Computers, productive agency, and the effort after shared meaning. - Daniel L. Schwartz 001; Xiaodong Lin (J. Comput. High. Educ., 2001)

Milo and J-Mole: Computers as Constructivist Teachable Agents. - Kristen Pilner Blair; Daniel L. Schwartz 001 (ICLS, 2004)

Developing Learning by Teaching Environments That Support Self-Regulated Learning. - Gautam Biswas; Krittaya Leelawong; Kadira Belynne; Karun Viswanath; Daniel L. Schwartz 001; Joan M. Davis (Intelligent Tutoring Systems, 2004)

Exploring young children's attributions through entertainment robots. - Sandra Y. Okita; Daniel L. Schwartz 001; Takanori Shibata; Hideyuki Tokuda (RO-MAN, 2005)

Learning By Teaching: A New Agent Paradigm For Educational Software. - Gautam Biswas; Krittaya Leelawong; Daniel L. Schwartz 001; Nancy Vye (Appl. Artif. Intell., 2005)

Physically Distributed Learning: Adapting and Reinterpreting Physical Environments in the Development of Fraction Concepts. - Taylor Martin; Daniel L. Schwartz 001 (Cogn. Sci., 2005)

Learning by Producing Diagrams. - Daniel L. Schwartz 001 (Diagrams, 2006)

The Role of People Knowledge in Learning Narrative and Domain Content. - Joan M. Davis; Tiffany Lee 002; Nancy Vye; John D. Bransford; Daniel L. Schwartz 001 (ICLS, 2006)

When Observation Beats Doing: Learning by Teaching. - Sandra Y. Okita; Daniel L. Schwartz 001 (ICLS, 2006)

Young Children's Understanding of Animacy and Entertainment Robots. - Sandra Y. Okita; Daniel L. Schwartz 001 (Int. J. Humanoid Robotics, 2006)

Catalysts to creating representational tools and the benefits for learning. - Lee Martin; Daniel L. Schwartz 001 (CSCL, 2007)

Redefining learning goals of very long-term learning across many different fields of activity. - Naomi Miyake; Roy D. Pea; Brigid Barron; Daniel L. Schwartz 001; Lee Martin; Rogers Hall; Ken Wright; Karen Wieckert (CSCL, 2007)

Bringing CBLEs into Classrooms: Experiences with the Betty's Brain System. - John Wagster; Henry Kwong; Gautam Biswas; Daniel L. Schwartz 001 (ICALT, 2008)

On socio-cognitive processes that promote learning from peer collaboration and how immediate transfer tests cannot always detect their effects. - Christa S. C. Asterhan; Baruch B. Schwarz; Christine Howe; Daniel L. Schwartz 001; Taylor Martin (ICLS (3), 2008)

Mere belief in social action improves complex learning. - Sandra Y. Okita; Jeremy N. Bailenson; Daniel L. Schwartz 001 (ICLS (2), 2008)

Using Hidden Markov Models to Characterize Student Behaviors in Learning-by-Teaching Environments. - Hogyeong Jeong; Amit Gupta; Rod D. Roscoe; John Wagster; Gautam Biswas; Daniel L. Schwartz 001 (Intelligent Tutoring Systems, 2008)

Learning by Guiding a Teachable Agent to Play an Educational Game. - Lena Pareto; Daniel L. Schwartz 001; Lars Svensson (AIED, 2009)

Bridging school and home: students' engagement with technology-rich activities. - Britte Haugan Cheng; Serena Villalba; Daniel L. Schwartz 001; Doris B. Chin; Patrik Lundh; Aasha Joshi (CSCL (2), 2009)

Stats invaders!: learning about statistics by playing a classic video game. - Dylan Arena; Daniel L. Schwartz 001 (FDG, 2010)

Explaining across contrasting cases for deep understanding in science: an example using interactive simulations. - Catherine C. Chase; Jonathan T. Shemwell; Daniel L. Schwartz 001 (ICLS (1), 2010)

Parallel prototyping leads to better design results, more divergence, and increased self-efficacy. - Steven P. Dow; Alana Glassco; Jonathan Kass; Melissa Schwarz; Daniel L. Schwartz 001; Scott R. Klemmer (ACM Trans. Comput. Hum. Interact., 2010)

Prototyping dynamics: sharing multiple designs improves exploration, group rapport, and results. - Steven Dow; Julie Fortuna; Dan Schwartz 001; Beth Altringer; Daniel L. Schwartz 001; Scott R. Klemmer (CHI, 2011)

Prototyping dynamics: sharing multiple designs improves exploration, group rapport, and results. - Steven Dow; Julie Fortuna; Dan Schwartz 001; Beth Altringer; Daniel L. Schwartz 001; Scott R. Klemmer (CHI, 2011)

Young Children Can Learn Scientific Reasoning with Teachable Agents. - Doris B. Chin; Ilsa M. Dohmen; Daniel L. Schwartz 001 (IEEE Trans. Learn. Technol., 2013)

Choice-based Assessment: Can Choices Made in Digital Games Predict 6th-Grade Students' Math Test Scores? - Min Chi; Daniel L. Schwartz 001; Kristen Pilner Blair; Doris B. Chin (EDM, 2014)

Supporting Middle Schoolers' Use of Inquiry Strategies For Discovering Multivariate Relations In Interactive Physics Simulations. - Luke Conlin; Nicole R. Hallinen; Daniel L. Schwartz 001 (ICLS, 2014)

Combining Generation and Expository Instruction to Prepare Students to Transfer Big Ideas Across School Topics. - Inga Glogger; Lennart Schalk; Claudia Mazziotti; Nicole R. Hallinen; Armin Barth; Ralph Schumacher; Katharina Gaus; Alexander Renkl; Katharina Loibl; Nikol Rummel; Doris B. Chin; Kristen Pilner Blair; et al. (ICLS, 2014)

Tug of War: What is it Good For? Measuring Student Inquiry Choices in an Online Science Game. - Nicole R. Hallinen; Julius Cheng; Min Chi; Daniel L. Schwartz 001 (ICLS, 2014)

Posterlet: A Game-Based Assessment of Children's Choices to Seek Feedback and to Revise. - Maria Cutumisu; Kristen Pilner Blair; Doris B. Chin; Daniel L. Schwartz 001 (J. Learn. Anal., 2014)

Testing the Effectiveness of iPad Math Game: Lessons Learned from Running a Multi-Classroom Study. - Kristen Pilner Blair; Jay Pfaffman; Maria Cutumisu; Nicole R. Hallinen; Daniel L. Schwartz 001 (CHI Extended Abstracts, 2015)

Choosing versus Receiving Feedback: The Impact of Feedback Valence on Learning in an Assessment Game. - Maria Cutumisu; Daniel L. Schwartz 001 (EDM, 2016)

Got Game? A Choice-Based Learning Assessment of Data Literacy and Visualization Skills. - Doris B. Chin; Kristen Pilner Blair; Daniel L. Schwartz 001 (Technol. Knowl. Learn., 2016)

Modeling exploration strategies to predict student performance within a learning environment and beyond. - Tanja Käser; Nicole R. Hallinen; Daniel L. Schwartz 001 (LAK, 2017)

Assessing Whether Students Seek Constructive Criticism: The Design of an Automated Feedback System for a Graphic Design Task. - Maria Cutumisu; Kristen Pilner Blair; Doris B. Chin; Daniel L. Schwartz 001 (Int. J. Artif. Intell. Educ., 2017)

Eye Tracking Students' Gazes on Feedback in a Digital Assessment Game. - Maria Cutumisu; Krystle-Lee Turgeon; Lydia Marion González; Tasbire Saiyera; Steven Chuong; Daniel L. Schwartz 001 (ICLS, 2018)

Adaptive natural-language targeting for student feedback. - Y. Alex Kolchinski; Sherry Ruan; Dan Schwartz 001; Emma Brunskill (L@S, 2018)

The impact of critical feedback choice on students' revision, performance, learning, and memory. - Maria Cutumisu; Daniel L. Schwartz 001 (Comput. Hum. Behav., 2018)

Exploring Neural Network Models for the Classification of Students in Highly Interactive Environments. - Tanja Käser; Daniel L. Schwartz 001 (EDM, 2019)

A digital game-based assessment of middle-school and college students' choices to seek critical feedback and to revise. - Maria Cutumisu; Doris B. Chin; Daniel L. Schwartz 001 (Br. J. Educ. Technol., 2019)

Modeling and Analyzing Inquiry Strategies in Open-Ended Learning Environments. - Tanja Käser; Daniel L. Schwartz 001 (Int. J. Artif. Intell. Educ., 2020)

The relation between academic achievement and the spontaneous use of design-thinking strategies. - Maria Cutumisu; Daniel L. Schwartz 001; Nigel Mantou Lou (Comput. Educ., 2020)

Feedback choices and their relations to learning are age-invariant starting in middle school: A secondary data analysis. - Maria Cutumisu; Daniel L. Schwartz 001 (Comput. Educ., 2021)

Extended Realities and the Future of Knowledge Work: Opportunities and Challenges. - Anna Carolina Muller Queiroz; Jeremy N. Bailenson; Kristen Pilner Blair; Daniel L. Schwartz 001; Candace Thille; Anthony David Wagner (VR Workshops, 2024)

Self-review and feedback in virtual reality dialogues increase language markers of personal and emotional expression in an empathetic communication training experience. - Anna C. M. Queiroz; Jeremy N. Bailenson; Kristen Pilner Blair; Daniel L. Schwartz 001; Candace Thille; Anthony David Wagner (Comput. Educ. X Real., 2025)