When do diagrams enhance learning? A framework for designing relevant representations. - Jodi L. Davenport; David Yaron; David Klahr; Kenneth R. Koedinger (ICLS (1), 2008)

Cross-disciplinary molecular science education in introductory science courses: an nsdl matdl collection. - David J. Yaron; Jodi L. Davenport; Michael Karabinos; Gaea Leinhardt; Laura M. Bartolo; John J. Portman; Cathy S. Lowe; Donald R. Sadoway; W. Craig Carter; Colin Ashe (JCDL, 2008)

Affordances of Simulation-based Science Assessments. - Jodi L. Davenport; Edys S. Quellmalz; Michael J. Timms (CogSci, 2011)

The Future of Assessment: Measuring Science Reasoning and Inquiry Skills Using Simulations and Immersive Environments. - Jodi L. Davenport; Edys S. Quellmalz; Jody Clarke-Midura; Chris Dede; Janice D. Gobert; Kenneth R. Koedinger; Marty McCall; Michael J. Timms (ICLS, 2012)

ChemVLab+: Evaluating a Virtual Lab Tutor for High School Chemistry. - Jodi L. Davenport; Anna N. Rafferty; Michael J. Timms; David Yaron; Michael Karabinos (ICLS, 2012)

Integrating Cognitive Principles to Redesign a Middle School Math Curriculum. - Jodi L. Davenport; Yvonne Kao; Steven Schneider (CogSci, 2013)

Estimating Student Knowledge from Paired Interaction Data. - Anna N. Rafferty; Jodi L. Davenport; Emma Brunskill (EDM, 2013)

Testing Cognitive Science Principles in a Middle School Mathematics Curriculum. - Jodi L. Davenport; Yvonne Kao; Aleata Hubbard; Steven Schneider (CogSci, 2014)

Tracking Student Understanding of Chemical Reactions in ChemVLab+. - Anna N. Rafferty; Jodi L. Davenport; David Yaron (CogSci, 2014)

Identifying Affordances of 3D Printed Tangible Models for Understanding Core Biological Concepts. - Jodi L. Davenport; Matt Silberglitt; Jon Boxerman; Arthur J. Olson (ICLS, 2014)

Tangible models and haptic representations aid learning of molecular biology concepts. - Kristen Johannes; Jacklyn Powers; Lisa Couper; Matt Silberglitt; Jodi L. Davenport (CogSci, 2016)

Automatic Assessment of Constructed Response Data in a Chemistry Tutor. - Scott A. Crossley; Kris Kyle; Jodi L. Davenport; Danielle S. McNamara (EDM, 2016)

Beyond Log Files: Using Multi-Modal Data Streams Towards Data-Driven KC Model Improvement. - Ran Liu 008; Jodi L. Davenport; John C. Stamper (EDM, 2016)

Promoting Children's Relational Understanding of Equivalence. - Kristen Johannes; Jodi L. Davenport; Yvonne Kao; Caroline Byrd Hornburg; Nicole M. McNeil (CogSci, 2017)

A Novel Method for the In-Depth Multimodal Analysis of Student Learning Trajectories in Intelligent Tutoring Systems. - Ran Liu 008; John C. Stamper; Jodi L. Davenport (J. Learn. Anal., 2018)

Targeted Mathematical Equivalence Training Lessens the Effects of Early Misconceptions on Equation Encoding and Solving. - Kristen Johannes; Jodi L. Davenport (CogSci, 2019)

Learning linkages: Integrating data streams of multiple modalities and timescales. - Ran Liu 008; John C. Stamper; Jodi L. Davenport; Scott A. Crossley; Danielle S. McNamara; Kalonji Nzinga; Bruce Sherin (J. Comput. Assist. Learn., 2019)

Student Learning Trajectories and Knowledge Transfer in Early Mathematical Equivalence Interventions. - Kristen Johannes; Jodi L. Davenport (CogSci, 2020)

Predicting Learning and Knowledge Transfer in Two Early Mathematical Equivalence Interventions. - Kristen Johannes; Nicole M. McNeil; Yvonne Kao; Jodi L. Davenport (CogSci, 2021)

Designing dynamic feedback to help second graders understand equivalence: Centering students' perspectives. - Anna N. Bartel; Shannon M. Celeste; Claire Guang; Lia Francis-Bongue; Vivian Hsu; Jodi L. Davenport; Yvonne S. Kao; Nicole M. McNeil (IDC, 2023)

Applying cognitive learning principles to practice: Challenges in translation and large-scale study design. - Anna N. Bartel; Bryan J. Matlen; Doug Rohrer; Jodi L. Davenport (CogSci, 2023)