Studies without
Heffernan Authorship

Published or pending work without Neil Heffernan as an author,

conducted using E-TRIALS or its predecessor, the ASSISTments Testbed

Published Full/Short Papers // 10

ASSISTments closes achievement gaps (between lower and higher achieving students)

    • Fyfe, E. (2016). Providing feedback on computer-based algebra homework in middle-school classrooms. Computers in Human Behavior 63: 568-574. [PDF][Study Summary] Location

Using ASSISTments to study spatial features in mathematical expressions

    • Harrison, A., Smith, H., Hulse, T., & Ottmar, E. (2020). Spacing out!: Manipulating Spatial Features in Mathematical Expressions Affects Performance. Journal of Numerical Cognition. 6 (2): 186-203. DOI: 10.5964/jnc.v6i2.243. [PDF][Study Summary] Worcester Polytechnic Institute

Comparing hints to step-by-step scaffolding questions, solutions, and worked examples

    • Andres-Bray, M., Hutt, S., Zhou, Y, Ostrow, K. & Baker K. (2021). A Comparison of Hints vs. Scaffolding in a MOOC with Adult Learners. AIED 2021. [PDF][Study Summary] University of Pennsylvania and Worcester Polytechnic Institute

    • McGuire, P., Tu, S., Logue., M., Mason, C., Ostrow, K. (2017). Counterintuitive effects of online feedback in middle school math: results from a randomized controlled trial in ASSISTments. Educational Media International. 54:3, 231-244, DOI: 10.1080/09523987.2017.1384161. [PDF] [Study Summary] University of Colorado Colorado Springs and University of Maine

Comparing the difficulty of different problem types

    • Walkington, C., Clinton, V., & Sparks, A. (2019). The effect of language modification of mathematics story problems on problem-solving in online homework. Instructional Science. 47, 499-529. [PDF][Study Summary] Southern Methodist University and University of North Dakota

Comparing the format of difference problem types

    • Jiang, Y., Almeda, M. V., Kai, S., Baker, R. S., Ostrow, K., Inventado, P. S., & Scupelli, P. (2020). Single Template vs. Multiple Templates: Examining the Effects of Problem Format on Performance. In Gresalfi, M. & Horn, I. S. (Eds.), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 2 (1015-1022). Nashville, Tennessee: International Society of the Learning Sciences. [PDF][Study Summary] ETS, TERC, Teachers College Columbia University, University of Pennsylvania, Worcester Polytechnic Institute, California State University Fullerton, and Carnegie Mellon University

Comparing different instructional approaches

    • Unal, D. S., Arrington, C.M., Solovey, E., and Walker, E. (2020). Using Thinkalouds to Understand Rule Learning and Cognitive Control Mechanisms Within an Intelligent Tutoring System. In: Bitencourt I., Cukurova M., Muldner K., Luckin R., Millan E. (eds) Artificial Intelligence in Education. AIED 2020. Lecture Notes in Computer Science, vol 12163. Springer, Cham. https://doi.org/10.1007/978-3-030-52237-7_40. [PDF][Study Summary] University of Pittsburgh, Lehigh University, and Worcester Polytechnic Institute

    • Koedinger, K.R. & McLaughlin, E.A. (2010). Seeing language learning inside the math: Cognitive analysis yields transfer. In S. Ohlsson & R. Catrambone (Eds.), Proceedings of the 32nd Annual Conference of the Cognitive Science Society. (pp. 471-476.) Austin, TX: Cognitive Science Society. [PDF][Study Summary] Carnegie Mellon University

    • Koedinger, K. & McLaughlin, E. (2016) Closing the Loop with Quantitative Cognitive Task Analysis. In Barnes, Chi & Feng (eds) The 9th International Conference on Educational Data Mining. 412-417. [PDF][Study Summary] Carnegie Mellon University

    • Hurst, M. A., Cordes, S. (2018). Labeling Common and Uncommon Fractions Across Notation and Education. Proceeding of Cognitive Science. 1841-1846. [PDF][Study Summary] University of Chicago and Boston College

Accepted/Under Review // 1

    • Duquennois, C. (2019). Fictional Money, Real Costs: Impacts of Financial Salience on Disadvantaged Students. Working Paper. Final version under review at American Economic Review. [PDF][Study Summary] University of California Berkeley

Posters/Workshops/Etc // 2

  • Harrison, A., Smith, H., Hulse, T., & Ottmar, E. (2020). Spacing out: Manipulating spatial features in math expressions affects performance. Paper to be presented in a roundtable session on “Design Considerations in Mathematics Learning” at the 2020 American Educational Research Association Annual Meeting in San Francisco, California. Worcester Polytechnic Institute

  • Smith, H., Harrison, A., Chan, J. C., & Ottmar, E. (2020). Dynamic vs. static: Which worked examples work best? Poster submission to the 2020 meeting of The Mathematical Cognition and Learning Society. [pre-registration][Study Summary] Worcester Polytechnic Institute

In Preparation // 1

  • Smith, H., Damoah, K. (in preparation). Can Spatial Reasoning Predict Performance in an Online Geometry Assignment? [WIP] Worcester Polytechnic Institute