Wiseman, J. (2013). Modelling domain-specific self-regulatory activities in clinical reasoning. In K. Yacef et al. (Eds). International Artificial Intelligence and Education Proceedings, (pp. 632-635). IOS Press: Amsterdam.

Leighton, J.P., & Chu, M-W. (in press). First among equals: Hybridization of cognitive diagnostic assessment and evidence-centered game design. International Journal of Testing.

Linnenbrink-Garcia, L., Patall, E. A., & Pekrun, R. (in press). Adaptive motivation and emotion in education: Research and principles for instructional design. Policy Insights from the Behavioral and Brain Sciences.

Loderer, K., Pekrun, R., & Lester, J. C. (2015, August). Another “E” in E-Learning: A Meta-Analytic Investigation of Emotions in Technology-Based Learning. Poster presented at the 16th Biennial Conference of the European Association for Research in Learning and Instruction (EARLI), Limassol, Cyprus.

Loderer, K., Pekrun, R., & Lester, J. C. (2015, August). Emotional Dimensions of Learning with Interactive Technology: A Meta-Analysis. Poster presented at the 19th Conference of the Junior Researchers of EARLI (JURE), Limassol, Cyprus. (Nominated for the Best Poster Award)

Loderer, K., Pekrun, R., & Lester, J. C. (2016, April). Really not that different in theory? A Meta-Analytic Control-Value Approach to Emotions in Technology-Based Learning. Paper to be presented at the Annual Meeting of the American Educational Research Association, Washington, D.C.

Maymon, R., Hall, N. C., Goetz, T., Chiarella, A., & Rahimi, S. (2016). Technology, attributions, and emotions in post-secondary education: An application of Weiner’s (2010) theory to academic computing problems. Manuscript submitted for publication.

Maymon, R., Hubbard, K., Wang, H., & Hall, N. C. (2015, August). Technological difficulties in academia: A study of attributions and emotions in college students. American Psychological Association, Toronto, ON.

Maymon, R., Rahimi, S., & Hall, N. C. (2015, April). Academic technology failures: An experimental study of college students’ motivation and emotions. American Educational Research Association, Chicago, IL.

Meier, E., & Pekrun, R. (in press). Emotions that matter to achievement: Student feelings about assessment. In G. T. L. Brown & L. Harris (Eds.), Handbook of human factors and social conditions of assessment, New York: Taylor & Francis / Routledge.

Meier, E., Pekrun, R., Stegmann, K., Muis, K. R. & Sinatra, G. M. (2015, April). Boredom as an epistemic emotion. Paper presented at the annual meeting of the American Educational Research Association, Chicago, IL, USA.

Meier, E., Pekrun, R., Stegmann, K., Siebeck, M., Fischer, F., & Wiseman, J. (2014, April). Epistemic emotions as drivers of collaborative learning – Exploring the effects of socio-cognitive conflict on epistemic emotions and argumentative knowledge construction. Paper presented at the annual meeting of the American Educational Research Association, Philadelphia, PA, USA.

Meier, E., Stegmann, K., & Pekrun, R. (2016, April). Epistemic emotions in medical education. Paper accepted at the annual meeting of the American Educational Research Association, Washington, DC, USA.

Monkaresi, H., & Calvo, R. (2015). Feasibility of a low-cost platform for physiological recording in affective computing  applications. The 10th EAI International Conference on Body Area Networks. Sydney, Australia.

Monkaresi, H., Bosch N., Calvo, R. A., D‘Mello, S. K., (Submitted). Detecting Task Engagement using Facial Expression and Heart Rate. IEEE Transactions on Affective Computing.

Moore, G. R. & Shute, V. J. (in press). Improving learning through stealth assessment of conscientiousness. A. Marcus-Quinn, & T. Hourigan (Eds.), Handbook for digital learning in K-12 schools. New York, NY: Springer.

Muis, K., Psaradellis, C., Chevrier, M., Di Leo, I., & Lajoie, S. P. (in press). Learning by preparing to teach: Fostering self-regulatory processes and achievement during complex mathematics problem solving. Journal of Educational Psychology. http://dx.doi.org/10.1037/edu0000071

Muis, K. R., Psaradellis, C., Lajoie, S. P., Di Leo, I., & Chevrier, M. (2015). The role of epistemic emotions in mathematics problem solving. Contemporary Educational Psychology, 42, 172-185. http://dx.doi.org/10.1016/j.cedpsych.2015.06.003

Poitras, E., Doleck, T., & Lajoie, S. P. (2014). Mining Case Summaries in BioWorld. In Proceedings of 9^th International Conference on Computer Science & Education (ICCSE), (pp. 6-9), Vancouver, BC, Canada. doi:10.1109/iccse.2014.6926422

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Poitras, E. G., Harley, J. M., Compeasu, T., Kee, K., & Lajoie, S.P. (in press). Augmented reality in informal learning settings: Leveraging technology for the love of history. In R. Zheng & G. Michael (Eds.). Handbook of Research on Serious Games for Educational Applications.

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Rahimi, S., Hall, N. C., Wang, H., & Maymon, R. (2016). Upward, downward, and horizontal social comparisons: Effects on adjustment, emotions, and persistence in teachers. Manuscript submitted for publication.

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Shute, V. J., Wang, L., Greiff, S., Zhao, W., & Moore, G. R. (submitted). Measuring problem solving skills via stealth assessment in an engaging video game. Submitted to Computers in Human Behavior (submitted August 2015).

Stegmann, K., Meier, E., Pekrun, R., Siebeck, M., & Wiseman, J. (2015, August). Why learners become frustrated thru collaboration: Effects of conflicts, task control and task value. Paper presented at the 16^th Biennale EARLI Conference for Research on Learning and Instruction, Limassol, Cyprus.

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Tressel, T., & Lajoie, S. P. (2015). Using a Self-Regulation Framework to Design a Mobile App that Improves Study Skills. To appear in Dialogue.

Van Eck, R. N., Shute, V. J., & Rieber, L. P. (in press). Leveling up: Game design research and practice for instructional designers. In R. Reiser & J. Dempsey (Eds.), Trends and issues in instructional design and technology (4rd ed.). Upper Saddle River, NJ: Pearson Education, Inc.

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Wang, H., Hall, N. C., Rahimi, S., & Maymon, R. (2015, August). Teachers’ instructional goals, emotions, classroom practices, and perceived student engagement. American Psychological Association, Toronto, ON.

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Wang, H., Rahimi, S., D’Intino, J., & Hall, N. C. (2013, September). Effects of teachers’ self-efficacy on job satisfaction, physical health, and their intentions to quit. SELF research conference, Singapore.

Wang, H., Rahimi, S., & Hall, N. C. (2015, August). Goal orientations and emotions in teachers: A causal analysis. American Psychological Association, Toronto, ON.

Wang, H., Rahimi, S., & Hall, N. C. (2014, May). Emotional contagion in the classroom: Effects of teachers’ achievement goals and emotions on perceived students’ emotions. LEADS annual meeting, Montreal, QC.

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