Select Publications
Almeda, M., Kleinman, E., Jemma li, C., lthier, C., Rowe, E., a Sei f El-Nasr, M. (2020). Labeling Debugging in May's Journey Gameplay. Poster to be present ed at the 51st ACM Technical Symposium on Computer Science Education. Portland, OR. Mar 11•14
Jemmali, C., Kleinman, E., Bunian, S., Almeda, M., Rowe, E., Sei f El -Nasr, M. (2020). MAADS: Mixed approach for the analysis of debugging sequences of beginner programmers. Proceedings of the 51st ACM Technical Symposium on Computer Science Education. SIGCSE ·20, Port l and OR USA. New York, NY, USA: ACM; c2020 . Available from: https://dl.acm.org/doi/10.1145/33287783. 366824 DOI: 10.1145/3 328778.3366824
Dahlstrom-Hakki, l., Alstad, Z., a Banerjee, M. (2020). Comparing synchronous and asynchronous online discussions for students with disabilities: The impact of social presence. Computers & Education,150. https://doi.org/10.1016/j.compedu.2020.103842
Asbell -Cl arke, J., Rowe, E., Almeda, V., Edwards, T., Bardar, E., Gasca, S., Baker, R.S., a Scruggs, R. (under review) . The Development of Students' Computational Thinking Practices in Elementary- and Middle- School Classes using the Learning Game, Zoombinis. (download appendices)
Asbell-Clarke, J., Rowe, E., Almeda, V., Gasca, S., Edwards, T., Bardar, E., Shute, V., and Ventura, M. (under review). Interactive Assessments of CT (IACT): Digital Interactive Logic Puzzles to Assess Computational Thinking in Grades 3-8.
Rowe, E., Asbell-Clarke, J., & Almeda, M. Scruggs, R., Baker, R.S., Bardar, E. & Gasca, S. (under review). Assessing Implicit Computational Thinking in Zoombinis Puzzle Gameplay. Submitted to a special issue of Computers and Human Behavior on Learning Analytics and Assessment.
Almeda, M., Rowe, E., Asbell -Clarke, J., Baker, R., Scruggs, R., Bardar, E., & Gasca, S. (2019). Modeling Implicit Computational Thinking in Zoombinis Mudball Wall Gameplay. Paper submitted to the Technology, Mind, and Society conference, October, Washington D.C.
Edwards, E., Asbell-Clarke, J., Bardar, E., & Stidwell, P. (2019). Zoombinis. In K. Schrier (Ed.). Learning, Education & Games, Volume 3: 100 Games to Use in the Classroom & Beyond (pp. 504-509). Pittsburgh, Carnegie Mellon University: ETC Press. https://doi.org/10.1184/R1/10557950.v1
Rowe, E., Asbell-Clarke, J., & Baker, R. (2019, April). Game-based measures of implicit learning. Structured poster session organized by Y.J. Kim titled Game-Based Assessment: How Has the Field Matured over the Past 10 years? AERA Annual Meeting, Toronto.
Sibuma , B., & Dahlstrom -Hakki, I. (Eds.) (2019). Exploring the Potential of Technologies to Bridge Understanding Across Neuroscience, Cyberlearning, and Education. Special issue of Mind, Brain, and Education. doi.org/10.1111/ mbe.12192
Dahlstrom-Hakki, I., & Alstad, Z. (2019). Challenges in Assessing the Conceptual Understanding of Students with Disabilities in Statistics. Learning Disabilities Quarterly. doi.org/10.1177/ 0731948718817222
Posters
Talks
Jodi Asbell-Clarke sharing how technology can support students and assessment in the classroom.
Jamie Larsen and Teon Edwards speaking at AR in Action Conference in January 2018 and the resulting "sketch note."
Jodi Asbell-Clarke speaking at TEDxBeaconStreet in November 2017.
- Work made possible by funding from the National Science Foundation.
Jodi Asbell-Clarke participating in The Center for Innovative Research in Cyberlearning's webinar in October 2017. The webinar is archived here. You can find Jodi's portion at 07:50. Note: Requires AdobeConnect application.
Jodi Asbell-Clarke was the invited keynote speaker at the EHR Core Research (ECR) project investigator meeting in Arlington, VA in September 2017.
Jodi Asbell-Clarke speaking at the Cyberlearning Summit in 2012 and the resulting "sketch note" by Jim Nuttle.