Eliane Stampfer Wiese
Eliane Stampfer Wiese
Research Assistant Professor, School of Computing, University of Utah
Verified email at utah.edu
Title
Cited by
Cited by
Year
Tutoring self-and co-regulation with intelligent tutoring systems to help students acquire better learning skills
I Roll, ES Wiese, Y Long, V Aleven, KR Koedinger
Design recommendations for intelligent tutoring systems 2, 169-182, 2014
332014
Adding physical objects to an interactive game improves learning and enjoyment: Evidence from EarthShake
N Yannier, SE Hudson, ES Wiese, KR Koedinger
ACM Transactions on Computer-Human Interaction (TOCHI) 23 (4), 1-31, 2016
242016
Teaching students to recognize and implement good coding style
ES Wiese, M Yen, A Chen, LA Santos, A Fox
Proceedings of the Fourth (2017) ACM Conference on Learning@ Scale, 41-50, 2017
192017
"Battleship Numberline": A Digital Game for Improving Estimation Accuracy on Fraction Number Lines.
D Lomas, D Ching, E Stampfer, M Sandoval, K Koedinger
Society for Research on Educational Effectiveness, 2011
152011
General and Efficient Cognitive Model Discovery Using a Simulated Student
N Li, E Stampfer, WW Cohen, KR Koedinger
Proceedings of the 35th Annual Conference of the Cognitive Science Society …, 2013
142013
When seeing isn’t believing: Influences of prior conceptions and misconceptions
E Stampfer, KR Koedinger
Proceedings of the 35th Annual Conference of the Cognitive Science Society …, 2013
112013
Accounting for socializing intelligence with the Knowledge-Learning-Instruction Framework
KR Koedinger, ES Wiese
Socializing intelligence through academic talk and dialogue, 275-286, 2015
92015
Linking code readability, structure, and comprehension among novices: it's complicated
ES Wiese, AN Rafferty, A Fox
2019 IEEE/ACM 41st International Conference on Software Engineering …, 2019
82019
SimStudent: authoring expert models by tutoring
CJ Maclellan, ES Wiese, N Matsuda, KR Koedinger
Proceedings of the 2nd Annual GIFT Users Symposium, 25-32, 2014
72014
Eliciting intelligent novice behaviors with grounded feedback in a fraction addition tutor
E Stampfer, Y Long, V Aleven, KR Koedinger
International Conference on Artificial Intelligence in Education, 560-562, 2011
72011
Replicating novices' struggles with coding style
ES Wiese, AN Rafferty, DM Kopta, JM Anderson
2019 IEEE/ACM 27th International Conference on Program Comprehension (ICPC …, 2019
62019
Authoring Tutors with Complex Solutions: A Comparative Analysis of Example Tracing and SimStudent.
CJ MacLellan, E Harpstead, ES Wiese, M Zou, N Matsuda, V Aleven, ...
AIED workshops, 2015
62015
Tradeoffs between immediate and future learning
E Stampfer, KR Koedinger
European Association for Research on Learning and Instruction Special …, 2012
62012
Investigating scaffolds for sense making in fraction addition and comparison
E Wiese, K Koedinger
Proceedings of the Annual Meeting of the Cognitive Science Society 36 (36), 2014
52014
Designing grounded feedback: Criteria for using linked representations to support learning of abstract symbols
ES Wiese, KR Koedinger
International Journal of Artificial Intelligence in Education 27 (3), 448-474, 2017
42017
Toward sense making with grounded feedback
ES Wiese, KR Koedinger
International Conference on Intelligent Tutoring Systems, 695-697, 2014
42014
Enhancing self-regulated learning through metacognitively-aware intelligent tutoring systems
B Goldberg, R Sottilare, I Roll, S Lajoie, E Poitras, G Biswas, JR Segedy, ...
Boulder, CO: International Society of the Learning Sciences, 2014
42014
Conceptual scaffolding to check one’s procedures
E Stampfer, KR Koedinger
International Conference on Artificial Intelligence in Education, 916-919, 2013
22013
Eliciting Middle School Students' Ideas About Graphs Supports Their Learning from a Computer Model.
E Wiese, AN Rafferty, MC Linn
CogSci, 2017
12017
Preliminary evidence for learning good coding style with AutoStyle
A Chen, E Wiese, HZ Yin, R Choudhury, A Fox
Third Symposium on Learning With MOOCs (LWMOOC III). Philadelphia, PA, 2016
12016
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