Classroom activities and off-task behavior in elementary school children. - Karrie E. Godwin; Ma. Victoria Almeda; Megan Petroccia; Ryan S. Baker 001; Anna V. Fisher (CogSci, 2013)

Clustering of design decisions in classroom visual displays. - Ma. Victoria Almeda; Peter Scupelli; Ryan S. Baker 001; Mimi Weber; Anna V. Fisher (LAK, 2014)

Modeling how incoming knowledge, persistence, affective states, and in-game progress influence student learning from an educational game. - Valerie J. Shute; Sidney K. D'Mello; Ryan Shaun Joazeiro de Baker; Kyunghwa Cho; Nigel Bosch; Jaclyn Ocumpaugh; Matthew Ventura; Ma. Victoria Almeda (Comput. Educ., 2015)

The Variable Relationship Between On-Task Behavior and Learning. - Karrie E. Godwin; Howard J. Seltman; Ma. Victoria Almeda; Shimin Kai; Ryan S. Baker 001; Anna V. Fisher (CogSci, 2016)

Perception of math and non-math content in children's storybooks. - Colleen Uscianowski; Ma. Victoria Almeda; Cassiopeia Freeman; Herbert Ginsburg (CogSci, 2016)

Using natural language processing tools to develop complex models of student engagement. - Stefan Slater; Jaclyn Ocumpaugh; Ryan S. Baker 001; Ma. Victoria Almeda; Laura K. Allen; Neil T. Heffernan (ACII, 2017)

Modeling Wheel-spinning and Productive Persistence in Skill Builders. - Shimin Kai; Ma. Victoria Almeda; Ryan S. Baker 001; Nicole Shechtman; Cristina Heffernan; Neil T. Heffernan (EDM, 2017)

Using correlational topic modeling for automated topic identification in intelligent tutoring systems. - Stefan Slater; Ryan S. Baker 001; Ma. Victoria Almeda; Alex J. Bowers; Neil T. Heffernan (LAK, 2017)

Correlating affect and behavior in reasoning mind with state test achievement. - Victor Kostyuk; Ma. Victoria Almeda; Ryan S. Baker 001 (LAK, 2018)

Using game design mechanics as metaphors to enhance learning of introductory programming concepts. - Chaima Jemmali; Erica Kleinman; Sara Bunian; Mia Victoria Almeda; Elizabeth Rowe; Magy Seif El-Nasr (FDG, 2019)

Single Template vs. Multiple Templates: Examining the Effects of Problem Format on Performance. - Yang Jiang; Ma. Victoria Almeda; Shimin Kai; Ryan S. Baker 001; Korinn Ostrow; Paul Salvador Inventado; Peter Scupelli (ICLS, 2020)

Labeling Debugging in May's Journey Gameplay. - Ma. Victoria Almeda; Erica Kleinman; Chaima Jemmali; Carter Ithier; Elizabeth Rowe; Magy Seif El-Nasr (SIGCSE, 2020)

MAADS: Mixed-Methods Approach for the Analysis of Debugging Sequences of Beginner Programmers. - Chaima Jemmali; Erica Kleinman; Sara Bunian; Mia Victoria Almeda; Elizabeth Rowe; Magy Seif El-Nasr (SIGCSE, 2020)

Towards Sharing Student Models Across Learning Systems. - Ryan S. Baker 001; Bruce M. McLaren; Stephen Hutt; J. Elizabeth Richey; Elizabeth Rowe; Ma. Victoria Almeda; Michael Mogessie Ashenafi; Juliana Ma. Alexandra L. Andres (AIED (2), 2021)

Scaffolding Executive Function in Game-Based Learning to Improve Productive Persistence and Computational Thinking in Neurodiverse Learners. - Ma. Victoria Almeda; Jodi Asbell-Clarke (HCI (29), 2021)

The development of students' computational thinking practices in elementary- and middle-school classes using the learning game, Zoombinis. - Jodi Asbell-Clarke; Elizabeth Rowe; Mia Victoria Almeda; Teon Edwards; Erin Bardar; Santiago Gasca; Ryan S. Baker 001; Richard Scruggs (Comput. Hum. Behav., 2021)

Assessing implicit computational thinking in Zoombinis puzzle gameplay. - Elizabeth Rowe; Ma. Victoria Almeda; Jodi Asbell-Clarke; Richard Scruggs; Ryan Baker 001; Erin Bardar; Santiago Gasca (Comput. Hum. Behav., 2021)

Interactive Assessments of CT (IACT): Digital Interactive Logic Puzzles to Assess Computational Thinking in Grades 3-8. - Elizabeth Rowe; Jodi Asbell-Clarke; Ma. Victoria Almeda; Santiago Gasca; Teon Edwards; Erin Bardar; Valerie Shute; Matthew Ventura (Int. J. Comput. Sci. Educ. Sch., 2021)