An examination of children's learning progression shifts while using touch screen virtual manipulative mathematics apps. - Christina M. Watts; Patricia S. Moyer-Packenham; Stephen I. Tucker; Emma P. Bullock; Jessica F. Shumway; Arla Westenskow; Jennifer Boyer-Thurgood; Katie Anderson-Pence; Salif Mahamane; Kerry Jordan (Comput. Hum. Behav., 2016)

Affordance Access Matters: Preschool Children's Learning Progressions While Interacting with Touch-Screen Mathematics Apps. - Emma P. Bullock; Jessica F. Shumway; Christina M. Watts; Patricia S. Moyer-Packenham (Technol. Knowl. Learn., 2017)

How design features in digital math games support learning and mathematics connections. - Patricia S. Moyer-Packenham; Christina W. Lommatsch; Kristy Litster; Jill Ashby; Emma K. Bullock; Allison L. Roxburgh; Jessica F. Shumway; Emily Speed; Benjamin Covington; Christine Hartmann; Jody Clarke-Midura; Joel Skaria; et al. (Comput. Hum. Behav., 2019)

Connecting the dots: Understanding the interrelated impacts of type, quality and children's awareness of design features and the mathematics content learning goals in digital math games and related learning outcomes. - Emma P. Bullock; Allison L. Roxburgh; Patricia S. Moyer-Packenham; Elif Bektas; Joseph S. Webster; Kathleen A. Bullock (J. Comput. Assist. Learn., 2021)