Confrustion in Learning from Erroneous Examples: Does Type of Prompted Self-explanation Make a Difference? - J. Elizabeth Richey; Bruce M. McLaren; Miguel Andres-Bray; Michael Mogessie Ashenafi; Richard Scruggs; Ryan S. Baker 001; Jon R. Star (AIED (1), 2019)

Hello? Who is posting, who is answering, and who is succeeding in Massive Open Online Courses. - Juan Miguel L. Andres-Bray; Jaclyn L. Ocumpaugh; Ryan S. Baker 001 (EDM, 2019)

More confusion and frustration, better learning: The impact of erroneous examples. - J. Elizabeth Richey; Juan Miguel L. Andres-Bray; Michael Mogessie Ashenafi; Richard Scruggs; Juliana Ma. Alexandra L. Andres; Jon R. Star; Ryan S. Baker 001; Bruce M. McLaren (Comput. Educ., 2019)

Confrustion and Gaming While Learning with Erroneous Examples in a Decimals Game. - Michael Mogessie Ashenafi; J. Elizabeth Richey; Bruce M. McLaren; Juan Miguel L. Andres-Bray; Ryan S. Baker 001 (AIED (2), 2020)

Gaming and Confrustion Explain Learning Advantages for a Math Digital Learning Game. - J. Elizabeth Richey; Jiayi Zhang 004; Rohini Das; Juan Miguel L. Andres-Bray; Richard Scruggs; Michael Mogessie Ashenafi; Ryan S. Baker 001; Bruce M. McLaren (AIED (1), 2021)

A Comparison of Hints vs. Scaffolding in a MOOC with Adult Learners. - Yiqiu Zhou; Juan Miguel L. Andres-Bray; Stephen Hutt; Korinn Ostrow; Ryan S. Baker 001 (AIED (2), 2021)

Controlled outputs, full data: A privacy-protecting infrastructure for MOOC data. - Stephen Hutt; Ryan S. Baker 001; Michael Mogessie Ashenafi; Juan Miguel L. Andres-Bray; Christopher Brooks 001 (Br. J. Educ. Technol., 2022)

Exploring Cross-Country Prediction Model Generalizability in MOOCs. - Juan Miguel L. Andres-Bray; Stephen Hutt; Ryan Shaun Baker (L@S, 2023)