Eliciting Intelligent Novice Behaviors with Grounded Feedback in a Fraction Addition Tutor. - Eliane Stampfer; Yanjin Long; Vincent Aleven; Kenneth R. Koedinger (AIED, 2011)

Conceptual Scaffolding to Check One's Procedures. - Eliane Stampfer; Kenneth R. Koedinger (AIED, 2013)

General and Efficient Cognitive Model Discovery Using a Simulated Student. - Nan Li 001; Eliane Stampfer; William W. Cohen; Kenneth R. Koedinger (CogSci, 2013)

When seeing isn't believing: Influences of prior conceptions and misconceptions. - Eliane Stampfer; Kenneth R. Koedinger (CogSci, 2013)

Investigating Scaffolds for Sense Making in Fraction Addition and Comparison. - Eliane Wiese; Kenneth R. Koedinger (CogSci, 2014)

Toward Sense Making with Grounded Feedback. - Eliane Stampfer Wiese; Kenneth R. Koedinger (Intelligent Tutoring Systems, 2014)

Authoring Tutors with Complex Solutions: A Comparative Analysis of Example Tracing and SimStudent. - Christopher J. MacLellan; Erik Harpstead; Eliane Stampfer Wiese; Mengfan Zou; Noboru Matsuda; Vincent Aleven; Kenneth R. Koedinger (AIED Workshops, 2015)

Transitivity is Not Obvious: Probing Prerequisites for Learning. - Eliane Wiese; Rony Patel; Jennifer K. Olsen 001; Kenneth R. Koedinger (CogSci, 2015)

Toward Sense Making with Grounded Feedback. - Eliane Wiese (2015)

Benefits for Grounded Feedback over Correctness in a Fraction Addition Tutor. - Eliane Wiese; Rony Patel; Kenneth R. Koedinger (CogSci, 2016)

Why Sense-Making through Magnitude May Be Harder for Fractions than for Whole Numbers. - Eliane Wiese; Rony Patel; Kenneth R. Koedinger (CogSci, 2016)

Adding Physical Objects to an Interactive Game Improves Learning and Enjoyment: Evidence from EarthShake. - Nesra Yannier; Scott E. Hudson; Eliane Stampfer Wiese; Kenneth R. Koedinger (ACM Trans. Comput. Hum. Interact., 2016)

Eliciting Middle School Students' Ideas About Graphs Supports Their Learning from a Computer Model. - Eliane Wiese; Anna N. Rafferty; Marcia C. Linn (CogSci, 2017)

Teaching Students to Recognize and Implement Good Coding Style. - Eliane Stampfer Wiese; Michael Yen; Antares Chen; Lucas A. Santos; Armando Fox (L@S, 2017)

Designing Grounded Feedback: Criteria for Using Linked Representations to Support Learning of Abstract Symbols. - Eliane Stampfer Wiese; Kenneth R. Koedinger (Int. J. Artif. Intell. Educ., 2017)

Linking code readability, structure, and comprehension among novices: it's complicated. - Eliane Stampfer Wiese; Anna N. Rafferty; Armando Fox (ICSE (SEET), 2019)

Replicating novices' struggles with coding style. - Eliane Stampfer Wiese; Anna N. Rafferty; Daniel M. Kopta; Jacqulyn M. Anderson (ICPC, 2019)

Students' Misunderstanding of the Order of Evaluation in Conjoined Conditions. - Eliane Stampfer Wiese; Anna N. Rafferty; Garrett Moseke (ICPC, 2021)

"It Must Include Rules": Middle School Students' Computational Thinking with Computer Models in Science. - Eliane Stampfer Wiese; Marcia C. Linn (ACM Trans. Comput. Hum. Interact., 2021)

The Shortest Path to Ethics in AI: An Integrated Assignment Where Human Concerns Guide Technical Decisions. - Noelle Brown; Koriann South; Eliane Stampfer Wiese (ICER (1), 2022)

An LGBTQ-Inclusive Problem Set in Discrete Mathematics. - Trysten Scott Richard; Eliane Stampfer Wiese; Zvonimir Rakamaric (SIGCSE (1), 2022)

Readable vs. Writable Code: A Survey of Intermediate Students' Structure Choices. - Eliane Wiese; Anna N. Rafferty; Jordan Pyper (SIGCSE (1), 2022)

Students' Self-Evaluations of Contextual Inquiry Techniques. - Noelle Brown; Nidhi Patel; Xavier Davis; Eliane Stampfer Wiese (EduCHI, 2023)

Building "Design Empathy" for People with Disabilities: an Unsolved Challenge in HCI Education. - Tamanna Motahar; Noelle Brown; Eliane Stampfer Wiese; Jason Wiese (EduCHI, 2023)

Designing Ethically-Integrated Assignments: It's Harder Than it Looks. - Noelle Brown; Koriann South; Suresh Venkatasubramanian; Eliane Stampfer Wiese (ICER (1), 2023)

Improving Assessment of Programming Pattern Knowledge through Code Editing and Revision. - Sara Nurollahian; Anna N. Rafferty; Eliane Wiese (SEET@ICSE, 2023)

Use of an Anti-Pattern in CS2: Sequential if Statements with Exclusive Conditions. - Sara Nurollahian; Matthew Hooper; Adriana Salazar; Eliane Wiese (SIGCSE (1), 2023)

Toward Building Design Empathy for People with Disabilities Using Social Media Data: A New Approach for Novice Designers. - Tamanna Motahar; Noelle Brown; Eliane Stampfer Wiese; Jason Wiese (Conference on Designing Interactive Systems, 2024)

Growth in Knowledge of Programming Patterns: A Comparison Study of CS1 vs. CS2 Students. - Sara Nurollahian; Anna N. Rafferty; Noelle Brown; Eliane Wiese (SIGCSE (1), 2024)

Challenges and Solutions for Teaching Decomposition and Planning Skills in CS1. - Eliane Stampfer Wiese; James Finnie-Ansley; Rodrigo Duran 001; Kathryn I. Cunningham; Mehmet Arif Demirtas (SIGCSE Virtual (2), 2024)

Teaching Ethics in Computing: A Systematic Literature Review of ACM Computer Science Education Publications. - Noelle Brown; Benjamin Xie; Ella Sarder; Casey Fiesler; Eliane Stampfer Wiese (ACM Trans. Comput. Educ., 2024)

Teaching Well-Structured Code: A Literature Review of Instructional Approaches. - Sara Nurollahian; Hieke Keuning; Eliane Wiese (CSEE&T, 2025)

Retention Teaching Assistants for Supporting Student Performance in Introductory-level Computing Classes. - Kazi Sinthia Kabir; Eliane Wiese; Travis Martin; Sahil Karki; Erin Parker; Mary Hall (SIGCSE (1), 2025)

Evaluating Micro-Insertion as a Method for Teaching Responsible Computing: Results from a Randomized Controlled Experiment. - Noelle Brown; Sara Nurollahian; Eliane S. Wiese (ACM Trans. Comput. Educ., 2025)