Reasoning About Equations with Tape Diagrams: Do Differing Visual Features Matter? - Anna N. Bartel; Elena Silla; Nicholas Vest; Tomohiro Nagashima; Vincent Aleven; Martha W. Alibali (CogSci, 2020)

Enhancing Conceptual Knowledge in Early Algebra Through Scaffolding Diagrammatic Self-explanation. - Tomohiro Nagashima; Anna N. Bartel; Elena Silla; Nicholas Vest; Martha W. Alibali; Vincent Aleven (ICLS, 2020)

Pedagogical Affordance Analysis: Leveraging Teachers' Pedagogical Knowledge to Elicit Pedagogical Affordances and Constraints of Instructional Tools. - Tomohiro Nagashima; Kexin Bella Yang; Anna N. Bartel; Elena Silla; Nicholas Vest; Martha W. Alibali; Vincent Aleven (ICLS, 2020)

Scaffolded Self-explanation with Visual Representations Promotes Efficient Learning in Early Algebra. - Tomohiro Nagashima; Anna N. Bartel; Stephanie Tseng; Nicholas Vest; Elena Silla; Martha W. Alibali; Vincent Aleven (CogSci, 2021)

How does Sustaining and Interleaving Visual Scaffolding Help Learners? A Classroom Study with an Intelligent Tutoring System. - Tomohiro Nagashima; Elizabeth Ling; Bin Zheng; Anna N. Bartel; Elena Silla; Nicholas Vest; Martha W. Alibali; Vincent Aleven (CogSci, 2022)

Self-Explanation of Worked Examples Integrated in an Intelligent Tutoring System Enhances Problem Solving and Efficiency in Algebra. - Nicholas Vest; Elena Silla; Anna N. Bartel; Tomohiro Nagashima; Vincent Aleven; Martha W. Alibali (CogSci, 2022)

A Holey Perspective on Venn Diagrams. - Anna N. Bartel; Kevin J. Lande; Joris Roos; Karen B. Schloss (Cogn. Sci., 2022)

Designing dynamic feedback to help second graders understand equivalence: Centering students' perspectives. - Anna N. Bartel; Shannon M. Celeste; Claire Guang; Lia Francis-Bongue; Vivian Hsu; Jodi L. Davenport; Yvonne S. Kao; Nicole M. McNeil (IDC, 2023)

Applying cognitive learning principles to practice: Challenges in translation and large-scale study design. - Anna N. Bartel; Bryan J. Matlen; Doug Rohrer; Jodi L. Davenport (CogSci, 2023)