Eliane Stampfer Wiese
Eliane Stampfer Wiese
Research Assistant Professor, School of Computing, University of Utah
Verified email at utah.edu
TitleCited byYear
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
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), 26, 2016
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
"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
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
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
Accounting for socializing intelligence with the Knowledge-Learning-Instruction Framework
KR Koedinger, ES Wiese
Socializing intelligence through academic talk and dialogue, 275-286, 2015
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
Tradeoffs between immediate and future learning
E Stampfer, KR Koedinger
European Association for Research on Learning and Instruction Special …, 2012
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
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
Toward sense making with grounded feedback
ES Wiese, KR Koedinger
International Conference on Intelligent Tutoring Systems, 695-697, 2014
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
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
Conceptual scaffolding to check one’s procedures
E Stampfer, KR Koedinger
International Conference on Artificial Intelligence in Education, 916-919, 2013
Linking code readability, structure, and comprehension among novices: it's complicated
ES Wiese, AN Rafferty, A Fox
Proceedings of the 41st International Conference on Software Engineering …, 2019
Eliciting Middle School Students' Ideas About Graphs Supports Their Learning from a Computer Model.
E Wiese, AN Rafferty, MC Linn
CogSci, 2017
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
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, ...
Proceedings of the Workshops at the 17th International Conference on …, 2015
Replicating novices' struggles with coding style
ES Wiese, AN Rafferty, DM Kopta, JM Anderson
Proceedings of the 27th International Conference on Program Comprehension, 13-18, 2019
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