These are the paper that Neil Heffernan has not authorship on. These were conducted by researchers using the ASSISTments Testbed Platform, which is created by Neil, but Neil was just a midwife to these studies.
Showing that ASSISTments Closes Achievement Gaps (between lower-achieving students and higher achieving students).
ASSISTments closes Achievement Gaps By Vanderbilt
Showing how you can use ASSISTments to study spatial features in mathematical expressions.
Comparing hints versus step-by-step scaffolding questions, versus solution, versus worked examples.
Counterintuitive effects of online feedback in middle school math: results from a randomized controlled trial in ASSISTments By University of Colorado & UMaine
Comparing the difficulty of different problem types
The effect of language modification of mathematics story problems on problem-solving in ASSISTments By Southern Methodist University & University of North Dakota
Comparing different problems have to be
Single Template vs. Multiple Templates: Examining the Effects of Problem Format on Performance. By University of Pennsylvania
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 (pp. 1015-1022). Nashville, Tennessee: International Society of the Learning Sciences. https://repository.isls.org/bitstream/1/6288/1/1015-1022.pdf
Comparing different instructional approaches
Seeing language learning inside the math: cognitive analysis yields transfer. By Carnegie Mellon University
Comparing different instructional approaches
Labeling Common and Uncommon Fractions Across Notation and Education. By University of Chicago & Boston College
Under Review:
Andres-Bray, M., Hutt, S., Zhou, Y, & Baker K. (submitted) A Comparison of Hints vs. Scaffolding in a MOOC with Adult Learners. Submitted to AIED. Retrieved from https://drive.google.com/file/d/1X9gdtSX0RJdOi5AiR5H5rzSIOs3ovPMl/view?usp=sharing
Duquennois, C. (2019). Fictional Money, Real Costs: Impacts of Financial Salience on Disadvantaged Students. (Revise and Resubmit at American Economic Review) Dr Duquennois has told Neil that this looks like they are close to publishing this journal article. See her website for the status
Less prestigious venues:
1. 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.
2. 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]
In Preparation:
Smith, H., Damoah, K., Heffernan, N., (in preparation). Can Spatial Reasoning Predict Performance in an Online Geometry Assignment? Retrieved from https://drive.google.com/file/d/1tJknStutoNBH8qgXPXqzhSOWTJL4WdkD/view?usp=sharing
Heffernan, C. (2019)