Publications

All Publications

2024

Borchers, C., Wang, Y., Karumbaiah, S., Ashiq, M., Shaffer, D. W., & Aleven, V. (2024). Revealing Networks: Understanding Effective Teacher Practices in AI-Supported Classrooms using Transmodal Ordered Network Analysis. In Proceedings of the 14th Learning Analytics and Knowledge Conference (pp. 371–381).

A. R. Ruis, C. Barford, J. Brohinsky, Y. Tan, M. Bougie, Z. Cai, T. Lark, & D. W. Shaffer. (2024). iPlan: A Platform for Constructing Localized, Reduced-Form Models of Land-Use Impacts. Multimodal Technologies and Interaction, 8(4).

Kang, J., Zhou, Y., Rajarathinam, R. J., Tan, Y., & Shaffer, D. W. (2024). Unveiling Joint Attention Dynamics: Examining Multimodal Engagement in an Immersive Collaborative Astronomy Simulation. Computers & Education, 213, 105002.

Li, H., Cheng, F., Wang, G., Cai, Z., & Graesser, A. (2024). Impact of Conversational Agent Language and Text Structure on Student Language. In A. Sifaleras & F. Lin (Eds.), Generative Intelligence and Intelligent Tutoring Systems (pp. 217–231). Springer.

Shah, M., Barany, A., & Eagan, B. (2024). Cultivating Collaborative Wisdom: A Community of Practice Approach to Quantitative Ethnography. In R. Lindgren, T. I. Asino, E. A. Kyza, C.-K. Looi, D. T. Keifert, & E. Suárez (Eds.), Proceedings of the 18th International Conference of the Learning Sciences—ICLS 2024 (pp. 2143–2144). International Society of the Learning Sciences.

Tan, Y., Swiecki, Z., Ruis, A. R., & Shaffer, D. W. (2024). Epistemic Network Analysis and Ordered Network Analysis in Learning Analytics. In S. López-Pernas & M. Saqr (Eds.), Learning Analytics Methods and Tutorials: A Practical Guide Using R.

2023

Cai, Z., Eagan, B., Marquart, C., & Shaffer, D. W. (2023). LSTM Neural Network Assisted Regex Development for Qualitative Coding. In C. Damşa & A. Barany (Eds.), Advances in Quantitative Ethnography: Fourth International Conference, ICQE 2022, Copenhagen, Denmark, October 15–19, 2022, Proceedings (pp. 17–29). Springer.

Cai, Z., Eagan, B., & Shaffer, D. W. (2023). Negative Reversion: Toward Intelligent Co-raters for Coding Qualitative Data in Quantitative Ethnography. In G. Arastoopour Irgens & S. Knight (Eds.), Advances in Quantitative Ethnography: 5th International Conference, ICQE 2023, Melbourne, VIC, Australia, October 8–12, 2023, Proceedings (pp. 426–437). Springer.

Cai, Z., Marquart, C., Eagan, B., Xiao, Y., & Williamson Shaffer, D. (2023). A Lightweight Interactive Regular Expression Generator for Qualitative Coding in Quantitative Ethnography. In G. Arastoopour Irgens & S. Knight (Eds.), Advances in Quantitative Ethnography: 5th International Conference, ICQE 2023, Melbourne, VIC, Australia, October 8–12, 2023, Proceedings (pp. 455–469). Springer.

Carpenter, Z., Wang, Y., DeLiema, D., Kendeou, P., & Shaffer, D. W. (2023). Using Multi-Modal Network Models to Visualize and Understand How Players Learn a Mechanic in a Problem-Solving Game. In Companion Proceedings of the 13th International Conference on Learning Analytics & Knowledge (LAK23) (pp. 99–101). Association for Computing Machinery.

Choi, J., Ruis, A. R., Cai, Z., Eagan, B., & Shaffer, D. W. (2023). Does Active Learning Reduce Human Coding?: A Systematic Comparison of Neural Network with nCoder. In C. Damşa & A. Barany (Eds.), Advances in Quantitative Ethnography: Fourth International Conference, ICQE 2022, Copenhagen, Denmark, October 15–19, 2022, Proceedings (pp. 30–42). Springer.

Donegan, S., Dunai, D., Eagan, B. R., Kaliisa, R., Moraes, M., Peters, G.-J. Y., Porter, C., & Zörgő, S. (2023). Initiating a Discussion on Reporting Practices in Quantitative Ethnography. In C. Damşa & A. Barany (Eds.), Fourth International Conference on Quantitative Ethnography: Conference Proceedings Supplement (pp. 167–175). International Society for Quantitative Ethnography.

Fan, Y., Tan, Y., Rakovic, M., Wang, Y., Shaffer, D., & Gašević, D. (2023). Dissecting Learning Tactics in MOOC using Ordered Network Analysis. Journal of Computer Assisted Learning, 39(1), 154–166.

Knowles, M. A., Barany, A., Cai, Z., & Shaffer, D. W. (2023). Multiclass Rotations in Epistemic Network Analysis. In C. Damşa & A. Barany (Eds.), Advances in Quantitative Ethnography: Fourth International Conference, ICQE 2022, Copenhagen, Denmark, October 15–19, 2022, Proceedings (pp. 58–70). Springer.

Li, H., Cai, Z., Wang, G., Cheng, F., & Marquart, C. (2023). Impact of Agent Language on Student Language in the Structures of Language Connections. In G. Arastoopour Irgens & S. Knight (Eds.), Advances in Quantitative Ethnography: 5th International Conference, ICQE 2023, Melbourne, VIC, Australia, October 8–12, 2023, Proceedings (pp. 49–65). Springer.

Li, T., Fan, Y., Tan, Y., Wang, Y., Singh, S., Li, X., Raković, M., van der Graaf, J., Lim, L., Yang, B., Molenaar, I., Bannert, M., Moore, J., Swiecki, Z., Tsai, Y.-S., Shaffer, D. W., & Gašević, D. (2023). Analytics of self-regulated learning scaffolding: Effects on learning processes. Frontiers in Psychology, 14.

Marquart, C. L., Hinojosa, C., & Shaffer, D. W. (2023). An Introduction to Open Network Explorer. In C. Damşa & A. Barany (Eds.), Fourth International Conference on Quantitative Ethnography: Conference Proceedings Supplement (pp. 71–74). International Society for Quantitative Ethnography.

Popov, V., Ruis, A. R., & Cooke, J. M. (2023). Taking Stock and Looking Ahead: Evolution of Accreditation Feedback for Simulation Centers Over 8 Years Using Epistemic Network Analysis. Simulation in Healthcare, 18(1).

Ruis, A. R. (2023). Quantitative Ethnography of Policy Ecosystems: A Case Study on Climate Change Adaptation Planning. In C. Damşa & A. Barany (Eds.), Advances in Quantitative Ethnography: Fourth International Conference, ICQE 2022, Copenhagen, Denmark, October 15–19, 2022, Proceedings (pp. 414–428). Springer.

Ruis, A. R., Tan, Y., Brohinsky, J., Yang, B., Wang, Y., Cai, Z., & Williamson Shaffer, D. (2023). Thin Data, Thick Description: Modeling Socio-Environmental Problem-Solving Trajectories in Localized Land-Use Simulations. In G. Arastoopour Irgens & S. Knight (Eds.), Advances in Quantitative Ethnography: 5th International Conference, ICQE 2023, Melbourne, VIC, Australia, October 8–12, 2023, Proceedings (pp. 349–364). Springer.

Ruis, A. R., Wooldridge, A. R., Shah, M., & Jung, S. (2023). Communicating QE: A Two-Part Resource for Quantitative Ethnographers in Health Education and Health Care Contexts (Part 2 of 2). In C. Damşa & A. Barany (Eds.), Fourth International Conference on Quantitative Ethnography: Conference Proceedings Supplement (pp. 108–112). International Society for Quantitative Ethnography.

Shaffer, D. W. (2023). A Humble Template for Poster Submissions to ICQE. In G. Arastoopour Irgens & S. Knight (Eds.), Fifth International Conference on Quantitative Ethnography: Conference Proceedings Supplement (pp. 175–179). International Society for Quantitative Ethnography.

Shaffer, D. W., & Ruis, A. R. (2023). Is QE Just ENA? In C. Damşa & A. Barany (Eds.), Advances in Quantitative Ethnography: Fourth International Conference, ICQE 2022, Copenhagen, Denmark, October 15–19, 2022, Proceedings (pp. 71–86). Springer.

Shah, M., Jimenez, F., Eagan, B. R., Siebert-Evenstone, A., & Wilson, C. (2023). Understanding How Undergraduate Nursing Students (Learn to) Recognize Cues in Digital Clinical Experiencesä: A Transmodal Analysis. In C. Damşa & A. Barany (Eds.), Fourth International Conference on Quantitative Ethnography: Conference Proceedings Supplement (pp. 118–122). International Society for Quantitative Ethnography.

Shah, M., Jung, S., Ruis, A. R., & Wooldridge, A. R. (2023). Communicating QE: A Two-Part Resource for Quantitative Ethnographers in Health Education And Health Care Contexts (Part 1 of 2). In C. Damşa & A. Barany (Eds.), Fourth International Conference on Quantitative Ethnography: Conference Proceedings Supplement (pp. 123–127). International Society for Quantitative Ethnography.

Swiecki, Z., & Eagan, B. (2023). The Role of Data Simulation in Quantitative Ethnography. In C. Damşa & A. Barany (Eds.), Advances in Quantitative Ethnography: Fourth International Conference, ICQE 2022, Copenhagen, Denmark, October 15–19, 2022, Proceedings (pp. 87–100). Springer.

Tan, Y., Ruis, A. R., Marquart, C. L., Cai, Z., Knowles, M. A., & Shaffer, D. W. (2023). Ordered Network Analysis. In C. Damşa & A. Barany (Eds.), Advances in Quantitative Ethnography: Fourth International Conference, ICQE 2022, Copenhagen, Denmark, October 15–19, 2022, Proceedings (pp. 101–116). Springer.

Tan, Y., Yang, B., Eagan, B. R., & Levine, P. (2023). Using Ordered Network Analysis to Visualize Ideologies in Political Survey Data. In C. Damşa & A. Barany (Eds.), Fourth International Conference on Quantitative Ethnography: Conference Proceedings Supplement (pp. 137–141). International Society for Quantitative Ethnography.

Wakimoto, T., Sasaki, H., Hirayama, R., Mochizuki, T., Eagan, B., Yuki, N., Funaoi, H., Kubota, Y., Suzuki, H., & Kato, H. (2023). Changes of Microteaching Performances by Tangible Puppetry Teaching Simulation. Japan Journal of Educational Technology, 47(2), 309–324.

Wang, Y., Ruis, A. R., & Shaffer, D. W. (2023). Modeling Collaborative Discourse with ENA Using a Probabilistic Function. In C. Damşa & A. Barany (Eds.), Advances in Quantitative Ethnography: Fourth International Conference, ICQE 2022, Copenhagen, Denmark, October 15–19, 2022, Proceedings (pp. 132–145). Springer.

Wang, Y., Shah, M., Jimenez, F. A., Wilson, C., Ashiq, M., Eagan, B., & Shaffer, D. W. (2023). Developing Nursing Students’ Practice Readiness with Shadow Health® Digital Clinical Experiences™: A Transmodal Analysis. In G. Arastoopour Irgens & S. Knight (Eds.), Advances in Quantitative Ethnography: 5th International Conference, ICQE 2023, Melbourne, VIC, Australia, October 8–12, 2023, Proceedings (pp. 365–380). Springer.

Yan, L., Tan, Y., Swiecki, Z., Gašević, D., Shaffer, D. W., Zhao, L., Li, X., & Martinez-Maldonado, R. (2023). Characterising Individual-Level Collaborative Learning Behaviours Using Ordered Network Analysis and Wearable Sensors. In G. Arastoopour Irgens & S. Knight (Eds.), Advances in Quantitative Ethnography: 5th International Conference, ICQE 2023, Melbourne, VIC, Australia, October 8–12, 2023, Proceedings (pp. 66–80). Springer.

Zhao, L., Tan, Y., Gašević, D., Shaffer, D. W., Yan, L., Alfredo, R., Li, X., & Martinez-Maldonado, R. (2023). Analysing Verbal Communication in Embodied Team Learning Using Multimodal Data and Ordered Network Analysis. In N. Wang, G. Rebolledo-Mendez, N. Matsuda, O. C. Santos, & V. Dimitrova (Eds.), Artificial Intelligence in Education (pp. 242–254). Springer.

Zörgő, S., Peters, G. J., Krisztina, C. V., Jeney, A., & Ruis, A. (2023). An epistemic network analysis of patient decision-making regarding choice of therapy. Qual Quant 57, 3105–3132.

2022

Fan, Y., Tan, Y., Raković, M., Wang, Y., Cai, Z., Shaffer, D. W., & Gašević, D. (2022). Dissecting learning tactics in MOOC using ordered network analysis. Journal of Computer Assisted Learning. 1– 13.

Gasevic, D., Greiff, S., & Shaffer, D. (2022). Towards strengthening links between learning analytics and assessment: Challenges and potentials of a promising new bond. Computers in Human Behavior, 1–7.

Nachtigall, V., Shaffer, D., & Rummel, N. (2022). Stirring a secret sauce: A literature review on the conditions and effects on authentic learning. Educational Psychology Review, 1–38.

Popov, V., Ruis, A. R., & Cooke, J. M. (2022). Taking stock and looking ahead: Evolution of accreditation feedback for simulation centers over 8 years using epistemic network analysis. Simulation in Healthcare: The Journal of the Society for Simulation in Healthcare.

Stoddard, J., Fitchett, P., & Hess, D. (2022). Teaching the US 2018 midterm elections: a survey of secondary social studies teachers. Journal of Curriculum Studies, 54(4), 536-558.

Weiler, D., Lingg, A., Eagan, B., Shaffer, D., & Werner, N. (2022). Quantifying the qualitative: Exploring epistemic network analysis as a method to study work system interactions. Ergonomics, 1–16.

Wooldridge, A. R., Carayon, P., Hoonakker, Hose, B., Shaffer, D. W., Brazelton, T., Eithun, B., Rusy, D., Ross, J., Kohler, J., Kelly, M. M., Springman, S., & Gurses, A. P. (2022). Team cognition in handoffs: Relating system factors, team cognition functions and outcomes in two handoff processes.
Human Factors.

Ruis, A., Siebert Evenstone, A., Brohinsky, J., Tan, Y., Hinojosa, C., Cai, Z., Marquart, C., Lark, T., Barford, C., & Shaffer, D. (2022). Localizing socio-environmental problem solving. In A. Weinberger, W. Chen, D. Hernández-Leo, & B. Chen (Eds.), International Collaboration Toward Educational Innovation for All: Overarching Research, Development, and Practices: CSCL proceedings: 15th International Conference on Computer-Supported Collaborative Learning (CSCL) 2022 (pp. 459–462). International Society of the Learning Sciences.

Schoen, A., White, N.., Henrichs, C., Siebert-Evenstone, A., Shaffer, D. W., & Mutlu, B. (2022). CoFrame: A system for training novice cobot programmers. In HRI ’22: Proceedings of the 2022 ACM/IEEE International Conference on Human-Robot Interaction (pp. 185-194). IEEE Press.

Shaffer, D. W., Eagan, B., Knowles, M., Porter, C., & Cai, Z. (2022). Zero re-centered projection: An alternative proposal for modeling empty networks in ENA. In B. Wasson & S. Zörgő (Eds.), Advances in Quantitative Ethnography: Third International Conference, ICQE 2021, Virtual Event, November 6–11, 2021, Proceedings (pp. 66–79). Springer.

Shah, M., Siebert-Evenstone, A., Moots, H., & Eagan, B. (2022). Quality and safety education for nursing (QSEN) in virtual reality simulations: A quantitative ethnographic examination. In B. Wasson & S. Zörgő (Eds.), Advances in Quantitative Ethnography: Third International Conference, ICQE 2021, Virtual Event, November 6–11, 2021, Proceedings (pp. 237–252). Springer.

Tan, Y., Hinojosa, C., Marquart, C., Ruis, A., & Shaffer, D. W. (2022). Epistemic network analysis visualization. In B. Wasson & S. Zörgő (Eds.), Advances in Quantitative Ethnography Third International Conference, ICQE 2021, Virtual Event, November 6–11, 2021, Proceedings (pp. 129–143). Springer.

Zörgő, S., Peters, G.-J. Y., Porter, C., Moraes, M., Donegan, S., & Eagan, B. (2022). Methodology in the mirror: A living, systematic review of works in quantitative ethnography. In B. Wasson & S. Zörgő (Eds.), Advances in Quantitative Ethnography: Third International Conference, ICQE 2021, Virtual Event, November 6–11, 2021, Proceedings (pp. 144–159). Springer.

2021

Barany, A., Wang, Y., Williamson, D., & Foster, A. (2021). Who I Am, What I Know, and What I Want: An Epistemic Network Analysis of Student Identity Exploration. In Proceedings of the 14th International Conference on Computer-Supported Collaborative Learning-CSCL 2021. International Society of the Learning Sciences.

Shaffer, D. W. (2021). Operationalizing identity: Studying changing selves in experimental learning environments. Journal of Experimental Education. 89, 1-8.

Frey, K.S., McDonald, K.L., Onyewuenyi, A.C., Germinaro, K. & Eagan, B. (2021). “I felt like a hero”: Adolescents’ understanding of resolution-promoting and vengeful actions on behalf of their peers. Journal of Youth Adolescence, 50, 521–535.

Oshima, J., & Shaffer, D. W. (2021). Learning analytics for a new epistemological perspective of learning. Information and Technology in Education and Learning, 1(1), 1-11.

Stoddard, J., Hartley, A., Shy, L., & Vo, Khanh (2021). US and Singapore teachers’ views on teaching history through fieldtrips. In T. Y. H. Sim & H. H. Sim (Eds.), Fieldwork in Humanities Education in Singapore (pp. 131-151). Springer, Singapore.

Bowman, D., Swiecki, Z., Cai, Z., Wang, Y., Eagan, B., Linderoth, J., & Shaffer, D. W. (2021). The mathematical foundations of epistemic network analysis. In Ruis, A.R. & Lee, S.B. (Eds.), Advances in Quantitative Ethnography: Second International Conference, ICQE 2020, Malibu, CA, USA, February 1-3, 2021, Proceedings (pp. 91-105). Springer.

Brohinsky J., Marquart C., Wang J., Ruis A.R., Shaffer D.W. (2021). Trajectories in epistemic network analysis. In Ruis, A.R. & Lee, S.B. (Eds.), Advances in Quantitative Ethnography: Second International Conference, ICQE 2020, Malibu, CA, USA, February 1-3, 2021, Proceedings (pp. 106-121). Springer.

Cai Z., Siebert-Evenstone A., Eagan B., Shaffer D.W. (2021). Using topic modeling for code discovery in large scale text data. In Ruis, A.R. & Lee, S.B. (Eds.), Advances in Quantitative Ethnography: Second International Conference, ICQE 2020, Malibu, CA, USA, February 1-3, 2021, Proceedings (pp. 18-31). Springer.

Fogel A. Swiecki Z., Marquart C., Cai Z., Wang Y., Brohinsky J., Siebert-Evanstone A., Eagan B., Ruis A.R., & Shaffer D.W. (2021). Directed epistemic network analysis. In Ruis, A.R. & Lee, S.B. (Eds.), Advances in Quantitative Ethnography: Second International Conference, ICQE 2020, Malibu, CA, USA, February 1-3, 2021, Proceedings (pp. 122-136). Springer.

Misiejuk K., Scianna J., Kaliisa R., Vachuska K., Shaffer D.W. (2021). Incorporating sentiment analysis with epistemic network analysis to enhance discourse analysis of twitter data. In Ruis, A.R. & Lee, S.B. (Eds.), Advances in Quantitative Ethnography: Second International Conference, ICQE 2020, Malibu, CA, USA, February 1-3, 2021, Proceedings (pp. 375-389). Springer.

Phillips M., Siebert-Evenstone A., Kessler A., Gasevic D., Shaffer D.W. (2021). Professional decision making: Reframing teachers’ work using epistemic frame theory. In Ruis, A.R. & Lee, S.B. (Eds.), Advances in Quantitative Ethnography: Second International Conference, ICQE 2020, Malibu, CA, USA, February 1-3, 2021, Proceedings (pp. 265-276). Springer.

Shaffer D.W., Ruis A.R. (2021). How we code. In Ruis, A.R. & Lee, S.B. (Eds.), Advances in Quantitative Ethnography: Second International Conference, ICQE 2020, Malibu, CA, USA, February 1-3, 2021, Proceedings (pp. 62-77). Springer.

Siebert-Evenstone A., Michaelis J.E., Shaffer D.W., Mutlu B. (2021). Safety first: Developing a model of expertise in collaborative robotics. In Ruis, A.R. & Lee, S.B. (Eds.), Advances in Quantitative Ethnography: Second International Conference, ICQE 2020, Malibu, CA, USA, February 1-3, 2021, Proceedings (pp. 304-318). Springer.

Wang Y., Swiecki Z., Ruis A.R., Shaffer D.W. (2021). Simplification of epistemic networks using parsimonious removal with interpretive alignment. In Ruis, A.R. & Lee, S.B. (Eds.), Advances in Quantitative Ethnography: Second International Conference, ICQE 2020, Malibu, CA, USA, February 1-3, 2021, Proceedings (pp. 137-151). Springer.

Zörgő, S., Swiecki, Z., & Ruis, A. R. (2021). Exploring the effects of segmentation on semi-structured interview data with epistemic network analysis. In Ruis, A.R. & Lee, S.B (Eds.), Advances in Quantitative Ethnography: Second International Conference, ICQE 2020, Malibu, CA, USA, February 1-3, 2021, Proceedings (pp. 78-90). Springer.

2020

Hod, Y., Katz, S., & Eagan, B. (2020). Refining qualitative ethnographies using epistemic network analysis: A study of socioemotional learning dimensions in a humanistic knowledge building community. Computers & Education, 156.

Swiecki, Z., Ruis, A. R., Farrell, C., & Shaffer, D. W. (2020). Assessing individual contributions to collaborative problem solving: A network analysis approach. Computers in Human Behavior, 104.

Bauer, E., Sailer, M., Kiesewetter, J., Shaffer, D. W., Schulz, C., Pfeiffer, J., Gurevych, I., Fischer, M. R., & Fischer, F. (2020). Pre-Service teachers' diagnostic argumentation: What is the role of conceptual knowledge and epistemic activities?. Proceedings of the Fifteenth International Conference of the Learning Sciences, 2399-2400.

Eagan, B., Brohinsky, J., Wang, J., & Shaffer, D. W. (2020). Testing the reliability of inter-rater reliability. Proceedings of the Tenth International Conference on Learning Analytics & Knowledge, 454-461.

Swiecki, Z. & Shaffer, D.W. (2020). iSENS: An integrated approach to combining epistemic and social network analyses. Proceedings of the Tenth International Conference on Learning Analytics & Knowledge, 305-313.

2019

Wu, B., Hu Y., Ruis, A. R., & Wang, M. (2019). Analysing computational thinking in collaborative programming: A quantitative ethnography approach. Journal of Compurter Assisted Learning, 35, 421-434.

Bressler, D. M., Bodzin, A. M., Eagan, B. & Tabatabai, S. (2019). Using epistemic network analysis to examine discourse and scientific practice during a collaborative game. Journal of Science Education and Technology, 28(5), 553-566.

Swiecki, Z., Ruis, A. R., Gautam, D., Rus, V. & Shaffer, D. W. (2019). Understanding when students are active-in-thinking through modeling-in-context. British Journal of Educational Technology, 50(5), 2346-2364.

Rolim, V., Ferreira, R., Lins, R. D., & Gašević, D. (2019). A network-based analytic approach to uncovering the relationship between social and cognitive presences in communities of inquiry. The Internet and Higher Education, 42, 53-65.

Gašević, D., Joksimović, S., Eagan, B., & Shaffer, D. W. (2019). SENS: Network analytics to combine social and cognitive perspectives of collaborative learning. Computers in Human Behavior, 92, 562-577.

Zhang, S., Liu Q., & Cai, Z. (2019). Exploring primary school teachers' technological pedagogical content knowledge (TPACK) in online collaborative discourse: An epistemic network analysis. British Journal of Educational Technology.

Fougt, S.S., Misfeldt, M. & Shaffer, D.W. (2019). Realistic authenticity. Journal of Interactive Learning Research, 30(4), 477-504. Waynesville, NC: Association for the Advancement of Computing in Education (AACE).

Cai, Z., Siebert-Evenstone, A. L., Eagan, B., Shaffer, D. W., Hu, X., & Graesser, A. C. (2019). nCoder+: A semantic tool for improving recall of nCoder coding. In Eagan, B., Misfeldt, M., & Siebert-Evenstone, A. L., (Eds.) Advances in Quantitative Ethnography: ICQE 2019. (pp.52-65)

Ruis, A. R., Rosser, A. A., Nathwani, J. N., Beems, M. V., Jung, S. A., & Pugh, C. M. (2019). Multiple uses for procedural simulators in continuing medical education contexts. In Eagan, B., Misfeldt, M., & Siebert-Evenstone, A. L., (Eds.) Advances in Quantitative Ethnography: ICQE 2019. (pp.222-233)

Siebert-Evenstone, A. L., & Shaffer, D. W. (2019). Cause and because: Using epistemic network analysis to model causality in the next generation science standards. In Eagan, B., Misfeldt, M., & Siebert-Evenstone, A. L., (Eds.) Advances in Quantitative Ethnography: ICQE 2019. (pp.245-255)

Wakimoto, T., Sasaki, H., Hirayama, R., Mochizuki, T., Eagan, B., Yuki, N., Funaoi, H., Kubota, Y., Suzuki, H., & Kato, H. (2019). Student teachers' discourse during pupetry-based microteaching. In Eagan, B., Misfeldt, M., & Siebert-Evenstone, A. L., (Eds.) Advances in Quantitative Ethnography: ICQE 2019. (pp.245-255)

Mochizuki, T., Sasaki, H., Yamaguchi, Y., Hirayama, R., Kubota, Y., Eagan, B., Wakimoto, T., Yuki, N., Funaoi, H., Suzuki, H., & Kato, H. (2019). Effects of perspective-taking through tangible puppetry in microteaching and reflection on the role-play with 3D animation. In Eagan, B., Misfeldt, M., & Siebert-Evenstone, A. L., (Eds.) Advances in Quantitative Ethnography: ICQE 2019. (pp.324-334)

Ruis, A. R., Siebert-Evenstone, A. L., Pozen, R., Eagan, B., & Shaffer, D. W. (2019). Finding common ground: A method for measuring recent temporal context in analyses of complex, collaborative thinking. In Lund, K. Niccolai, G., Lavoué, E., Hmelo-Silver, C., Gwon, G. & Baker, M. (Eds.) A Wide Lens: Combining Embodied, Enactive, Extended, and Embedded Learning in Collaborative Settings: 13th International Conference on Computer Supported Collaborative Learning (CSCL), I (pp.136-143).

Siebert-Evenstone, A. L., & Shaffer, D. W. (2019). Location, location, location: The effects of place in place-based simulations. In Lund, K. Niccolai, G., Lavoué, E., Hmelo-Silver, C., Gwon, G. & Baker, M. (Eds.) A Wide Lens: Combining Embodied, Enactive, Extended, and Embedded Learning in Collaborative Settings: 13th International Conference on Computer Supported Collaborative Learning (CSCL), I (pp.152-159).

Eagan, B., Swiecki, Z., Farrell, C., & Shaffer, D. W. (2019). The binary replicate test: Determining the sensitivity of CSCL models to coding error. In Lund, K. Niccolai, G., Lavoué, E., Hmelo-Silver, C., Gwon, G. & Baker, M. (Eds.) A Wide Lens: Combining Embodied, Enactive, Extended, and Embedded Learning in Collaborative Settings: 13th International Conference on Computer Supported Collaborative Learning (CSCL), I (pp.328-335).

Swiecki, Z., Lian, Z., Ruis, A. R., & Shaffer, D. W. (2019). Does order matter? Investigating sequential and cotemporal models of collaboration. In Lund, K. Niccolai, G., Lavoué, E., Hmelo-Silver, C., Gwon, G. & Baker, M. (Eds.) A Wide Lens: Combining Embodied, Enactive, Extended, and Embedded Learning in Collaborative Settings: 13th International Conference on Computer Supported Collaborative Learning (CSCL), I (pp.112-119).

Sung, H., Cao, S., Ruis, A. R., & Shaffer, D. W. (2019). Reading for breadth, reading for depth: Understanding the relationship between reading and complex thinking using epistemic network analysis. In Lund, K. Niccolai, G., Lavoué, E., Hmelo-Silver, C., Gwon, G. & Baker, M. (Eds.) A Wide Lens: Combining Embodied, Enactive, Extended, and Embedded Learning in Collaborative Settings: 13th International Conference on Computer Supported Collaborative Learning (CSCL), I (pp. 376-383).

2018

Ruis, A. R., Hampton, A. J., Goldberg, B. S., & Shaffer, D. W. (2018). Modeling processes of enculturation in team training. In Sottialre, R., Graesser, X., & Sinatra, A. M. (Eds.), Design Recommendations for Intelligent Tutoring System: Volume 6 - Team Tutoring, 45-51. Orlando, FL: U.S. Army Research Laboratory.

Csanadi, A., Eagan, B., Shaffer, D. W., Kollar, I., & Fischer, F. (2018). When coding-and-counting is not enough: Using epistemic network analysis (ENA) to analyze verbal data in CSCL research. International Journal of Computer-Supported Collaborative Learning, 13(4), 419-438.

Ruis, A. R., Rosser, A. A., Quandt-Walle, C., Nathwani, J. N., Shaffer, D. W., & Pugh, C. M. (2018). The hands and head of a surgeon: modeling operative competency with multimodal epistemic network analysis. American Journal of Surgery, 216(5), 835-840.

Andrist, S., Ruis, A. R., & Shaffer, D. W. (2018). A network analytic approach to gaze coordination during a collaborative task. Computers in Human Behavior, 89, 339-348.

Sullivan, S. A., Warner-Hillard, C., Eagan, B., Thompson, R., Ruis, A. R., Haines, K., Pugh, C. M., Shaffer, D. W., & Jung, H. S. (2018). Using epistemic network analysis to identify targets for educational interventions in trauma team communication. Surgery, 163(4), 938–943.

Shaffer, D. W. (2018). Transforming big data into meaningful insights: Introducing quantitative ethnography. Scientia.

Dimeo, M., & Ruis, A. R. (2018). Thinking about sources as data: Reflections on epistemic network analysis as a technique for historical research. In Ewing E. T., & Randadll, K. (Eds.), Viral Networks: Connecting Digital Humanities and Medical Histroy (pp. 113-135). Blakcsburg: VT Publishing.

Ruis, A. R. (2018). Trois empreintes d'un même cachet': Toward a histrocial definitiion of nutrition. In Ewing E. T., & Randadll, K. (Eds.), Viral Networks: Connecting Digital Humanities and Medical Histroy (pp. 185-215). Blakcsburg: VT Publishing.

Shaffer, D. W. (2018). Epistemic network analysis: Understanding learning by using big data for thick description. Fischer, F., Hmelo-Silver, C. E., Goldman, S. R., & Reimann, P. (Eds.) International Handbook of the Learning Sciences (pp. 520-531). New York: Routledge.

Shaffer, D. W. (2018). Big data for thick description of deep learning. In K. Millis, D. Long, J. Magliano, and K. Weimer (Eds.), Deep learning: Multi-disciplinary approaches (pp. 262-275). NY, NY: Routledge.

Stoddard, J., Swiecki, Z., & Shaffer, D. W. (2018). Behind the curtain: An epistemic design process for democratic media education simulations. In C. Wright-Maley (Ed.) More like life itself: Simulations as powerful and purposeful social studies (pp. 21-39). Charlotte, NC: Information Age Press.

Wooldridge, A.R, Carayon, P., Shaffer, D. W., & Eagan, B. (2018). Quantifying the qualitative with epistemic network analysis: A human factors case study of task-allocation communication in a primary care team. IISE Transactions on Healthcare Systems Engineering, 8(1) (pp. 72–82).

Graesser, A. C., Nixon, T. M., Hampton, A. J., Franklin, S. E., & Love, J. B. (2018). Via: Using GOMS to improve authorware for a virtual internship environment. In R. Roscoe, S. Craig, & I. Douglas (Eds.), End-User Considerations in Educational Technology Design (pp. 205-216). Hershey, PA: IGI Global.

Graesser, A. C., Dowell, N., Hampton, A. J., Lippert, A. M., Li, H., & Shaffer, D. W. (2018) Building intelligent conversational tutors and mentors for team collaborative problem solving: Guidance from the 2015 program for international student assessment. In Johnston, J., Sottilare, R., Sinatra, A. M., & Burke, C. S. (Eds.), Building Intelligent Tutoring Systems for Teams, 19 (pp. 173- 211).

Ruis, A. R., Siebert-Evenstone, A. L., Pozen, R., Eagan, B., & Shaffer, D. W. (2018). A method for determining the extent of recent temporal context in analyses of complex, collaborative thinking. In Kay, J. & Luckin, R (Eds.) Rethinking Learning in the Digital Age: Making the Learning Sciences Count, 13th International Conference of the Learning Sciences (ICLS), III (pp. 1625–1626).

Swiecki, Z., & Shaffer, D. W. (2018). Toward a taxonomy of team performance visualization tools. In Kay, J. & Luckin, R (Eds.) Rethinking Learning in the Digital Age: Making the Learning Sciences Count, 13th International Conference of the Learning Sciences (ICLS), III (pp. 144–151).

Herder, T., Swiecki, Z., Fougt, S. S., Tamborg, A. L., Allsopp, B. B., Shaffer, D. W., Misfeldt, M. (2018). Supporting teacher's intervention in student's virtual collaboration using a network based model. In Proceedings of the International Conference on Learning Analytics and Knowledge, Sydney, Australia, March 2018 (LAK'18) (pp. 21-25).

Fougt, S. S., Siebert-Evenstone, A. L., Eagan, B., Tabatabai, S., & Misfeldt, M. (2018). Epistemic network analysis of students’ longer written assignments as formative/summative evaluation. In Proceedings of the International Conference on Learning Analytics and Knowledge, Sydney, Australia, March 2018 (LAK’18) (pp. 126-130).

Cai, Z., Graesser, A.C., Windsor, L., Cheng, Q., Shaffer, D. W., & Hu, X. (2018). Impact of corpus size and dimensionality of LSA spaces from wikipedia articles on autotutor answer evaluation. In K.E. Boyer & M. Yudelson (Eds.), In Proceedings of the 11th International Conference on Educational Data Mining (pp. 127-136). Buffalo, NY: EDM Society.

Foster, A., Shah, M., Barany, A., Petrovich, M., Cellitti, J., Duka, M., Swiecki, Z., Siebert-Evenstone, A. L., Kinley, H., Quigley, P., & Shaffer, D. W. (2018) Virtual learning environments for promoting self transformation: Iterative design and implementation of philadelphia land science. In Beck D.et. al. (Eds.) Immersive Learning Research Network (pp. 3-22). Springer, Cham.

Foster, A., Barany, A., Shah, M., Galoyan, T., Moeung, H., Im, S., Brown, D. & Watanabe, M. (2018). Developing science identities through games: An analysis of game design features that support identity exploration. In E. Langran & J. Borup (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 416-425). Washington, D.C.

Jones, T. R. (2018). Developing and testing a K-12 engineering epistemic frame to uncover engineering in the interactions of a high school summer session. (Unpublished doctoral dissertation). Purdue University.

2017

Shaffer, D. W. (2017). Quantitative ethnography. Madison, WI: Cathcart Press.

Markovetz, M. R., Clark, R. M., Swiecki, Z., Arastoopour, G., Chesler, N. C., Shaffer, D. W., & Bodnar, C.A. (2017). Influence of end customer exposure on product design within an epistemic game environment. Advances in Engineering Education 6(2), 1–22.

Lund, K., Quignard, M., & Shaffer, D. W. (2017). Gaining insight by transforming between temporal representations of human interaction. Journal of Learning Analytics, 4(3), 102–122.

Siebert-Evenstone, A. L., Arastoopour Irgens, G., Collier, W., Swiecki, Z., Ruis, A. R., & Shaffer, D. W. (2017). In search of conversational grain size: Modelling semantic structure using moving stanza windows. Journal of Learning Analytics, 4(3), 123–139.

Saucerman, J., Ruis, A. R., & Shaffer, D. W. (2017). Automating the detection of reflection-on-action. Journal of Learning Analytics, 4(2), 212–239.

Ruis, A. R., & Shaffer, D. W. (2017). Annals and analytics: The practice of history in the age of big data. Medical History, 61(2), 336–339.

Shaffer, D. W. & Ruis, A. R. (2017). Epistemic network analysis: A worked example of theory-based learning analytics. In C. Lang, G. Siemens, A. Wise, & D. Grasevic (Eds.), Handbook of Learning Analytics (pp. 175–187). Society for Learning Analytics Research.

Swiecki, Z., Midsfelt, M., Stoddard, J., Shaffer, D. W. (2017). Dependency-centered design as an approach to pedagogical authoring. In Y. Baek (Ed.), Game-Based Learning: Theory Strategies and Performance Outcomes. Hauppauge, NY: NOVA.

Cai, Z., Eagan, B., Dowell, N. M., Pennebaker, J. W., Shaffer, D. W., & Graesser, A. C. (2017). Epistemic network analysis and topic modeling for chat data from collaborative learning environment. In X. Hu, T. Barnes, A. Hershkovitz, & L. Paquette (Eds.), Proceedings of the 10th International Conference on Educational Data Mining (pp. 104-111). Wuhan, Hubei, China: EDM Society.

Gautam, D., Swiecki, Z., Shaffer, D. W., Graesser, A.C., Rus, V. (2017). Modeling classifiers for virtual internships without participant data. In Xiangen Hu, Tiffany Barnes, Arnon Hershkovitz and Luc Paquette (Eds.) In Proceedings of the 10th International Conference on Educational Data Mining (pp. 278-283). Wuhan, Hubei, China: EDM Society.

Csanadi, A., Eagan, B., Shaffer, D. W., Kollar, I., & Fischer, F. (2017). Collaborative and individual scientific reasoning of pre-service teachers: New insights through epistemic network analysis (ENA). In B. K. Smith, M. Borge, E. Mercier, & K. Y. Lim (Eds.), Making a difference: Prioritizing equity and access in CSCL: 12th International Conference on Computer-Supported Collaborative Learning. I (pp. 215–222).

Kulhanek, A. J., Markovetz, M. R., Arastoopour Irgens, G., Swiecki, Z., Chesler, N. C., Shaffer, D. W., & Bodnar, C.A. (2017). Assessing the effectiveness of shah’s innovation metrics for measuring innovative design within a virtual design space. Paper presented at the 2017 ASEE Annual Conference and Exposition. Columbus, Ohio.

Eagan, B., Rogers, B., Serlin, R., Ruis. A. R., Arastoopour Irgens, G., & Shaffer, D. W. (2017). Can we rely on IRR? Testing the assumptions of inter-rater reliability. Paper presented at the International Conference on Computer Supported Collaborative Learning. Philadelphia, PA.

Arastoopour Irgens, G. (2017). Connected design rationale: Modeling and measuring engineering design learning. (Unpublished doctoral dissertation). University of Wisconsin-Madison.

Nash, P. O. (2017). Distributed mentoring: Enrolling students in a virtual community of practice. (Unpublished doctoral dissertation). University of Wisconsin-Madison.

2016

Foster, A. & Shah, M. (2016) Examining game design features for identity exploration and change. Journal of Computers in Mathematics and Science Teaching, 35(4), 369–384.

Shaffer, D. W., Collier, W., & Ruis, A. R. (2016). A tutorial on epistemic network analysis: Analyzing the structure of connections in cognitive, social, and interaction data. Journal of Learning Analytics, 3(3), 9–45.

Ruis, A. R., Shaffer, D. W., Shirley, D. K., & Safdar, N. (2016). Teaching health care workers to adopt a systems perspective for improved control and prevention of healthcare-associated infections. American Journal of Infection Control, 44(11), 1360–1364.

Markovetz, M. R., Clark, R. M., Swiecki, Z., Arastoopour, G., Chesler, N. C., Shaffer, D. W., & Bodnar, C. A. (2016). Influence of end customer exposure on product design within an epistemic game environment. Advances in Engineering Education.

Arastoopour, G., Shaffer, D. W., Swiecki, Z., Ruis, A. R., & Chesler, N. C. (2016). Teaching and assessing engineering design thinking with virtual internships and epistemic network analysis. International Journal of Engineering Education, 32(3B), 1492–1501.

Quardokus Fisher, K. Hirshfield, L., Siebert-Evenstone, A. L., Arastoopour, G., & Koretsky, M. (2016). Network analysis of interactions between students and an instructor during design meetings. Paper presented at the American Society for Engineering Education. New Orleans, LA.

Rus, V., Gautam, D., Swiecki, Z., Shaffer, D. W., & Graesser, A. (2016). Assessing student-generated design justifications in virtual engineering internships. Paper presented at the 9th International Conference on Educational Data Mining. Raleigh, NC.

Siebert-Evenstone, A. L., Arastoopour, G., Collier, W., Swiecki, Z., Ruis, A. R., & Shaffer, D. W. (2016). In search of conversational grain size: Modeling semantic structure using moving stanza windows. Paper presented at the 12th International Conference of the Learning Sciences. Singapore.

Collier, W., Ruis, A. R., & Shaffer, D. W. (2016). Local versus global connection making in discourse. Paper presented at the 12th International Conference of the Learning Sciences. Singapore.

Markovetz, M. R., Clark, R. M., Swiecki, Z., Arastoopour, G., Chesler, N. C., Shaffer, D. W., & Bodnar, C. A. (2016). Innovative design within the context of virtual internships: How can it be defined and how is it related to the student design process? ASEE 2016 Annual Conference and Exposition. New Orleans, LA.

Foster, A., Shah, M., & Barany, A. (2016). Game-based learning for identity change. Paper presented at the 12th Games, Learning & Society Conference. Madison, WI.

Rus, V., Gautam, D., Swiecki, Z., Shaffer, D. W., Graesser, A.C. (2016). Assessing student-generated design justifications in engineering virtual internships. In Tiffany Barnes, Min Chi and Mingyu Feng (Eds.) Proceedings of the 9th International Conference on Educational Data Mining. (pp. 496-501). Raleigh, North Carolina, USA: EDM Society.

Andrist, S. (2016). Gaze mechanisms for situated interaction with embodied agents. (Unpublished doctoral dissertation). University of Wisconsin-Madison.

2015

Wise, A. F., & Shaffer, D. W. (2015). Why theory matters more than ever in the age of big data. Journal of Learning Analytics, 2(2), 5–13.

Hatfield, D. (2015). The right kind of telling an analysis of feedback and learning in a journalism epistemic game. International Journal of Gaming and Computer-Mediated Simulations, 7(2), 1–23.

Andrist, S., Collier, W., Gleicher, M., Mutlu, B., & Shaffer, D. W. (2015). Look together: Analyzing gaze coordination with epistemic network analysis. Frontiers in Psychology, 6(1016).

Bagley, E., & Shaffer, D. W. (2015). Learning in an urban and regional planning practicum: The view from educational ethnography. Journal of Interactive Learning Research, 26(4), 369-393.

Chesler, N. C., Ruis, A. R., Collier, W., Swiecki, Z., Arastoopour, G., & Shaffer, D. W. (2015). A novel paradigm for engineering education: Virtual internships with individualized mentoring and assessment of engineering thinking. Journal of Biomechanical Engineering, 137(2).

Bagley, E., & Shaffer, D. W. (2015). Stop talking and type: Comparing virtual and face-to-face mentoring in an epistemic game. Journal of Computer Assisted Learning, 31(6), 606–622.

Shaffer, D. W., Nash, P., & Ruis, A. R. (2015). Technology and the new professionalization of teaching. Teachers College Record 117(12), 1–30.

Graesser, A. C., Foltz, P. W., Rosen, Y., Shaffer, D. W., Forsyth, C., & Germany, M. (2015). Challenges of assessing collaborative problem solving. In E. Care, P. Griffin, and M. Wilson (Eds.), Assessment and Teaching of 21st Century Skills. Springer.

Shaffer, D. W., Ruis, A. R., & Graesser, A. C. (2015). Authoring networked learner models in complex domains. In R. Sottilare, X. Hu, & A.C. Graesser (Eds.), Design Recommendations for Intelligent Tutoring Systems: Authoring Tools, (pp. 179–191). Orlando: U.S. Army Research Laboratory.

Shaffer, D. W., Borden, F., Srinivasan, A., Saucerman, J., Arastoopour, G., Collier, W., Ruis, A. R., & Frank, K. A. (2015). The nCoder: A technique for improving the utility of inter-rater reliability statistics. Epistemic Games Group Working Paper 2015-01. University of Wisconsin–Madison.

Arastoopour, G., & Shaffer, D. W. (2015). Epistemography and professional CSCL environment design. Paper presented at the International Conference on Computer Supported Collaborative Learning. Gothenberg, Sweden.

Arastoopour, G., Collier, W., Chesler, N. C., Linderoth, J., & Shaffer, D. W. (2015). Measuring the complexity of simulated engineering design problems. Paper presented at the American Society for Engineering Education. Seattle, WA.

Arastoopour, G., Swiecki, Z., Chesler, N. C., & Shaffer, D. W. (2015). Epistemic network analysis as a tool for engineering design assessment. Paper presented at the American Society for Engineering Education. Seattle, WA.

Arastoopour, G., Shaffer, D. W., Swiecki, Z., Ruis, A. R., & Chesler, N. C. (2015). Teaching and assessing engineering design thinking with virtual internships and epistemic network analysis. Paper presented at the Harvey Mudd Design Workshop. Claremont, CA.

Saucerman, J., Tscholl, M., & Shaffer, D. W. (2015). Automating detection of good reflective responses in discourse. Poster presented at the International Conference on Computer Supported Collaborative Learning. Gothenberg, Sweden.

2014

Arastoopour, G., Chesler, N. C., & Shaffer, D. W. (2014). Epistemic persistence: A simulation-based approach to increasing participation of women in engineering. Journal of Women and Minorities in Science and Engineering, 20(3): 211-234.

Graesser, A. C., Keshtkar, F., & Li, H. (2014). The role of natural language and discourse processing in advanced tutoring systems. In T. Holtgraves (Ed.), Oxford handbooks online: Language and social psychology. Oxford, UK: Oxford University Press.

Keshtkar, F., Burkett, C., Li, H., & Graesser, A. C. (2014). Using data mining techniques to detect the personality of players in an educational game. In A. Pena-Ayala (Ed.), Educational data mining: Applications and trends (pp. 125-150). New York: Springer.

Knight, S., Arastoopour, G., Shaffer, D. W., Shum, S.B., & Littleton, K. (2014). Epistemic networks for epistemic commitments. Paper presented at the International Conference of the Learning Sciences. Boulder, CO.

Li, H., Duan, Y., Clewley, D., Morgan, B., Graesser, A. C., Shaffer, D. W., & Saucerman, J. (2014). Question asking during collaborative problem solving in an online game environment. Paper presented at the International Conference on Intelligent Tutoring Systems. Honolulu, HI.

Dowell, N. M., Cade, W. L., Tausczik, Y. R., Pennebaker, J. W., & Graesser, A. C. (2014). What works: Creating adaptive and intelligent systems for collaborative learning support. Paper presented at the International Conference on Intelligent Tutoring Systems. Honolulu, HI.

Li, H., Samei, B., Olney, A. M., Graesser, A. C., & Shaffer, D. W. (2014). Question classification in an epistemic game. Paper presented at the International Conference on Intelligent Tutoring Systems. Honolulu, HI.

Samei, B., Li, H., Keshtkar, F., Rus, V., & Graesser, A. C. (2014). Context-based speech act classification in intelligent tutoring systems. Paper presented at the International Conference on Intelligent Tutoring Systems. Honolulu, HI.

2013

Chesler, N., Arastoopour, G., D’Angelo, C., Bagley, E., & Shaffer, D. W. (2013). Design of a professional practice simulator for educating and motivating first-year engineering students. Advances in Engineering Education 3(3): 1-29.

Nash, P., & Shaffer, D. W. (2013). Epistemic trajectories: Mentoring in a game design practicum. Instructional Science, 41(4): 745-771.

Graesser, A. C. (2013). Evolution of advanced learning technologies in the 21st century. Theory into Practice, 52: 93-101.

Knight, S., Arastoopour, G., Shaffer, D. W., Shum, S.B., & Littleton, K. (2013). Epistemic networks for epistemic commitments. Technical Report KMI-13-03. Knowledge Media Institute, Open University, Netherlands.

Arastoopour, G., Chesler, N., D’Angelo, C. M., Opgenorth, J., Reardan, C., Haggerty, N., Lepak, C., & Shaffer, D. W. (2013). Epistemic persistence: A simulation-based approach for increasing women in engineering. Paper presented at the annual meeting of the American Educational Research Association. San Francisco, CA.

Arastoopour, G. & Shaffer, D.W. (2013). Measuring social identity development in epistemic games. Paper presented at the International Conference on Computer Supported Learning. Madison, WI.

Arastoopour, G., Chesler, N., & Shaffer, D. W. (2013). A simulation-based approach for increasing women in engineering. Paper presented at the International Conference on Computer Supported Learning. Madison, WI.

Morgan, B., Keshtkar, F., Graesser, A. C., & Shaffer, D. W. (2013). Automating the mentor in a serious game: A discourse analysis using finite state machines. Paper presented at the International Conference on Human-Computer Interaction. Las Vegas, NV.

Orill, C. H., Shaffer, D. W., & Burke, J. (2013). Exploring coherence in teacher knowledge using epistemic network analysis. Presented at the American Educational Research Association Annual Meeting. San Francisco, CA.

2012

Shaffer, D. W. & Gee, J. P. (2012). The right kind of GATE: Computer games and the future of assessment. In M. Mayrath, D. Robinson, & J. Clarke-Midura (Eds.), Technology-based assessments for 21st century skills: Theoretical and practical implications from modern research. Information Age Publications.

Shaffer, D. W. (2012). Models of situated action: Computer games and the problem of transfer. In C. Steinkuehler, K. Squire, S. Barab (Eds.), Games learning, and society: Learning and meaning in the digital age, (pp. 403-433). Cambridge, UK: Cambridge University Press.

Bagley, E. (2012). Epistemic mentoring in virtual and face-to-face environments. (Unpublished doctoral dissertation). University of Wisconsin-Madison.

Nash, P., Bagley, E. A., & Shaffer, D. W. (2012). Playing for public interest: Epistemic games as civic engagement activities. Paper presented at the annual meeting of the American Educational Research Association. Vancouver, BC.

Nash, P. & Shaffer, D. W. (2012). Epistemic youth development: Educational games as youth development activities. Paper presented at the annual meeting of the American Educational Research Association. Vancouver, BC.

Bagley, E. & Shaffer, D. W. (2012). Epistemic mentoring in virtual and face-to-face environments. Paper presented at the annual meeting of the American Educational Research Association. Vancouver, BC.

Arastoopour, G., Chesler, N., D’Angelo, C., Shaffer, D. W., Opgenorth, J., Reardan, C., Haggerty, N., & Lepak, C. (2012). Nephrotex: Measuring first-year students’ ways of professional thinking in a virtual internship. Paper presented at the annual meeting of the American Society of Engineering Education. San Antonio, TX.

Orrill, C. H. & Shaffer, D. W. (2012). Exploring connectedness: Applying ENA to teacher knowledge. Paper presented at the International Conference of the Learning Sciences. Sydney, Australia.

D’Angelo, C. M., Clark, D. B., & Shaffer, D. W. (2012). Epistemic network analysis: An alternative analysis technique for complex STEM thinking. Presented at the National Association of Research on Science Teaching Conference. Indianapolis, IN.

2011

Nash, P. & Shaffer, D. W. (2011). Mentor modeling: The internalization of modeled professional thinking in an epistemic game. Journal of Computer Assisted Learning 27(2): 173–189.

Svarovsky, G. N. (2011). Exploring complex engineering learning over time with epistemic network analysis. Journal of Pre-College Engineering Education Research, 1(2), 19-30.

Bagley, E. & Shaffer, D. W. (2011). Promoting civic thinking through epistemic game play. In R. Ferdig (Ed.), Discoveries in gaming and computer-mediated simulations: New interdisciplinary applications, (pp. 111-127). Hershey, PA: IGI Global.

Hatfield, D. (2011). The right kind of telling: An analysis of feedback and learning in a journalism epistemic game. (Unpublished doctoral dissertation). University of Wisconsin-Madison.

Shaffer, D. W., Chesler, N., Arastoopour, G., & D’Angelo, C. (2011). Nephrotex: Teaching first-year students how to think like engineers. Poster presented at the Course, Curriculum, and Laboratory Improvement PI Conference. Washington, D.C.

D’Angelo, C., Arastoopour, G., Chesler, N., & Shaffer, D. W. (2011). Collaborating in a virtual engineering internship. Paper presented at the Computer Supported Collaborative Learning Conference. Hong Kong, China.

Chesler, N., D’Angelo, C., Arastoopour, G., & Shaffer, D. W. (2011). Use of professional practice simulation in a first-year introduction to engineering course. Paper presented at the annual meeting of the American Society for Engineering Education. Vancouver, BC.

D’Angelo, C., Shaffer, D. W., & Chesler, N. (2011). Undergraduate engineers engaging and reflecting in a professional practice simulation. Paper presented at the annual meeting of the American Society for Engineering Education. Vancouver, BC.

Moldovan, C., Rus, V., & Graesser, A.C. (2011). Automated speech act classification for online chat. Paper presented at the Midwest Artificial Intelligence and Cognitive Science Conference. Cincinnati, OH.

D’Angelo, C., Arastoopour, G., Chesler, N., & Shaffer, D. W. (2011). Undergraduate engineers engaging and reflecting in a professional practice simulation. Poster presented at the annual meeting of the American Society for Engineering Education. Vancouver, BC.

2010

Rupp, A., Gushta, M., Mislevy, R., & Shaffer, D. W. (2010). Evidence-centered design of epistemic games: Measurement principles for complex learning environments. Journal of Technology, Learning, and Assessment, 8(4): 4-47.

Gee, J. P. & Shaffer, D. W. (2010). Looking where the light is bad: Video games and the future of assessment. Phi Delta Kappa International EDge 6(1): 3-19.

Hatfield, D. & Shaffer, D. W. (2010). The epistemography of a journalism practicum: The complex mechanisms of developing journalistic expertise. WCER Working Paper 2010-10. Wisconsin Center for Education Research, University of Wisconsin-Madison.

Bagley, E. (2010). The epistemography of an urban and regional planning practicum: Appropriation in the face of resistance. WCER Working Paper 2010-8. Wisconsin Center for Education Research, University of Wisconsin-Madison.

Svarovsky, G. (2010). Unpacking an engineering practicum: Building engineers, one participant structure at a time. WCER Working Paper 2010-5. Wisconsin Center for Education Research, University of Wisconsin-Madison.

Shaffer, D. W. (2010). The bicycle helmets of “Amsterdam”: Computer games and the problem of transfer. Epistemic Games Group Working Paper 2010-01. Wisconsin Center for Education Research, University of Wisconsin-Madison.

Gee, J. P. & Shaffer, D. W. (2010). Looking where the light is bad: Video games and the future of assessment. Epistemic Games Group Working Paper 2010-02. Wisconsin Center for Education Research, University of Wisconsin-Madison.

Chesler, N., Bagley, E., Breckenfeld, E., West, D., & Shaffer, D. W. (2010). A virtual hemodialyzer design project for first-year engineers: An epistemic game approach. Paper presented at the American Society of Medical Engineers Bioengineering Conference. Naples, FL.

Chesler, N., Bagley, E., Breckenfeld, E., West, D., Stace-Naughton, A., & Shaffer, D. W. (2010). Professional practice simulation for undergraduate engineers: A tool for engaging, educating, and assessing. Paper presented at the annual meeting of the American Society of Engineering Education. Louisville, KY.

Graesser, A., Cai, Z., Wood, J., Hatfield, D., Bagley, E., Nash P., & Shaffer, D. W. (2010). Comments of journalism mentors on news stories: Classification and epistemic status of mentor contributions. Paper presented at the Intelligent Tutoring Systems Conference. Pittsburgh, PA.

Hatfield, D. & Shaffer, D. W. (2010). The epistemography of journalism 335: Complexity in developing journalistic expertise. Paper presented at the International Conference of the Learning Sciences. Chicago, IL. .

Bagley, E., & Shaffer, D. W. (2010). The epistemography of urban and regional planning 912: Appropriation in the face of resistance. Paper presented at the International Conference of the Learning Sciences. Chicago, IL.

Nash, P. & Shaffer, D. W. (2010). Mentor modeling: The internalization of modeled professional thinking in an epistemic game. Paper presented at the International Conference of the Learning Sciences. Chicago, IL.

Chesler, N., Bagley, E., & Shaffer, D. W. (2010). Professional practice simulations for engaging, educating, and assessing undergraduate engineers. Paper presented at the International Conference of the Learning Sciences. Chicago, IL.

Shaffer, D. W. & Graesser, A. C. (2010). Using a quantitative model of participation in a community of practice to direct automated mentoring in an ill-formed domain. Paper presented at the Intelligent Tutoring Systems Conference. Pittsburgh, PA.

Rupp, A. A., Sweet, S., & Choi, Y. (2010). Modeling learning trajectories with epistemic network analysis: A simulation-based investigation of a novel analytic method for epistemic games. Presented at the Educational Data Mining Conference. Pittsburgh, PA.

2009

Shaffer, D. W., Hatfield, D., Svarovsky, G., Nash, P., Nulty, A., Bagley, E., Frank, K., Rupp, A., & Mislevy, R. (2009). Epistemic Network Analysis: A prototype for 21st century assessment of learning. International Journal of Learning and Media 1(2): 33-53.

Bagley, E. & Shaffer, D. W. (2009). When people get in the way: Promoting civic thinking through epistemic game play. International Journal of Gaming and Computer-Mediated Simulations 1(1): 36-52.

Shaffer, D. W. (2009). Wag the kennel: Games, frames, and the problem of assessment. In R. Fertig (Ed.), Handbook of research on effective electronic gaming in education. (vol. 2, pp. 577-592). Hershey, PA: IGI Global.

Shaffer, D. W. (2009). Computers and the end of progressive education. In D. Gibson (Ed.), Digital simulations for improving education: Learning through artificial teaching environments, (pp. 68-85). Hershey, PA: IGI Global.

Shaffer, D. W. (2009). Foreword. In R. Van Eck (Ed.), Gaming and cognition: Theories and practice from the learning sciences. Hershey, PA: IGI Global.

Svarovsky, G. (2009) Unpacking the digital zoo: An analysis of the learning processes within an engineering epistemic game. (Unpublished doctoral dissertation). University of Wisconsin-Madison.

Rupp, A., Choi, Y., Gushta, M., Mislevy, R., Thies, M. C., Bagley, E., Nash, P., Hatfield, D., Svarovsky, G., & Shaffer, D. W. (2009). Modeling learning progressions in epistemic games with epistemic network analysis: Principles for data analysis and generation. Paper presented at the Learning Progressions in Science Conference. Iowa City, IA.

2008

Shaffer, D. W. (2008). Education in the digital age. Digital Kompetanse, 1(3): 39-52.

Shaffer, D. W. (2008). Learning in the digital age. Wisconsin People and Ideas 54(2): 51-55.

Shaffer, D. W. (2008). Education in the digital age. Nordic Journal of Digital Literacy 54(2):. 39-52.

Nash, P. & Shaffer, D. W. (2008). Player-mentor interactions in an epistemic game: A preliminary analysis. Paper presented at the International Conference of the Learning Sciences. Utrecht, Netherlands.

Nulty, A. & Shaffer, D. W. (2008). Digital Zoo: The effects of mentoring on young engineers. Paper presented at the International Conference of the Learning Sciences. Utrecht, Netherlands.

Bagley, E., & Shaffer, D. W. (2008). “They listen to stakeholders”: Promoting civic thinking through epistemic game play. Paper presented at the International Conference of the Learning Sciences. Utrecht, Netherlands.

Hatfield, D., & Shaffer, D. W. (2008). Reflection in professional play. Paper presented at the International Conference of the Learning Sciences. Utrecht, Netherlands.

Shaffer, D. W. (2008). Universities of play: Games and the future of higher Education. Higher Education 2030 (vol.3): Technology. Paris: Organization for economic cooperation and development.

2007

Svarovsky, G. & Shaffer, D. W. (2007). SodaConstructing knowledge through exploratoids. Journal of Research in Science Teaching 44(1): 133-153.

Shaffer, D. W. (2007). Epistemic games as career preparatory experiences for students with disabilities. Journal of Special Education Technology 22(3): 57-69.

Shaffer, D. W. & Gee, J. P. (2007). Epistemic games as education for innovation. In J.D.M. Underwood and J. Dockrell (Eds.), Learning through digital technologies (pp. 71-82). Leicester, UK: British Journal of Educational Psychology.

Shaffer, D. W. (2007). In praise of epistemology. In B.E. Shelton and D.A. Wiley (Eds.), The design and use of simulation computer games in education (pp. 7-27). Rotterdam, Netherlands: Sense Publishers.

Shaffer, D. W. (2007). Learning in design. In R.A. Lesh, J.J. Kaput, & E. Hamilton (Eds.), Foundations for the future in mathematics education (pp. 99-126). Mahweh, NJ: Erlbaum.

Shaffer, D. W. (2007). The educational value of computer games. Principal Magazine 86(4): 66-67.

Shaffer, D. W. (2007). Creative play, creative thought: Computer games can help kids learn. Wisconsin State Journal.

Shaffer, D. W. (2007). Juegos epistemicos para mejorar las habilidades y valores profesionales. Revista Enlaces, 4.

Shaffer, D. W. (2007). Epistemic games to improve professional skills and values. Paris: Organization for Economic Cooperation and Development.

2006

Shaffer, D. W. (2006). How Computer Games Help Children Learn. New York, NY: Palgrave.

Shaffer, D. W. & Clinton, K. (2006). Tool for thoughts: Reexamining thinking in the digital age. Mind, Culture, and Activity 13(4): 283-300.

Shaffer, D. W. (2006). Epistemic frames for epistemic games. Computers and Education 46(3): 223-234.

Moreno, M. A. & Shaffer, D. W. (2006). Intakes conference: Understanding the impact of resident autonomy on a morning report conference. Teaching and Learning in Medicine 18(4): 297-303.

Gordon, J. A., Shaffer, D. W., Raemer, D. B., Pawlowski, J., Hurford, W. E., & Cooper, J. B. (2006). A randomized controlled trial of simulation-based teaching versus traditional instruction in medicine: A pilot study among clinical medical students. Advances in Health Science Education 11: 33-39.

Shaffer, D. W. & Squire, K. D. (2006). The pasteurization of education. In S.Y. Tettegah & R.C. Hunter (Eds.), Technology and education: Issues in administration, policy, and application in K12 schools (vol. 8, pp. 43-55). London: Elsevier.

Shaffer, D. W. (2006). Beyond “He said, she said”: Games for learning move beyond the traditional dichotomy of weak v strong instructional guidance. Advanced Distributed Learning (ADL) Newsletter for Educators and Educational Researchers 3.

Shaffer, D. W. & Squire, K. D. (2006). The pasteurization of education. Paper presented at the International Conference of the Learning Sciences. Bloomington, IN.

Svarovsky, G. N. & Shaffer, D. W. (2006). Design meetings and design notebooks as tools for reflection in the engineering design course. Paper presented at the ASEE/IEEE Frontiers in Education Conference. San Diego, CA.

Svarovsky, G. N. & Shaffer, D. W. (2006). Sodaconstructing an understanding of physics: Technology-based engineering activities for middle school students. Paper presented at the ASEE/IEEE Frontiers in Education Conference. San Diego, CA.

Hatfield, D. & Shaffer, D. W. (2006). Press play: designing an epistemic game engine for journalism. Paper presented at the International Conference of the Learning Sciences. Bloomington, IN.

Svarovsky. G. N. & Shaffer, D. W. (2006). Berta’s tower: Developing conceptual physics understanding one exploratoid at a time. Paper presented at the International Conference of the Learning Sciences. Bloomington, IN.

Svarovsky, G. N. & Shaffer, D. W. (2006). Engineering girls gone wild: Developing an engineering identity in Digital Zoo. Poster presented at the International Conference of the Learning Sciences. Bloomington, IN.

2005

Beckett, K. & Shaffer, D. W. (2005). Augmented by reality: The pedagogical praxis of urban planning as a pathway to ecological thinking. Journal of Educational Computing Research 33(1): 31-52.

Shaffer, D. W., Squire, K. D., Halverson, R., & Gee, J. P. (2005). Video games and the future of learning. Phi Delta Kappan 87(2): 104-111.

Shaffer, D. W. (2005). Juegos epistemicos. Journal of Online Education 1(6).

Shaffer, D. W. (2005). Epistemic games. Innovate, 1(6). Reprinted in Computers and Education 46: 223-234.

Shaffer, D. W., & Clinton, K. A. (2005). Toolforthoughts: Reexamining thinking in the digital age. WCER Working Paper 2005-6. Wisconsin Center for Education Research, University of Wisconsin-Madison.

Shaffer, D. W. (2005). Multisubculturalism: Computers and the end of progressive education. WCER Working Paper 2005-5. Wisconsin Center for Education Research, University of Wisconsin-Madison.

Shaffer, D. W. (2005). Epistemography and the participant structures of a professional practicum: A story behind the story of Journalism 828. WCER Working Paper 2005-8. Wisconsin Center for Education Research, University of Wisconsin-Madison.

Shaffer, D.W . (2005). Studio mathematics: The epistemology and practice of design pedagogy as a model for mathematics learning. WCER Working Paper 2005-3. Wisconsin Center for Education Research, University of Wisconsin-Madison.

Shaffer, D. W., & Gee, J. P. (2005). Before every child is left behind: How epistemic games can solve the coming crisis in education. WCER Working Paper 2005-7. Wisconsin Center for Education Research, University of Wisconsin-Madison.

Shaffer, D. W., & Gee, J. P. (2005). Video games and the future of learning. WCER Working Paper 2005-7. Wisconsin Center for Education Research, University of Wisconsin-Madison.

Shaffer, D. W. & Clinton, K. A. (2005). Why all CSL is CL: Distributed mind and the future of computer supported collaborative learning. Paper presented at the International Conference on Computer-Supported Collaborative Learning. Taipei, Taiwan.

2004

Shaffer, D. W. (2004). When computer-supported collaboration means computer-supported competition: Professional mediation as a model for collaborative learning. Journal of Interactive Learning Research 15(2): 101-115.

Shaffer, D. W. (2004). Pedagogical praxis: The professions as models for postindustrial education. Teachers College Record 106(7): 1401-1421.

Shaffer, D. W., Gordon, J., & Bennett, N. L. (2004). Learning, testing, and the evaluation of learning environments in medicine: Global performance assessment in medical education. Interactive Learning Environments, 12(3): 167-179.

Shaffer, D. W. & Serlin, R. (2004). What good are statistics that don’t generalize? Educational Researcher 33(9): 14-25.

Shaffer, D. W. (2004). Pedagogical praxis: Using technology to build professional communities of practice. Association for Computing Machinery (ACM) SigGROUP Bulletin 24(3): 39-43.

Rohde, M., & Shaffer, D. W. (2004). Us, ourselves, and we: Thoughts about social (self-) categorization. Association for Computing Machinery (ACM) SigGROUP Bulletin 24(3): 9-24.

Shaffer, D. W., & Serlin, R. (2004). Intra sample statistical analysis. WCER Working Paper 2004-2. Wisconsin Center for Education Research, University of Wisconsin-Madison.

Beckett, K. & Shaffer, D. W. (2004). We built this city: Developing students’ understanding of ecology through the professional practice of urban planning. Paper presented at the International Conference of the Learning Sciences. Santa Monica, CA.

Svarovsky, G. N., & Shaffer, D. W. (2004). Berta’s tower: Understanding physics through virtual engineering. Paper presented at the International Conference of the Learning Sciences. Santa Monica, CA.

Shaffer, D. W. (2004). Epistemic frames and islands of expertise: Learning from infusion experiences. Paper presented at the International Conference of the Learning Sciences. Santa Monica, CA.

2003

Gordon, J. A., Tancredi, D. N., Binder, W. D., Wilkerson, W., & Shaffer, D. W. (2003). Assessment of a clinical performance evaluation tool for use in a simulator-based testing environment: a pilot study. Academic Medicine 78(10): S45-47.

Gordon, J. A., Shaffer, D. W., Cooper, J. B., Raemer, D. B., Graydon-Baker, E., Pawlowski, J., et al. (2003). Randomized controlled trial of simulation-based teaching versus traditional instruction in critical care and emergency medicine. Anesthesia and Analgesia 97(2): S13.

Shaffer, D. W. (2003). Pedagogical praxis: The professions as models for learning in the age of the smart machine. WCER Working Paper 2003-6. Wisconsin Center for Education Research, University of Wisconsin-Madison.

Shaffer, D. W. (2003). Portrait of the Oxford design studio: An ethnography of design pedagogy. WCER Working Paper 2003-11. Wisconsin Center for Education Research, University of Wisconsin-Madison.

Svarovsky, G., & Shaffer, D. W. (2003). Berta’s tower: An expert-novice study investigating ideas in the domain of physics and the practice of engineering. Paper presented at the annual meeting of the American Educational Research Association. Chicago, IL.

Shaffer, D. W. (2003). When Dewey met Schon: Computer-supported learning through professional practices. In C. McNaught & D. Lassner (Eds.), Proceedings of the World Conference on Educational Media, Hypermedia, and Telecommunications 2003 (pp. 2197-2205). Honolulu, HI: Association for the Advancement of Computers in Education.

Hatfield, D. (2003). Fletch: Web-based journalism as a bridge to technological literacy. Paper presented at the IEEE Symposium on Human Centric Computing Languages and Environments. Auckland, New Zealand.

2002

Shaffer, D. W. (2002). The design studio: A promising model for learning to collaborate: Thoughts in response to Hall, Star, and Nemirovsky. In T. Koschmann, R. Hall, & N. Miyake (Eds.), Computer support for collaborative learning (vol. 2, pp. 223-228). Mahwah, NJ: Erlbaum.

Shaffer, D. W. (2002). Design, collaboration, and computation: The design studio as a model for computer-supported collaboration in mathematics. In T. Koschmann, R. Hall, & N. Miyake (Eds.), Computer support for collaborative learning (vol. 2, pp. 250-255). Mahwah, NJ: Erlbaum.

Kaput, J. J., & Shaffer, D. W. (2002). On the development of human representational competence from an evolutionary point of view: From episodic to virtual culture. In K. Gravemeijer, R. Lehrer, B. van Oers & L. Verschaffel (Eds.), Symbolizing, modeling and tool use in mathematics education (pp. 269-286). Dordrecht, Netherlands: Kluwar Academic Press.

Shaffer, D. W., Kigin, C., Kaput, J., & Gazelle, G. (2002). What is digital medicine? In R. Bushko (Ed.), Future of health technology. Amsterdam, Netherlands: IOS Press.

2001

Gordon, J. A., Wilkerson, W., Shaffer, D. W., & Armstrong, E. G. (2001). “Practicing” medicine without risk: Students’ and educators’ responses to high-fidelity patient simulation. Academic Medicine 76(5): 469-472.

Shaffer, D. W. (2001). Thinking forward by thinking back. Communication Arts 42(8): 134-136.

2000

Dawson, S. L., Cotin, S., Meglan, D., Shaffer, D. W., & Ferrell, M. (2000). Designing a computer-based simulator for interventional cardiology training. Catheterization and Cardiovascular Interventions 51: 522-527.

Shaffer, D. W., Dawson, S. L., Meglan, D., Cotin, S., Ferrell, M., Norbash, A., et al. (2000). Design principles for the use of simulation as an aid in interventional cardiology training. Minimally Invasive Therapy and Allied Technologies 10(2): 75-82.

Cotin, S., Shaffer, D. W., Meglan, D., Ottensmeyer, M., Berry, P., & Dawson, S. L. (2000). CAML: A general framework for the development of medical simulations. In H. Pien (Ed.), Proceedings of SPIE vol. 4037: Battlefield biomedical technologies (vol. 2).

Shaffer, D. W. (2000). This is Dewey’s vision revisited. In D. T. Gordon (Ed.), The digital classroom: How technology is changing the way we teach and learn (pp. 176-178). Cambridge, MA: Harvard Education Letter.

1999

Shaffer, D. W. & Kaput, J. J. (1999). Mathematics and virtual culture: an evolutionary perspective on technology and mathematics. Educational Studies in Mathematics 37: 97-119.

Cossentino, J. & Shaffer, D. W. (1999). The math studio: Harnessing the power of the arts to teach across disciplines. Journal of Aesthetic Education 33(2): 99-109.

Shaffer, D. W., & Resnick, M. (1999). Thick authenticity: New media and authentic learning. Journal of Interactive Learning Research 10(2): 195-215.

Shaffer, D. W., Meglan, D., Ferrell, M., & Dawson, S. (1999). Virtual rounds: Simulation-based education in procedural medicine. In H. Pien (Ed.), Proceedings of SPIE Vol. 3712: Battlefield biomedical technologies.

1998

Shaffer, D. W. (1998). The pedagogy of the digital studio: Learning through collaboration, expression and construction. In A. Bruckman, M. Guzdial, J. L. Kolodner & A. Ram (Eds.), Proceedings of the International Society on the Learning Sciences (pp. 263-269). Charlottesville, VA: Association for the Advancement of Computing in Education.

Shaffer, D. W. (1998). Expressive mathematics: Learning by design. (Unpublished doctoral dissertation). Massachusetts Institute of Technology, Cambridge, MA.

1997

Shaffer, D. W. (1997). Learning mathematics through design: The anatomy of Escher’s World. Journal of Mathematical Behavior 16(2): 95-112.

Shaffer, D. W. (1997). Escher’s world: Learning symmetry through mathematics and art. Symmetry: Culture and Science 8(3-4): 369-393.

Shaffer, D. W. (1997). Design, collaboration, and computation: The design studio as a model for computer-supported collaboration in mathematics. Paper presented at the Computer Support for Collaborative Learning Conference. Toronto, ON.

1996

Shaffer, D. W. (1996). Escher’s World: Learning mathematics through design in a digital studio. (Unpublished masters thesis). Massachusetts Institute of technology, Cambridge, MA.

1995

Shaffer, D. W. (1995). Symmetric intuitions: Dynamic geometry/dynamic art. Symmetry: Culture and Science 6(3): 476-479.

Shaffer, D. W. (1995). Exploring trigonometry: With the Geometer’s Sketchpad. Berkeley, CA: Key Curriculum Press.

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