Using Eye Tracking for Research on Learning and Computational Thinking

Using Eye Tracking for Research on Learning and Computational Thinking

This paper examines how eye tracking can assess computational thinking, reviewing its theoretical and technical foundations.

Methodological Considerations for Understanding Students’ Problem Solving Processes and Affective Trajectories During Game-Based Learning: A Data Fusion Approach

This study explores data fusion methods to understand student emotions and problem solving in computational thinking games.

Inclusive VR through Inclusive Co-Design with Neurodiverse Learners

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What to Consider When We Consider Data

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Designer Considerations and Processes in Developing School-Based Citizen-Science Curricula for Environmental Education

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From “You have to have three numbers and a plus sign” to “It’s the exact same thing”: K–1 students learn to think relationally about equations.

This study shows how K–1 students' understanding of equations and the equal sign progressed through early algebra instruction.

A learning trajectory in Kindergarten and first grade students’ thinking of variable and use of variable notation to represent indeterminate quantities

This study explores how K–1 students develop understanding of variables and indeterminate quantities in early algebra.

Co-Teaching with an Immersive Digital Game: Supporting Teacher-Game Instructional Partnerships

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Revealing Students’ Stories As They Construct and Use a Statistical Model in Tinkerplots to Conduct a Randomization Test for Comparing Two Groups

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U!Scientist: Designing for People-Powered Research in Museums

This article presents the design and evaluation of U!Scientist, an interactive multi-person tabletop exhibit based on the online Zooniverse project, Galaxy Zoo.