Promoting Development of Geometry Concepts: Interfacing Multiple Embodied Representations with a Computer Game. - Jonathan M. Vitale; John B. Black; Michael I. Swart (CogSci, 2011)

Dynamic Visualization of Motion for Student-Generated Graphs. - Jonathan M. Vitale; Kevin Lai; Marcia C. Linn (ICLS, 2014)

Integrating intuitive and novel grounded concepts in a dynamic geometry learning environment. - Jonathan M. Vitale; Michael I. Swart; John B. Black (Comput. Educ., 2014)

M3 - Situating Embodied Learning: Embedding Gestures in Narratives to Learn Mathematical FrActions in a digital tablet environment. - Michael I. Swart; Benjamin Friedman; Sorachai Kornkasem; John B. Black; Jonathan M. Vitale (CogSci, 2015)

Use of Interactive Computer Models to Promote Integration of Science Concepts Through the Engineering Design Process. - Elizabeth A. McBride; Jonathan M. Vitale; Lauren Applebaum; Marcia C. Linn (ICLS, 2016)

Real-Time Visualization of Student Activities to Support Classroom Orchestration. - Mike Tissenbaum; Camillia Matuk; Matthew Berland; Leilah Lyons; Felipe Cocco; Marcia C. Linn; Jan L. Plass; Nik Hajny; Al Olsen; Beat Schwendimann; Mina Shirvani Boroujeni; James D. Slotta; et al. (ICLS, 2016)

Designing a Data-Centered Approach to Inquiry Practices With Virtual Models of Density. - Jonathan M. Vitale; Jacqueline Madhok; Marcia C. Linn (ICLS, 2016)

Predicting Student Learning using Log Data from Interactive Simulations on Climate Change. - Elizabeth A. McBride; Jonathan M. Vitale; Hannah Gogel; Mario M. Martinez; Zachary A. Pardos; Marcia C. Linn (L@S, 2016)

¿From Abstract to Concrete? Evidence for designing learning platforms that adapt to user's proficiencies. - Michael I. Swart; Sorachai Kornkasem; Nirmaliz Colon-Acosta; Amy Hachigian; Jonathan M. Vitale; John B. Black (CogSci, 2017)

Learning About Climate Change Through Cooperation. - Lauren Applebaum; Kyle Fricke; Jonathan M. Vitale; Marcia C. Linn (CSCL, 2017)

Examining the Flow of Ideas During Critique Activities in a Design Project. - Elizabeth A. McBride; Jonathan M. Vitale; Lauren Applebaum; Marcia C. Linn (CSCL, 2017)

Individual Versus Shared Design Goals in a Graph Construction Activity. - Jonathan M. Vitale; Lauren Applebaum; Marcia C. Linn (CSCL, 2017)

Student Use of Scaffolded Inquiry Simulations in Middle School Science. - Elizabeth A. McBride; Jonathan M. Vitale; Marcia C. Linn (EDM, 2017)

Designing Automated Guidance to Promote Productive Revision of Science Explanations. - Charissa Tansomboon; Libby F. Gerard; Jonathan M. Vitale; Marcia C. Linn (Int. J. Artif. Intell. Educ., 2017)

Direct manipulation is better than passive viewing for learning anatomy in a three-dimensional virtual reality environment. - Susan Jang; Jonathan M. Vitale; Robert W. Jyung; John B. Black (Comput. Educ., 2017)

Comparing Design Constraints to Support Learning in Technology-guided Inquiry Projects. - Lauren Applebaum; Jonathan M. Vitale; Elizabeth Gerard; Marcia C. Linn (J. Educ. Technol. Soc., 2017)

Learning Design Through Science vs. Science Through Design. - Elizabeth A. McBride; Jonathan M. Vitale; Marcia C. Linn (ICLS, 2018)

Middle School Student Ideas on the Relative Affordances of Physical and Virtual Models. - Elizabeth A. McBride; Jonathan M. Vitale; Marcia C. Linn (ICLS, 2018)

Interpreting Graphs to Distinguish Factors That Impact Climate Change. - Elizabeth A. McBride; Marcia C. Linn; Jonathan M. Vitale (ICLS, 2020)