Conversing with pedagogical agents: A phenomenological exploration of interacting with digital entities. - George Veletsianos; Charles Miller (Br. J. Educ. Technol., 2008)

What lies beyond effectiveness and efficiency? Adventure learning design. - Aaron Doering; George Veletsianos (Internet High. Educ., 2008)

When sex, drugs, and violence enter the classroom: Conversations between adolescents and a female pedagogical agent. - George Veletsianos; Cassandra Scharber; Aaron Doering (Interact. Comput., 2008)

Conceptualizing the use of technology to foster peace via Adventure Learning. - George Veletsianos; Annita Eliadou (Internet High. Educ., 2009)

The impact and implications of virtual character expressiveness on learning and agent-learner interactions. - George Veletsianos (J. Comput. Assist. Learn., 2009)

Editorial: Crossing boundaries: Learning and teaching in virtual worlds. - Sara de Freitas; George Veletsianos (Br. J. Educ. Technol., 2010)

Conversational agents in virtual worlds: Bridging disciplines. - George Veletsianos; Robert Heller; Scott Overmyer; Mike Procter (Br. J. Educ. Technol., 2010)

Contextually relevant pedagogical agents: Visual appearance, stereotypes, and first impressions and their impact on learning. - George Veletsianos (Comput. Educ., 2010)

Networked Participatory Scholarship: Emergent techno-cultural pressures toward open and digital scholarship in online networks. - George Veletsianos; Royce Kimmons (Comput. Educ., 2012)

How do learners respond to pedagogical agents that deliver social-oriented non-task messages? Impact on student learning, perceptions, and experiences. - George Veletsianos (Comput. Hum. Behav., 2012)

Higher education scholars' participation and practices on Twitter. - George Veletsianos (J. Comput. Assist. Learn., 2012)

Open practices and identity: Evidence from researchers and educators' social media participation. - George Veletsianos (Br. J. Educ. Technol., 2013)

Scholars and faculty members' lived experiences in online social networks. - George Veletsianos; Royce Kimmons (Internet High. Educ., 2013)

The fragmented educator 2.0: Social networking sites, acceptable identity fragments, and the identity constellation. - Royce Kimmons; George Veletsianos (Comput. Educ., 2014)

The Significance of Educational Technology History and Research. - George Veletsianos (eLearn Mag., 2014)

Digging deeper into learners' experiences in MOOCs: Participation in social networks outside of MOOCs, notetaking and contexts surrounding content consumption. - George Veletsianos; Amy Collier; Emily Schneider (Br. J. Educ. Technol., 2015)

Training a diverse computer science teacher population. - Bradley Beth; Calvin Lin; George Veletsianos (Inroads, 2015)

CS Teacher Experiences with Educational Technology, Problem-BasedLearning, and a CS Principles Curriculum. - George Veletsianos; Bradley Beth; Calvin Lin (SIGCSE, 2016)

Education scholars' evolving uses of twitter as a conference backchannel and social commentary platform. - Royce Kimmons; George Veletsianos (Br. J. Educ. Technol., 2016)

Scholars in an increasingly open and digital world: How do education professors and students use Twitter? - George Veletsianos; Royce Kimmons (Internet High. Educ., 2016)

Toward a generalizable understanding of Twitter and social media use across MOOCs: who participates on MOOC hashtags and in what ways? - George Veletsianos (J. Comput. High. Educ., 2017)

I get by with a little help from my friends: The ecological model and support for women scholars experiencing online harassment. - Jaigris Hodson; Chandell Gosse; George Veletsianos; Shandell Houlden (First Monday, 2018)

Scholars' temporal participation on, temporary disengagement from, and return to Twitter. - George Veletsianos; Royce Kimmons; Olga Belikov; Nicole Johnson (First Monday, 2018)

Women scholars' experiences with online harassment and abuse: Self-protection, resistance, acceptance, and self-blame. - George Veletsianos; Shandell Houlden; Jaigris Hodson; Chandell Gosse (New Media Soc., 2018)

A posthumanist critique of flexible online learning and its "anytime anyplace" claims. - Shandell Houlden; George Veletsianos (Br. J. Educ. Technol., 2019)

"Lifelong learning Ecologies: Linking formal and informal contexts of learning in the digital era". - Albert Sangrà; Juliana E. Raffaghelli; George Veletsianos (Br. J. Educ. Technol., 2019)

Academics' social media use over time is associated with individual, relational, cultural and political factors. - George Veletsianos; Nicole Johnson; Olga Belikov (Br. J. Educ. Technol., 2019)

Never-ending repetitiveness, sadness, loss, and "juggling with a blindfold on: " Lived experiences of Canadian college and university faculty members during the COVID-19 pandemic. - Charlene A. VanLeeuwen; George Veletsianos; Nicole Johnson; Olga Belikov (Br. J. Educ. Technol., 2021)

A synthesis of surveys examining the impacts of COVID-19 and emergency remote learning on students in Canada. - Shandell Houlden; George Veletsianos (J. Comput. High. Educ., 2022)

Faculty perceptions, awareness and use of open educational resources for teaching and learning in higher education: a cross-comparative analysis. - Victoria I. Marín; Olaf Zawacki-Richter; Cengiz Hakan Aydin; Svenja Bedenlier; Melissa Bond; Aras Bozkurt; Dianne Conrad; Insung Jung; Yasar Kondakci; Paul Prinsloo; Jennifer Roberts; George Veletsianos; et al. (Res. Pract. Technol. Enhanc. Learn., 2022)