Heterogeneous reasoning in learning to model. - Keith Stenning; Melissa S. Gresalfi (J. Exp. Theor. Artif. Intell., 2006)

Conceptual play spaces and the quest atlantis project. - Sasha A. Barab; Adam Ingram-Goble; Melissa S. Gresalfi; Anna Arici; Sinem Siyahhan; Tyler Dodge; Ken Hay (ICLS (3), 2008)

Designing for dispositions. - Melissa S. Gresalfi; Adam Ingram-Goble (ICLS (1), 2008)

Talking with your mouth full: the role of a mediating tool in shaping collective positioning. - Kate T. Anderson; Melissa S. Gresalfi (ICLS (1), 2010)

Transformative play: games as 21st century curriculum. - Sasha A. Barab; Melissa S. Gresalfi; Anna Arici; Patrick Pettyjohn; Adam Ingram-Goble (ICLS, 2010)

Narratizing Disciplines and Disciplinizing Narratives: Games as 21st Century Curriculum. - Sasha A. Barab; Melissa S. Gresalfi; Tyler Dodge; Adam Ingram-Goble (Int. J. Gaming Comput. Mediat. Simulations, 2010)

Consequential Feedback as a Means of Supporting Student Engagement and Understanding. - Melissa S. Gresalfi; Jacqueline Barnes (ICLS, 2012)

From Tacit Knowing to Explicit Explanation: Mining Student Designs for Evidence of Systems Thinking. - Melissa S. Gresalfi; Leon Gordon; Sinem Siyahhan (ICLS, 2012)

Engaging Middle School-Aged Students in Classroom Science and Mathematics: Implications for Design and Research. - Kimberley Pressick-Kilborn; Melissa S. Gresalfi; K. Ann Renninger; Jessica Bachrach; Nicole Shechtman; Britte Cheng; Patrik Lundh; Gucci Trinidad; Richard Walker (ICLS, 2012)

Game-based curriculum and transformational play: Designing to meaningfully positioning person, content, and context. - Sasha A. Barab; Patrick Pettyjohn; Melissa S. Gresalfi; Charlene Volk; Maria Solomou (Comput. Educ., 2012)

Becoming More Mathematical: New Directions for Describing and Designing for Positive Dispositions Toward Mathematics. - Melissa Kumar; Tesha Sengupta-Irving; Noel Enyedy; Melissa S. Gresalfi; Jennifer M. Langer-Osuna; Anna Sfard; Kris D. Gutiérrez (ICLS, 2014)

Disrupting Learning: Changing Local Practice for Good. - Jasmine Y. Ma; Charles Munter; Einat Heyd-Metzuyanim; James G. Greeno; Molly Kelton; Rogers Hall; Melissa S. Gresalfi (ICLS, 2014)

Teaching with Videogames: How Experience Impacts Classroom Integration. - Amanda M. Bell; Melissa S. Gresalfi (Technol. Knowl. Learn., 2017)

Room for Everyone? Identification Processes in Crafting and Math. - Katherine Carr Chapman; Melissa S. Gresalfi; Amanda M. Bell (ICLS, 2018)

Playful Mathematics Learning: Beyond Early Childhood and Sugar-Coating. - Melissa S. Gresalfi; Ilana Seidel Horn; Lara Jasien; Panchompoo Wisittanawat; Jasmine Y. Ma; Sarah C. Radke; Victoria Guyevskey; Nathalie Sinclair; Anna Sfard (ICLS, 2018)

Theorizing and Measuring Collective Productive Disciplinary Engagement. - Britte Cheng; Melissa S. Gresalfi; Amanda M. Bell; Corey E. Brady; Lauren Vogelstein; Crina Damsa; Tuire Palonen; Toni Kempler Rogat; Anne Traynor; Temitope Adeoye; Andrea S. Gomoll; Cindy E. Hmelo-Silver; et al. (CSCL, 2019)

Developing Relationships, Changing Participation: Computational Identity. - Melissa S. Gresalfi; Amanda M. Bell; Alexandria Cervantes (CSCL, 2019)

Debugging for Art's Sake: Beginning Programmers' Debugging Activity in an Expressive Coding Context. - Corey E. Brady; Melissa S. Gresalfi; Selena Steinberg; Madison Knowe (ICLS, 2020)

Engaging in a New Practice: What Are Students Doing When They Are "Doing" Debugging? - Melissa S. Gresalfi; Corey E. Brady; Madison Knowe; Selena Steinberg (ICLS, 2020)

Turning Bugs into Learning Opportunities: Understanding Debugging Processes, Perspectives, and Pedagogies. - Yasmin B. Kafai; Gautam Biswas; Nicole Hutchins; Caitlin Snyder; Karen Brennan; Paulina Haduong; Kayla DesPortes; Morgan M. Fong; Virginia J. Flood; Oia Walker-van Aalst; David DeLiema; Deborah A. Fields; et al. (ICLS, 2020)

Street Mathematics and School Mathematics in a Video Game. - Panchompoo Wisittanawat; Melissa S. Gresalfi (ICLS, 2020)

Beyond inclusion: the imperative of criticality in CS education research. - Florence R. Sullivan; Melissa S. Gresalfi (Comput. Sci. Educ., 2020)