Characterizing Students' Learning Behaviors Using Unsupervised Learning Methods. - Ningyu Zhang 002; Gautam Biswas; Yi Dong (AIED, 2017)

Understanding Students' Problem-Solving Strategies in a Synergistic Learning-by-Modeling Environment. - Ningyu Zhang 002; Gautam Biswas (AIED (2), 2018)

Analyzing Students' Design Solutions in an NGSS-Aligned Earth Sciences Curriculum. - Ningyu Zhang 002; Gautam Biswas; Jennifer L. Chiu; Kevin W. McElhaney (AIED (1), 2019)

Modeling the Relationships Between Basic and Achievement Emotions in Computer-Based Learning Environments. - Anabil Munshi; Shitanshu Mishra; Ningyu Zhang 002; Luc Paquette; Jaclyn Ocumpaugh; Ryan S. Baker 001; Gautam Biswas (AIED (1), 2020)

Evaluating Student Learning in a Synchronous, Collaborative Programming Environment Through Log-Based Analysis of Projects. - Bernard Yett; Nicole Hutchins; Caitlin Snyder; Ningyu Zhang 002; Shitanshu Mishra; Gautam Biswas (AIED (2), 2020)

Studying the Interactions Between Science, Engineering, and Computational Thinking in a Learning-by-Modeling Environment. - Ningyu Zhang 002; Gautam Biswas; Kevin W. McElhaney; Satabdi Basu; Elizabeth A. McBride; Jennifer L. Chiu (AIED (1), 2020)

Using Log and Discourse Analysis to Improve Understanding of Collaborative Programming. - Bernard Yett; Caitlin Snyder; Ningyu Zhang 002; Nicole Hutchins; Shitanshu Mishra; Gautam Biswas (ICCE, 2020)

Using Computational Modeling to Integrate Science and Engineering Curricular Activities. - Kevin W. McElhaney; Ningyu Zhang 002; Satabdi Basu; Elizabeth A. McBride; Gautam Biswas; Jennie Chiu (ICLS, 2020)

Domain-Specific Modeling Languages in Computer-Based Learning Environments: a Systematic Approach to Support Science Learning through Computational Modeling. - Nicole M. Hutchins; Gautam Biswas; Ningyu Zhang 002; Caitlin Snyder; Ákos Lédeczi; Miklós Maróti (Int. J. Artif. Intell. Educ., 2020)

Measuring and Analyzing Students' Strategic Learning Behaviors in Open-Ended Learning Environments. - Ningyu Zhang 002; Gautam Biswas; Nicole Hutchins (Int. J. Artif. Intell. Educ., 2022)