Minimally Invasive Tutoring of Complex Physics Problem Solving. - Kurt VanLehn; Collin F. Lynch; Linwood Taylor; Anders Weinstein; Robert Shelby; Kay G. Schulze; Donald Treacy; Mary Wintersgill (Intelligent Tutoring Systems, 2002)

Implicit Versus Explicit Learning of Strategies in a Non-procedural Cognitive Skill. - Kurt VanLehn; Dumiszewe Bhembe; Min Chi; Collin F. Lynch; Kay G. Schulze; Robert Shelby; Linwood Taylor; Donald Treacy; Anders Weinstein; Mary Wintersgill (Intelligent Tutoring Systems, 2004)

The Andes Physics Tutoring System: Five Years of Evaluations. - Kurt VanLehn; Collin F. Lynch; Kay G. Schulze; Joel A. Shapiro; Robert Shelby; Linwood Taylor; Donald Treacy; Anders Weinstein; Mary Wintersgill (AIED, 2005)

Helping Law Students to Understand US Supreme Court Oral Arguments: A Planned Experiment. - Vincent Aleven; Kevin D. Ashley; Collin F. Lynch (ICAIL, 2005)

The Andes Physics Tutoring System: Lessons Learned. - Kurt VanLehn; Collin F. Lynch; Kay G. Schulze; Joel A. Shapiro; Robert Shelby; Linwood Taylor; Donald Treacy; Anders Weinstein; Mary Wintersgill (Int. J. Artif. Intell. Educ., 2005)

Schwachstellenermittlung und Rückmeldungsprinzipen in einem intelligenten Tutorensystem für juristische Argumentation. - Niels Pinkwart; Vincent Aleven; Kevin D. Ashley; Collin F. Lynch (DeLFI, 2006)

Toward Legal Argument Instruction with Graph Grammars and Collaborative Filtering Techniques. - Niels Pinkwart; Vincent Aleven; Kevin D. Ashley; Collin F. Lynch (Intelligent Tutoring Systems, 2006)

AIED Applications in Ill-Defined Domains. - Vincent Aleven; Kevin D. Ashley; Collin F. Lynch; Niels Pinkwart (AIED, 2007)

Evaluating Legal Argument Instruction with Graphical Representations Using LARGO. - Niels Pinkwart; Vincent Aleven; Kevin D. Ashley; Collin F. Lynch (AIED, 2007)

Learning by diagramming Supreme Court oral arguments. - Kevin D. Ashley; Niels Pinkwart; Collin F. Lynch; Vincent Aleven (ICAIL, 2007)

Student's Usage of Multiple Linked Argument Representations in LARGO. - Niels Pinkwart; Collin F. Lynch; Kevin D. Ashley; Vincent Aleven (MuC, 2007)

Argument graph classification with Genetic Programming and C4.5. - Collin F. Lynch; Kevin D. Ashley; Niels Pinkwart; Vincent Aleven (EDM, 2008)

Graph Grammars: An ITS Technology for Diagram Representations. - Niels Pinkwart; Kevin D. Ashley; Vincent Aleven; Collin F. Lynch (FLAIRS, 2008)

Re-evaluating LARGO in the Classroom: Are Diagrams Better Than Text for Teaching Argumentation Skills?. - Niels Pinkwart; Collin F. Lynch; Kevin D. Ashley; Vincent Aleven (Intelligent Tutoring Systems, 2008)

A Process Model of Legal Argument with Hypotheticals. - Kevin D. Ashley; Collin F. Lynch; Niels Pinkwart; Vincent Aleven (JURIX, 2008)

Computational Argument as a Diagnostic Tool: The role of reliability. - Collin F. Lynch; Kevin D. Ashley; Niels Pinkwart; Vincent Aleven (AAAI Fall Symposium: The Uses of Computational Argumentation, 2009)

Assessing Argument Diagrams in an Ill-defined Domain. - Niels Pinkwart; Collin F. Lynch; Kevin D. Ashley; Vincent Aleven (AIED, 2009)

Toward assessing law students' argument diagrams. - Collin F. Lynch; Kevin D. Ashley; Niels Pinkwart; Vincent Aleven (ICAIL, 2009)

Toward Modeling and Teaching Legal Case-Based Adaptation with Expert Examples. - Kevin D. Ashley; Collin F. Lynch; Niels Pinkwart; Vincent Aleven (ICCBR, 2009)

Argument Diagramming and Diagnostic Reliability. - Collin F. Lynch; Kevin D. Ashley; Niels Pinkwart; Vincent Aleven (JURIX, 2009)

Concepts, Structures, and Goals: Redefining Ill-Definedness. - Collin F. Lynch; Kevin D. Ashley; Niels Pinkwart; Vincent Aleven (Int. J. Artif. Intell. Educ., 2009)

Evaluating an Intelligent Tutoring System for Making Legal Arguments with Hypotheticals. - Niels Pinkwart; Kevin D. Ashley; Collin F. Lynch; Vincent Aleven (Int. J. Artif. Intell. Educ., 2009)

Comparing Argument Diagrams. - Collin F. Lynch; Kevin D. Ashley; Mohammad Hassan Falakmasir (JURIX, 2012)

Snag'em: Graph Data Mining for a Social Networking Game. - Veronica Cateté; Andrew Hicks; Tiffany Barnes; Collin F. Lynch (EDM (Workshops), 2014)

AGG: Augmented Graph Grammars for Complex Heterogeneous Data. - Collin F. Lynch (EDM (Workshops), 2014)

Empirically Valid Rules for Ill-Defined Domains. - Collin F. Lynch; Kevin D. Ashley (EDM, 2014)

Matching Hypothesis Text in Diagrams and Essays. - Collin F. Lynch; Mohammad Hassan Falakmasir; Kevin D. Ashley (EDM, 2014)

InVis: An EDM Tool For Graphical Rendering And Analysis Of Student Interaction Data. - Vinay Sheshadri; Collin F. Lynch; Tiffany Barnes (EDM (Workshops), 2014)

Can Diagrams Predict Essay Grades? - Collin F. Lynch; Kevin D. Ashley; Min Chi (Intelligent Tutoring Systems, 2014)

Data-Driven Worked Examples Improve Retention and Completion in a Logic Tutor. - Behrooz Mostafavi; Guojing Zhou; Collin F. Lynch; Min Chi; Tiffany Barnes (AIED, 2015)

The Impact of Granularity on Worked Examples and Problem Solving. - Guojing Zhou; Thomas W. Price; Collin F. Lynch; Tiffany Barnes; Min Chi (CogSci, 2015)

Good Communities and Bad Communities: Does Membership Affect Performance? - Rebecca Brown; Collin F. Lynch; Michael Eagle; Jennifer L. Albert; Tiffany Barnes; Ryan S. Baker 001; Yoav Bergner; Danielle S. McNamara (EDM, 2015)

Communities of Performance & Communities of Preference. - Rebecca Brown; Collin F. Lynch; Yuan Wang; Michael Eagle; Jennifer L. Albert; Tiffany Barnes; Ryan Shaun Baker; Yoav Bergner; Danielle S. McNamara (EDM (Workshops), 2015)

Using the Hint Factory to Compare Model-Based Tutoring Systems. - Collin F. Lynch; Thomas W. Price; Min Chi; Tiffany Barnes (EDM (Workshops), 2015)

An Improved Data-Driven Hint Selection Algorithm for Probability Tutors. - Thomas W. Price; Collin F. Lynch; Tiffany Barnes; Min Chi (EDM, 2015)

Graph Grammar Induction via Evolutionary Computation. - Linting Xue; Collin F. Lynch; Min Chi (EDM (Workshops), 2015)

The Impact of Granularity on the Effectiveness of Students' Pedagogical Decisions. - Guojing Zhou; Collin F. Lynch; Thomas W. Price; Tiffany Barnes; Min Chi (CogSci, 2016)

MOOC Learner Behaviors by Country and Culture; an Exploratory Analysis. - Zhongxiu Liu; Rebecca Brown; Collin F. Lynch; Tiffany Barnes; Ryan S. Baker 001; Yoav Bergner; Danielle S. McNamara (EDM, 2016)

Unnatural Feature Engineering: Evolving Augmented Graph Grammars for Argument Diagrams. - Linting Xue; Collin F. Lynch; Min Chi (EDM, 2016)

Evolving Augmented Graph Grammars for Argument Analysis. - Collin F. Lynch; Linting Xue; Min Chi (GECCO (Companion), 2016)

How Early Does the CS Gender Gap Emerge?: A Study of Collaborative Problem Solving in 5th Grade Computer Science. - Jennifer Tsan; Kristy Elizabeth Boyer; Collin F. Lynch (SIGCSE, 2016)

Using Serious Game Analytics to Inform Digital Curricular Sequencing: What Math Objective Should Students Play Next? - Zhongxiu Peddycord-Liu; Christa Cody; Sarah Kessler; Tiffany Barnes; Collin F. Lynch; Teomara Rutherford (CHI PLAY, 2017)

Task and Timing: Separating Procedural and Tactical Knowledge in Student Models. - Joshua Cook; Collin F. Lynch; Andrew Hicks; Behrooz Mostafavi (EDM, 2017)

Linking Language to Math Success in a Blended Course. - Scott A. Crossley; Tiffany Barnes; Collin F. Lynch; Danielle S. McNamara (EDM, 2017)

Identifying student communities in blended courses. - Niki Gitinabard; Collin F. Lynch; Sarah Heckman; Tiffany Barnes (EDM, 2017)

The Antecedents of and Associations with Elective Replay in An Educational Game: Is Replay Worth It? - Zhongxiu Liu; Christa Cody; Tiffany Barnes; Collin F. Lynch; Teomara Rutherford (EDM, 2017)

Graph-based Educational Data Mining. - Collin F. Lynch; Tiffany Barnes; Linting Xue; Niki Gitinabard (EDM, 2017)

Mining Innovative Augmented Graph Grammars for Argument Diagrams through Novelty Selection. - Linting Xue; Collin F. Lynch; Min Chi (EDM, 2017)

Towards Closing the Loop: Bridging Machine-induced Pedagogical Policies to Learning Theories. - Guojing Zhou; Jianxun Wang 002; Collin F. Lynch; Min Chi (EDM, 2017)

A Social Network Analysis on Blended Courses. - Niki Gitinabard; Linting Xue; Collin F. Lynch; Sarah Heckman; Tiffany Barnes (CoRR, 2017)

Modeling Math Success Using Cohesion Network Analysis. - Scott A. Crossley; Maria-Dorinela Sirbu; Mihai Dascalu; Tiffany Barnes; Collin F. Lynch; Danielle S. McNamara (AIED (2), 2018)

Learning Curve Analysis in a Large-Scale, Drill-and-Practice Serious Math Game: Where Is Learning Support Needed? - Zhongxiu Peddycord-Liu; Rachel Harred; Sarah Karamarkovich; Tiffany Barnes; Collin F. Lynch; Teomara Rutherford (AIED (1), 2018)

Empirically Evaluating the Effectiveness of POMDP vs. MDP Towards the Pedagogical Strategies Induction. - Shitian Shen; Behrooz Mostafavi; Collin F. Lynch; Tiffany Barnes; Min Chi (AIED (2), 2018)

Exploring Online Course Sociograms Using Cohesion Network Analysis. - Maria-Dorinela Sirbu; Mihai Dascalu; Scott A. Crossley; Danielle S. McNamara; Tiffany Barnes; Collin F. Lynch; Stefan Trausan-Matu (AIED (2), 2018)

Your Actions or Your Associates? Predicting Certification and Dropout in MOOCs with Behavioral and Social Features. - Niki Gitinabard; Farzaneh Khoshnevisan; Collin F. Lynch; Elle Yuan Wang (EDM, 2018)

Predicting Student Performance Based on Online Study Habits: A Study of Blended Courses. - Adithya Sheshadri; Niki Gitinabard; Collin F. Lynch; Tiffany Barnes; Sarah Heckman (EDM, 2018)

How many friends can you make in a week?: evolving social relationships in MOOCs over time. - Yiqiao Xu; Collin F. Lynch; Tiffany Barnes (EDM, 2018)

"I Think We Should...": Analyzing Elementary Students' Collaborative Processes for Giving and Taking Suggestions. - Jennifer Tsan; Fernando J. Rodríguez; Kristy Elizabeth Boyer; Collin F. Lynch (SIGCSE, 2018)

Early Prediction of Course Grades: Models and Feature Selection. - Hengxuan Li; Collin F. Lynch; Tiffany Barnes (CoRR, 2018)

"Alright, what do we need?": A study of young coders' collaborative dialogue. - Jennifer Tsan; Collin F. Lynch; Kristy Elizabeth Boyer (Int. J. Child Comput. Interact., 2018)

From Doodles to Designs: Participatory Pedagogical Agent Design with Elementary Students. - Joseph B. Wiggins; Jamieka Wilkinson; Lara Baigorria; Yingwen Huang; Kristy Elizabeth Boyer; Collin F. Lynch; Eric N. Wiebe (IDC, 2019)

A Field Study of Teachers Using a Curriculum-integrated Digital Game. - Zhongxiu Peddycord-Liu; Veronica Cateté; Jessica Vandenberg; Tiffany Barnes; Collin F. Lynch; Teomara Rutherford (CHI, 2019)

Conflicts and Collaboration: A Study of Upper Elementary Students Solving Computer Science Problems. - Jennifer Tsan; Jessica Vandenberg; Xiaoting Fu; Jamieka Wilkinson; Danielle Boulden; Kristy Elizabeth Boyer; Collin F. Lynch; Eric N. Wiebe (CSCL, 2019)

Collaborative Talk Across Two Pair-Programming Configurations. - Zarifa Zakaria; Danielle Boulden; Jessica Vandenberg; Jennifer Tsan; Collin F. Lynch; Eric N. Wiebe; Kristy Elizabeth Boyer (CSCL, 2019)

What will you do next? A sequence analysis on the student transitions between online platforms in blended courses. - Niki Gitinabard; Tiffany Barnes; Sarah Heckman; Collin F. Lynch (EDM, 2019)

How Long is Enough? Predicting Student Outcomes with Same-Day Gameplay Data in an Educational Math Game. - Rachel Harred; Christa Cody; Mehak Maniktala; Preya Shabrina; Tiffany Barnes; Collin F. Lynch (EDM (Workshops), 2019)

What You Say is Relevant to How You Make Friends: Measuring the Effect of Content on Social Connection. - Yiqiao Xu; Niki Gitinabard; Collin F. Lynch; Tiffany Barnes (EDM, 2019)

Giving Students Canned Code using Typing Exercises. - Adam M. Gaweda; Collin F. Lynch (SIGCSE, 2019)

An Investigation of Conflicts Between Upper-Elementary Pair Programmers. - Jennifer Tsan; Jessica Vandenberg; Xiaoting Fu; Jamieka Wilkinson; Danielle Boulden; Kristy Elizabeth Boyer; Collin F. Lynch; Eric N. Wiebe (SIGCSE, 2019)

The Development and Validation of Survey Items on Upper Elementary Students' Perspectives and Attitudes on CS. - Jessica Vandenberg; Jennifer Tsan; Zarifa Zakaria; Kristy Elizabeth Boyer; Collin F. Lynch; Eric N. Wiebe (SIGCSE, 2019)

How Widely Can Prediction Models be Generalized? An Analysis of Performance Prediction in Blended Courses. - Niki Gitinabard; Yiqiao Xu; Sarah Heckman; Tiffany Barnes; Collin F. Lynch (CoRR, 2019)

How Widely Can Prediction Models Be Generalized? Performance Prediction in Blended Courses. - Niki Gitinabard; Yiqiao Xu; Sarah Heckman; Tiffany Barnes; Collin F. Lynch (IEEE Trans. Learn. Technol., 2019)

Typing Exercises as Interactive Worked Examples for Deliberate Practice in CS Courses. - Adam M. Gaweda; Collin F. Lynch; Nathan Seamon; Gabriel Silva de Oliveira; Alay Deliwa (ACE, 2020)

Investigating Relations between Self-Regulated Reading Behaviors and Science Question Difficulty. - Effat Farhana; Teomara Rutherford; Collin F. Lynch (EDM, 2020)

Student Teamwork on Programming Projects. What can GitHub logs show us? - Niki Gitinabard; Ruth Okoilu; Yiqiao Xu; Sarah Heckman; Tiffany Barnes; Collin F. Lynch (EDM, 2020)

Incorporating Task-specific Features into Deep Models to Classify Argument Components. - Linting Xue; Collin F. Lynch (EDM, 2020)

Gender Differences in Upper Elementary Students' Regulation of Learning while Pair Programming. - Jessica Vandenberg; Jennifer Tsan; Madeline Hinckle; Collin F. Lynch; Kristy Elizabeth Boyer; Eric N. Wiebe (ICER, 2020)

Associations Between Self-Regulated Learning Strategies and Science Assignment Score in a Digital Literacy Platform. - Effat Farhana; Teomara Rutherford; Collin F. Lynch (ICLS, 2020)

Data-informed curriculum sequences for a curriculum-integrated game. - Ruth Okoilu Akintunde; Preya Shabrina; Veronica Cateté; Tiffany Barnes; Collin F. Lynch; Teomara Rutherford (LAK, 2020)

Peeking through the classroom window: a detailed data-driven analysis on the usage of a curriculum integrated math game in authentic classrooms. - Preya Shabrina; Ruth Okoilu Akintunde; Mehak Maniktala; Tiffany Barnes; Collin F. Lynch; Teomara Rutherford (LAK, 2020)

Understanding Reading Behaviors of Middle School Students. - Effat Farhana; Teomara Rutherford; Collin F. Lynch (L@S, 2020)

A Comparison of Two Pair Programming Configurations for Upper Elementary Students. - Jennifer Tsan; Jessica Vandenberg; Zarifa Zakaria; Joseph B. Wiggins; Alexander R. Webber; Amanda E. Bradbury; Collin F. Lynch; Eric N. Wiebe; Kristy Elizabeth Boyer (SIGCSE, 2020)

Elementary Students' Understanding of CS Terms. - Jessica Vandenberg; Jennifer Tsan; Danielle Boulden; Zarifa Zakaria; Collin F. Lynch; Kristy Elizabeth Boyer; Eric N. Wiebe (ACM Trans. Comput. Educ., 2020)

The Challenge of Noisy Classrooms: Speaker Detection During Elementary Students' Collaborative Dialogue. - Yingbo Ma; Joseph B. Wiggins; Mehmet Celepkolu; Kristy Elizabeth Boyer; Collin F. Lynch; Eric N. Wiebe (AIED (1), 2021)

Feedback and Self-Regulated Learning in Science Reading. - Effat Farhana; Andrew Potter; Teomara Rutherford; Collin F. Lynch (EDM, 2021)

Automatically classifying student help requests: a multi-year analysis. - Zhikai Gao; Collin F. Lynch; Sarah Heckman; Tiffany Barnes (EDM, 2021)

Student Practice Sessions Modeled as ICAP Activity Silos. - Adam M. Gaweda; Collin F. Lynch (EDM, 2021)

The Relationship of CS Attitudes, Perceptions of Collaboration, and Pair Programming Strategies on Upper Elementary Students' CS Learning. - Jessica Vandenberg; Arif Rachmatullah; Collin F. Lynch; Kristy Elizabeth Boyer; Eric N. Wiebe (ITiCSE (1), 2021)

Collaborative Dialogue and Types of Conflict: An Analysis of Pair Programming Interactions between Upper Elementary Students. - Jennifer Tsan; Jessica Vandenberg; Zarifa Zakaria; Danielle Cadieux Boulden; Collin F. Lynch; Eric N. Wiebe; Kristy Elizabeth Boyer (SIGCSE, 2021)

PEDI - Piazza Explorer Dashboard for Intervention. - Ruth Okoilu Akintunde; Ally Limke; Tiffany Barnes; Sarah Heckman; Collin F. Lynch (VL/HCC, 2021)

Prompting collaborative and exploratory discourse: An epistemic network analysis study. - Jessica Vandenberg; Zarifa Zakaria; Jennifer Tsan; Anna Iwanski; Collin F. Lynch; Kristy Elizabeth Boyer; Eric N. Wiebe (Int. J. Comput. Support. Collab. Learn., 2021)

Interaction effects of race and gender in elementary CS attitudes: A validation and cross-sectional study. - Jessica Vandenberg; Arif Rachmatullah; Collin F. Lynch; Kristy Elizabeth Boyer; Eric N. Wiebe (Int. J. Child Comput. Interact., 2021)

Predictive Student Modelling in an Online Reading Platform. - Effat Farhana; Teomara Rutherford; Collin F. Lynch (AAAI, 2022)

Admitting you have a problem is the first step: Modeling when and why students seek help in programming assignments. - Zhikai Gao; Bradley Erickson; Yiqiao Xu; Collin F. Lynch; Sarah Heckman; Tiffany Barnes (EDM, 2022)

FATED 2022: Fairness, Accountability, and Transparency in Educational Data. - Collin F. Lynch; Mirko Marras; Mykola Pechenizkiy; Anna N. Rafferty; Steven Ritter 001; Vinitra Swamy; Renzhe Yu (EDM, 2022)

Building the dream team: children's reactions to virtual agents that model collaborative talk. - Joseph B. Wiggins; Toni V. Earle-Randell; Dolly Bounajim; Yingbo Ma; Julianna Martinez Ruiz; Ruohan Liu; Mehmet Celepkolu; Maya Israel; Eric N. Wiebe; Collin F. Lynch; Kristy Elizabeth Boyer (IVA, 2022)

Characterizing Student Development Progress: Validating Student Adherence to Project Milestones. - Bradley Erickson; Sarah Heckman; Collin F. Lynch (SIGCSE (1), 2022)

Who Uses Office Hours?: A Comparison of In-Person and Virtual Office Hours Utilization. - Zhikai Gao; Sarah Heckman; Collin F. Lynch (SIGCSE (1), 2022)

Exploration of the Week-by-Week ICAP Transitions by Students. - Adam M. Gaweda; Collin F. Lynch (SIGCSE (2), 2022)

Designing a Dashboard for Student Teamwork Analysis. - Niki Gitinabard; Sarah Heckman; Tiffany Barnes; Collin F. Lynch (SIGCSE (1), 2022)

It's Challenging but Doable: Lessons Learned from a Remote Collaborative Coding Camp for Elementary Students. - Yingbo Ma; Julianna Martinez Ruiz; Timothy D. Brown; Kiana-Alize Diaz; Adam M. Gaweda; Mehmet Celepkolu; Kristy Elizabeth Boyer; Collin F. Lynch; Eric N. Wiebe (SIGCSE (1), 2022)

FabKG: A Knowledge graph of Manufacturing Science domain utilizing structured and unconventional unstructured knowledge source. - Aman Kumar; Akshay G. Bharadwaj; Binil Starly; Collin F. Lynch (CoRR, 2022)

Two-Computer Pair Programming: Exploring a Feedback Intervention to improve Collaborative Talk in Elementary Students. - Zarifa Zakaria; Jessica Vandenberg; Jennifer Tsan; Danielle Cadieux Boulden; Collin F. Lynch; Kristy Elizabeth Boyer; Eric N. Wiebe (Comput. Sci. Educ., 2022)

Confusion, Conflict, Consensus: Modeling Dialogue Processes During Collaborative Learning with Hidden Markov Models. - Toni V. Earle-Randell; Joseph B. Wiggins; Julianna Martinez Ruiz; Mehmet Celepkolu; Kristy Elizabeth Boyer; Collin F. Lynch; Maya Israel; Eric N. Wiebe (AIED, 2023)

Detecting ChatGPT-Generated Code in a CS1 Course. - Muntasir Hoq; Yang Shi 004; Juho Leinonen 001; Damilola Babalola; Collin F. Lynch; Bita Akram (LLM@AIED, 2023)

How Noisy is Too Noisy? The Impact of Data Noise on Multimodal Recognition of Confusion and Conflict During Collaborative Learning. - Yingbo Ma; Mehmet Celepkolu; Kristy Elizabeth Boyer; Collin F. Lynch; Eric N. Wiebe; Maya Israel (ICMI, 2023)

"I remember how to do it": exploring upper elementary students' collaborative regulation while pair programming using epistemic network analysis. - Jessica Vandenberg; Collin F. Lynch; Kristy Elizabeth Boyer; Eric N. Wiebe (Comput. Sci. Educ., 2023)

The Learning Observer: A Prototype System for the Integration of Learning Data. - Piotr Mitros; Paul Deane; Collin Lynch; Brad Erickson (AIED Companion (2), 2024)

Building Predictive Models for CS Students Help-Seeking Behaviors with Coding Log Data. - Zhikai Gao; Collin Lynch (EDM, 2024)

Who Should I Help Next? Simulation of Office Hours Queue Scheduling Strategy in a CS2 Course. - Zhikai Gao; Gabriel Silva de Oliveira; Damilola Babalola; Collin F. Lynch; Sarah Heckman (EDM, 2024)

Educational Data Mining in Writing and Literacy Instruction. - Collin Lynch; Paul Deane; Piotr Mitros; Zhikai Gao; Damilola Babalola (EDM, 2024)

Predicting and Analyzing Students' Higher-Order Questions in Collaborative Problem-Solving. - Shan Zhang 003; Toni V. Earle-Randell; Qian Shen; Anthony F. Botelho; Maya Israel; Kristy Elizabeth Boyer; Collin F. Lynch; Eric N. Wiebe (ICCE, 2024)

Using Survival Analysis to Model Students' Patience in Online Office Hour Queues. - Zhikai Gao; Adam M. Gaweda; Collin F. Lynch; Sarah Heckman; Damilola Babalola; Gabriel Silva de Oliveira (SIGCSE (2), 2024)

Detecting ChatGPT-Generated Code Submissions in a CS1 Course Using Machine Learning Models. - Muntasir Hoq; Yang Shi 004; Juho Leinonen 001; Damilola Babalola; Collin F. Lynch; Thomas W. Price; Bita Akram (SIGCSE (1), 2024)

Exploring Novice Programmers' Testing Behavior: A First Step to Define Coding Struggle. - Gabriel Silva de Oliveira; Zhikai Gao; Sarah Heckman; Collin F. Lynch (SIGCSE (1), 2024)

Automatically Detecting Confusion and Conflict During Collaborative Learning Using Linguistic, Prosodic, and Facial Cues. - Yingbo Ma; Yukyeong Song; Mehmet Celepkolu; Kristy Elizabeth Boyer; Eric N. Wiebe; Collin F. Lynch; Maya Israel (CoRR, 2024)

The impact of near-peer virtual agents on computer science attitudes and collaborative dialogue. - Toni V. Earle-Randell; Joseph B. Wiggins; Yingbo Ma; Mehmet Celepkolu; Dolly Bounajim; Zhikai Gao; Julianna Martinez Ruiz; Kristy Elizabeth Boyer; Maya Israel; Collin F. Lynch; Eric N. Wiebe (Int. J. Child Comput. Interact., 2024)

Embedding Conversational Safety in AI for Education. - Venkata Nagaraju Buddarapu; Collin Lynch (AIED (5), 2025)

Privacy-Preserving Distributed Link Predictions Among Peers in Online Classrooms Using Federated Learning. - Anurata Prabha Hridi; Muntasir Hoq; Zhikai Gao; Collin Lynch; Rajeev Sahay; Seyyedali Hosseinalipour; Bita Akram (EDM, 2025)

2nd Workshop on Educational Data Mining in Writing and Literacy Instruction. - Collin Lynch; Paul Deane; Piotr Mitros; Zhikai Gao; Damilola Babalola (EDM, 2025)

Comparing Students' and Teachers' Assessments of Office Hours. - Zhikai Gao; Saminur Islam; Caleb Scott; Collin Lynch; Sarah Heckman (SIGCSE (2), 2025)

EclipseMonitor: A Real-Time Student Programming Environment Data Collection Tool. - Saminur Islam; Zhikai Gao; John Bacher; Gabriel Silva de Oliveira; Varad Patwardhan; Sarah Heckman; Collin Lynch (SIGCSE (2), 2025)