Curriculum Vitae

APPOINTMENTS

2023 - present            Postdoctoral Fellow, Penn Center for Learning Analytics

                                 University of Pennsylvania Graduate School of Education, Philadelphia PA

2020 - 2023               Postdoctoral Fellow, Louis Stokes Alliance for Minority Participation

                                 Drexel University School of Education, Philadelphia PA

2015 - 2020               Graduate Research Assistant, Games and Learning in Interactive Digital

  Environments (GLIDE) Lab

                                 Drexel University School of Education, Philadelphia PA

2014 - 2015               Graduate Research Assistant, Fair Play Game research team

                                 Wisconsin Center for Education Research

                                 University of Wisconsin – Madison

2011 - 2015               Graduate Researcher, Harackiewicz interest and motivation research lab

                                 Department of Educational Psychology

                                 University of Wisconsin – Madison

2012 - 2014               Graduate Research Assistant, Citizen Science Game Project Lead,

  Games+Learning+Society Center

                                 Department of Curriculum and Instruction

                                 University of Wisconsin – Madison

EDUCATION

2020                     Ph.D. Educational leadership and learning technologies – STEM focus

       Drexel University School of Education

  Thesis Title: Examining Identity Exploration in Digital Game Affinity Spaces

        Dissertation Committee: Aroutis Foster, Avi Kaplan, Emmanuel Koku, Brian Smith

2015                     M.S.W Masters in social work – Mental health concentration

                                 University of Wisconsin – Madison

2013                     B.S.W Bachelors in social work – Social justice concentration

                                 Certificate in criminal justice

                                 University of Wisconsin – Madison

SPONSORED RESEARCH

University of Pennsylvania; University of Denver

IES Grant # R305N240049: Studying how Patterns in Self-Regulated Learning Differ Across Groups of Students in Multiple OpenStax Courses.

Principal Investigator: Ryan S. Baker (University of Pennsylvania).

Co-Principal Investigator: Amanda Barany (University of Pennsylvania) and Stephen Hutt (University of Denver)

Amount (2024-2026): $893,435

• Conducting secondary analysis on OpenStax digital textbook data to build and validate detectors of self-regulated learning (SRL) behaviors using educational data mining and natural language processing.

• Using epistemic network analysis (ENA) to examine associations between learner characteristics, SRL behaviors, and learning outcomes, exploring how SRL behaviors mediate the relationship between interactive tool use, comprehension, and knowledge retention.

• Organizing co-design sessions with students and teachers to develop SRL scaffolds aimed at improving comprehension and knowledge retention in digital textbooks.

Drexel University School of Education; University of Texas at El Paso College of Education

NSF Grant #2137708: BPC-DP Coding Like a Data Miner (CLDM): A Culturally Relevant Data Analytics Intervention for High School Students.

Principal Investigator: Justice T. Walker (University of Texas at El Paso).

Co-Principal Investigator: Amanda Barany (University of Pennsylvania; Drexel University) and Omar Badreddin (University of Texas at El Paso)

Amount (2021-2024): $299,949.

• Ran co-design sessions with youth and teachers toward the design of a culturally relevant computer science curriculum that leverages open-source social media datasets to support individualized student inquiry projects.

• Designed and piloted virtual and in-person iterations of the Coding Like a Data Miner curriculum.

• Led data collection, organization, and dissemination of findings with a team of graduate researchers on “sandbox” data science, epistemic agency, and creative problem-solving in students using CLDM.

JOURNAL PUBLICATIONS

Barany, A., Scarola, A. D., Acquah, A., Reza, S. M., Johnson, M. A., & Walker, J. T. (2024). Learning designs that empower: Navigating sandbox data science at the intersection of computing, big data and social media. Information and Learning Sciences. Emerald Publishing Limited.

Fan, Y., Barany, A., & Foster, A. (2024). Possible future selves in STEM: An epistemic network analysis of identity exploration in minoritized students and alumni. The International Journal of Science Education (IJSE).

Barany, A., & Foster, A. (2022). Context, community, and the individual: modeling identity in a game affinity space. The Journal of Experimental Education, 89(3), 523-540.

Galoyan, T., Barany, A., Donaldson, J. P., Ward, N., and Hammrich, P. L. (2022). Connecting science, design thinking, and computational thinking through sports. International Journal of Instruction, 15(1).

Petrovich Jr., M. E., Barany, A., Shah, M., & Foster, A. (2022). Identity exploration for maker educators: constructing meaning in after-school environmental science. Journal of Research on Technology in Education, 1-18, DOI: 10.1080/15391523.2021.1885530

Shah, M., Foster, A., Talafian, H., Barany, A., & Petrovich Jr, M. E. (2021). Facilitating and interpreting high school students’ identity exploration trajectories in STEM. The Journal of Experimental Education, 89(3), 541-559.

Foster, A., Shah, M., Barany, A., & Talafian, H. (2019). High school students’ role-playing for identity exploration: findings from virtual city planning. Information and Learning Sciences, 120(9/10), 640–662. doi: 10.1108/ils-03-2019-0026.

BOOK CHAPTERS

Invited

Walker, J., Barany, A., Badreddin, O., Barerra, A., Reza, S. (2024). Designing for Culturally Relevant Computer Science. In Colby Tofel-Grehl & Emmanuel Schanzer (Eds.) Data Science for Equitable Outcomes. Routledge.

Peer Reviewed

Walker, J. T., Barany, A., Acquah, A., Reza, S. M., Guzman, K., & Johnson, M., & Badreldin, O., Barrera, A. (2024). Sandbox Data Science: Culturally Relevant K-12 Computing. ACM. In EngageCSEdu. 2024. https://doi.org/10.1145/3631986

Walker, J. T., Barany, A., Barrera, A., Johnson, M. A., & Reza, S. M. (2024). Perspectives on Research and Practice in and Around Cultural Relevance for Pre-College Data Science in Computing. In Improving Equity in Data Science (pp. 12-36). Routledge.

Barany, A. & Foster, A. (2020). Mapping Identity Exploration of Science Careers Using Epistemic Networks. In D. Gibson & M. Ochoa (Eds.) Research Highlights in Technology and Teacher Education 2020. Association for the Advancement of Computing in Education (AACE).

Petrovich Jr., M. E., Fornaro, C., Barany, A. & Foster, A.  (2020). Game Design Features for Facilitating Identity Exploration: An Exploration of Minecraft EE Chemistry Lab. In D. Gibson & M. Ochoa (Eds.) Research Highlights in Technology and Teacher Education 2020. Association for the Advancement of Computing in Education (AACE).

Barany, A., Talafian, H., Petrovich, M. E., Shah, M. & Foster, A. (2019). Tracking identity exploration trajectories in game-based learning. In D. Gibson & M. Ochoa (Eds.) Research Highlights in Technology and Teacher Education 2019. Association for the Advancement of Computing in Education (AACE).

Donaldson, J. P., Barany, A., & Smith, B. K. (2019). Situated learning through situating learners as designers. In M. J. Bishop, E. Boling, J. Elen, & V. Svihla (Eds.) Handbook of Research in Educational Communications and Technology, 5th Edition. AECT-Springer.

Talafian, H., Barany, A., Petrovich, M. E., Shah, M. & Foster, A. (2019). Facilitating and tracking identity change in augmented virtual learning environments. In D. Gibson & M. Ochoa (Eds.) Research Highlights in Technology and Teacher Education 2019. Association for the Advancement of Computing in Education (AACE).

Foster, A., Shah, M. & Barany, A. (2017). Facilitating learning as identity change through game-based learning. In Y. Baek (Ed). Game-Based Learning: Theory, Strategies and Performance Outcomes. New York, NY. Nova Publishers.

Non-Peer Reviewed

Barany, A. & Foster, A. (2018). Exploring identities and patterns of participation in virtual environments. In Drexel University School of Education Doctoral Student Research Briefs (Vol. 2, pp. 43-46). Drexel University, Philadelphia, PA, March 2, 2018.

Barany, A. & Foster, A. (2016, November). Negotiating identities through peripheral participation. In P. Hammrich, R. Ghosh, K. Geller, M. Duvall & T. Galoyan (Eds.) Drexel University School of Education Doctoral Student Research Briefs (Vol. 1, pp. 8-11). Drexel University, Philadelphia, PA, November 4, 2016.

CONFERENCE PARTICIPATION

Publications (peer reviewed)

Barany, A., Baker, R. S., Katz, A., & Lin, J. (in press). From data to discovery: LLMs for qualitative analysis in education (workshop). 15th International Learning Analytics & Knowledge Conference.

Nasiar, N., Sun, J., Shah, M., Barany, A., & Foster, A. (in press). Tracing identity research in the QE community: A meta-synthesis of ICQE research. International Conference on Quantitative Ethnography.

Zambrano, A. F., Baker, R. S., Mehta, S., & Barany, A. (in press). Epistemic association rule networks: Incorporating association rule mining into the quantitative ethnography toolbox. International Conference on Quantitative Ethnography.

Zhang, J., Borchers, C., & Barany, A. (in press). Studying the interplay of self-regulated learning cycles and scaffolding through ordered network analysis across three tutoring systems. International Conference on Quantitative Ethnography.

Liu, X., Zambrano, A., Barany, A., Ocumpaugh, J., Ginger, J., Gadbury, M., Lane, H. C., & Baker, R. S. (in press). Investigating learner interest and observation patterns in a Minecraft virtual astronomy environment. International Conference on Quantitative Ethnography.

Liu, X., Zhang, J., Barany, A., Pankiewicz, M., & Baker, R. S. (in press). Assessing the potential and limits of large language models in qualitative coding. International Conference on Quantitative Ethnography.

Liu, X., Gurung, A., Baker, R. S., & Barany, A. (in press). Understanding the impact of observer effects on student affect. International Conference on Quantitative Ethnography.

Sayuj, R., Barany, A., & Remillard, J. (in press). Exploring teacher positioning through curriculum materials: A quantitative ethnographic study comparing two educational systems. International Conference on Quantitative Ethnography.

Pankiewicz, M., Zambrano, A. F., Barany, A., & Baker, R. S. (in press). How we code code: Leveraging GPT and ordered networks for understanding introductory programming education. International Conference on Quantitative Ethnography.

Barany, A., Nasiar, N., Porter, C., Zambrano, A. F., Andres, A. L., Bright, D., Shah, M., Liu, X., Gao, S., & Zhang, J. (2024). ChatGPT for education research: Exploring the potential of large language models for qualitative codebook development. In Proceedings of the International Conference on Artificial Intelligence in Education (pp. 134-149). Springer Nature Switzerland Cham.

Zambrano, A. F., Pankiewicz, M., Barany, A., & Baker, R. S. (2024). Ordered network analysis in CS education: Unveiling patterns of success and struggle in automated programming assessment. In Proceedings of the 2024 on Innovation and Technology in Computer Science Education V. 1 (pp. 443-449).

Acquah, A., Barany, A., Johnson, M. A., Scarola, A. D., Rivera, C., & Walker, J. T. (2024). Sandboxing in data science: An exploration of youth learning using open-inquiry approaches for computing-based data mining. In Proceedings of the 18th International Conference of the Learning Sciences (ICLS 2024) (pp. 2433-2434). International Society of the Learning Sciences.

Walker, J.T., Barany, A., Acquah, A., Scarola, A., Reza, S.  (Accepted). Coding like a data miner: Computational data mining as a tool for exercising sociopolitical inquiry in teaching and learning. In Data and Social Worlds: How Data Science Education Supports Civic Participation and Social Discourse. In Proceedings of the 18th International Conference of the Learning Sciences (ICLS 2024) (pp. 1863-1870). International Society of the Learning Sciences.

Walker, J.T.,  Reza, S., Acquah, A., Scarola, A., Barany, A. (2024). Sandboxing Data Science: Tensions in Peer Critique to Support Epistemic Agency in Computing-based Teaching and Learning. In Perspectives From the Field: Scaffolding Peer Critique and Feedback. In Proceedings of the 17th International Conference on Computer-Supported Collaborative Learning (CSCL).

Shah, M., Barany, A., & Eagan, B. (2024). Cultivating collaborative wisdom: A community of practice approach to quantitative ethnography. In Proceedings of the 18th International Conference of the Learning Sciences (ICLS 2024) (pp. 2143-2144). International Society of the Learning Sciences.

Johnson, M., Barany, A., Barrera, A., Acquah, A. Walker, J.T. (October, 2023). Lessons Learned from Online Co-design: Exploring Reflections of Connected Participatory Strategies for Computing-based Data Science Curricular Design. Connected Learning Summit. Irvine, CA.

Walker, J.T., Barany, A., Barrera, A., Reza, S., Del Rio, K., Acquah, A., Badreddin, O., Johnson, M. (October, 2023). Sandbox Data Science: Culturally Relevant K-12 Computing. Frontiers in Education (FIE) 2023.

Rivera-Kumar, S., Zambrano, A., & Barany, A. (2023). Envisioning Latinx Narratives: Exploring Mexican and Honduran Immigrant Perspectives Using Epistemic Networks by Geospatial Location. In International Conference on Quantitative Ethnography (pp. 304–315). Springer Nature Switzerland.

Zambrano, A. F., Barany, A., Ocumpaugh, J., Nasiar, N., Hutt, S., Goslen, A., Rowe, J., Lester, J., Wiebe, E., & Mott, B. (2023). Cracking the Code of Learning Gains: Using Ordered Network Analysis to Understand the Influence of Prior Knowledge. In International Conference on Quantitative Ethnography (pp. 18–33). Springer Nature Switzerland.

Liu, X., Hussein, B., Barany, A., Baker, R. S., & Chen, B. (2023). Decoding Player Behavior: Analyzing Reasons for Player Quitting Using Log Data from Puzzle Game Baba Is You. In International Conference on Quantitative Ethnography (pp. 34–48). Springer Nature Switzerland.

Andres-Bray, T., Barany, A., & Gonder, M. K. (2023). Using Epistemic Network Analysis to Explore Flexibility and Development of Termite Fishing Techniques in Nigeria-Cameroon Chimpanzees (Pan troglodytes ellioti). In International Conference on Quantitative Ethnography (pp. 155–169). Springer Nature Switzerland. Winner: Research Innovation Award ICQE 2023

Kim, J., Barany, A., Liu, X., & Zambrano, A. F. (2023). The Stories We Tell: Uncovering Hidden Narratives in History Textbooks Through Epistemic Network Analysis. In International Conference on Quantitative Ethnography (pp. 261–274). Springer Nature Switzerland.

Barany, A., Reza, S., Johnson, M., Barrera, A., Badreddin, O., Fuentes, C., & Walker, J. T. (2023). Towards the Design of a Culturally Relevant Curriculum for Equitable, Data Mining-Based CS Education. In Proceedings of the 17th International Conference of the Learning Sciences-ICLS 2023, pp. 1498-1501. International Society of the Learning Sciences.

Walker, J. T., Barany, A., Acquah, A., Reza, S. M., Barrera, A., Guzman, K. D. R., & Johnson, M. A. (2023, October). Coding Like a Data Miner: A Sandbox Approach to Computing-Based Data Science for High School Student Learning. In 2023 IEEE Frontiers in Education Conference (FIE) (pp. 1-5). IEEE.

Walker, J., Barrera, A., Reza, S., Barany, A., Badreddin, O. & Johnson, M. (2023). Coding Like a Data Miner: Stakeholder Reflections about Approaches to High School Data Science Computing Curriculum CoDesign. The Third Annual Meeting of the International Society of the Learning Sciences (ISLS). Montreal, Canada, June 13–17, 2023.

Pratt, J., & Barany, A. (2023). Pandemic Recovery: Economic and Medical Outcomes from Initial COVID-19 Media Responses. In Fifth International Conference on Quantitative Ethnography: Conference Proceedings, Vol. 8.

Barany, A., Condon, L., Espino, D., Hamilton, E., Lee, S., Lux, K., Vega, H., & Foster, A. (2023). Identifying Identity: A Symposium Discussion on Identity Theory and Practice in QE. In Fifth International Conference on Quantitative Ethnography: Conference Proceedings, Vol. 8.

Ichaba, M., Barany, A., Petrovich, M., Woodard, M., Wu, M., Lynch, W., & Foster, A. (2023). Exploring STEM Pathway Programs: Perspectives of Alumni and Faculty on Identity Exploration. In Fifth International Conference on Quantitative Ethnography: Conference Proceedings, Vol. 8. Winner: Best Poster ICQE 2023

Zambrano, A. F., Liu, X., Barany, A., Baker, R. S., Kim, J., & Nasiar, N. (2023). From ncoder to ChatGPT: From Automated Coding to Refining Human Coding. In International Conference on Quantitative Ethnography (pp. 470–485). Springer Nature Switzerland.

Fan, Y., Barany, A., & Foster, A. (2023). Epistemic Network Analysis of How Minoritized Students Make Major and Career Choices in STEM. In Society for Information Technology & Teacher Education International Conference (pp. 337–347). Association for the Advancement of Computing in Education (AACE).

Petrovich, M., Barany, A., & Foster, A. (2023). COVID-19 and STEM Pathway Programs: Examining the Impacts Through Identity Exploration. In Society for Information Technology & Teacher Education International Conference (pp. 417–424). Association for the Advancement of Computing in Education (AACE).

Fan, Y., Barany, A. & Foster, A. (2023). How Underrepresented Students Choose STEM Majors and Careers. The 34th annual conference of the Society for Information Technology and Teacher Education (SITE). New Orleans, March 13-17, 2023.

Lee, S. Barany, A. (2022). To Affinity and Beyond: Tensions to Tackle to Legitimize Participation by Aspiring Programmers. In C. Damşa and A. Barany (Eds.) Advances in Quantitative Ethnography Proceedings Supplement. ICQE 2022. Communications in Computer and Information Science (pp. 60-64). Springer, Cham.

Sun, J. & Barany, A. (2022). Epistemic Network Analysis on Asian American College Access Literature. In C. Damşa and A. Barany (Eds.) Advances in Quantitative Ethnography Proceedings Supplement. ICQE 2022. Communications in Computer and Information Science (pp. 133-136). Springer, Cham.

Morales-Navarro, L. & Barany, A. (2022). What makes a good answer? Analyzing the Content Structure of Stack Overflow Answers. In C. Damşa and A. Barany (Eds.) Advances in Quantitative Ethnography 4th International Conference Proceedings. Communications in Computer and Information Science (pp. 374-387). Springer, Cham.

Meehan, S. & Barany, A. (2022). Examining Teachers Discourse Around the Components of High-Quality, Effective Professional Development. In C. Damşa and A. Barany (Eds.) Advances in Quantitative Ethnography Proceedings Supplement. ICQE 2022. Communications in Computer and Information Science (pp. 75-79). Springer, Cham.

Bright, D. & Barany, A. (2022). An Examination of Student Loan Borrowers’ Attitudes toward Debt before and during COVID-19. In C. Damşa and A. Barany (Eds.) Advances in Quantitative Ethnography 4th International Conference Proceedings. Communications in Computer and Information Science (pp. 185-200). Springer, Cham.

Fan, Y., Barany, A. & Foster, A. (2022). Choosing STEM: How Underrepresented Students Make Major and Career Decisions. In C. Damşa and A. Barany (Eds.) Advances in Quantitative Ethnography Proceedings Supplement. ICQE 2022. Communications in Computer and Information Science (pp. 25-29). Springer, Cham.

Knowles, M., Barany, A., Cai, Z. & Shaffer, D. W. (2022). Multiclass Rotations in Epistemic Network Analysis. In C. Damşa and A. Barany (Eds.) Advances in Quantitative Ethnography 4th International Conference Proceedings. Communications in Computer and Information Science (pp. 58-70). Springer, Cham.

Wu, M., Zhang, J. & Barany, A. (2022). Understanding Detectors for SMART Model Cognitive Operation in Mathematical Problem-Solving Process: An Epistemic Network Analysis. In C. Damsa and A. Barany (Eds.) Advances in Quantitative Ethnography 4th International Conference Proceedings. Communications in Computer and Information Science (pp. 314-327). Springer, Cham.

Knowles, M., Meixi, Famaye, T., Barany, A., & Shah, M (2022). Code-wise ENA: A Sequential Representation of Discourse. In C. Damşa and A. Barany (Eds.) Advances in Quantitative Ethnography Proceedings Supplement. ICQE 2022. Communications in Computer and Information Science (pp. 55-59). Springer, Cham.

Fan., Y., Barany, A. & Foster, A. (2022). Future Selves in STEM: An Epistemic Network Analysis of Past and Present STEM Minority Program Participants. In C. Chinn, E. Tan, C. Chan & Y. Kali (Eds.) Proceedings of the 16th International Conference of the Learning Sciences - ICLS2022. Hiroshima, Japan: International Society of the Learning Sciences.

Barany, A., Woodard, M., Petrovich, M., Fan, Y., & Foster, A. (2021). Top Tier Talk: How Leaders Conceptualize STEM Diversity Programs in Higher Education. In Wasson, B., Zörgő, S. (Eds.) Advances in Quantitative Ethnography Proceedings Supplement. ICQE 2021. Communications in Computer and Information Science (pp. 93-96). Springer, Cham.

Barany, A., Philips, M., Kawakubo, A.J.T., Oshima, J. (2021). Choosing Units of Analysis in Temporal Discourse. In Wasson, B., Zörgő, S. (Eds.) Advances in Quantitative Ethnography. ICQE 2021. Communications in Computer and Information Science, vol 1522. Springer, Cham.

Barany, A., Wang, Y., Shaffer, D. W. & Foster, A. (2021). Who I am, what I know, and what I want: An epistemic network analysis of student identity exploration. In Hmelo-Silver, C. E., De Wever, B., & Oshima, J. (Eds.). (2021). Proceedings of the 14th International Conference on Computer-Supported Collaborative Learning - CSCL 2021. Bochum, Germany: International Society of the Learning Sciences.

Barany, A., Siebert-Evenstone, A. & Shah, M. (2021). Early childhood cross-topic interest development in STEM. In de Vries, E., Hod, Y., & Ahn J. (Eds.). (2021). Proceedings of the 15th International Conference of the Learning Sciences - ICLS 2021. Bochum, Germany: International Society of the Learning Sciences.

Petrovich Jr., M., Barany, A., Shah, M. & Foster, A. (2021). Crafting the maker educator identity: Examining teacher identity exploration using epistemic networks. Society for Information Technology & Teacher Education International Conference. Association for the Advancement of Computing in Education (AACE), 2021.

Barany, A. (2021). Understanding identity change in game affinity spaces. In A. R. Ruis & S. B. Lee (Eds.) Second International Conference on Quantitative Ethnography: Conference Proceedings Supplement (pp. 81-83). The International Society for Quantitative Ethnography.

Barany, A., Shah, M.  & Foster, A. (2021). Connecting curricular design and student identity change: An epistemic network analysis. In A. R. Ruis and S. B. Lee (Eds.) Proceedings of the 2nd International Conference on Quantitative Ethnography (pp. 155-169). Springer.

Petrovich Jr., M., Barany, A., Shah, M. & Foster, A. (2021). Tracking identity exploration in maker-based learning: A quantitative ethnographic approach. In A. R. Ruis & S. B. Lee (Eds.) Second International Conference on Quantitative Ethnography: Conference Proceedings Supplement (pp. 60-64). The International Society for Quantitative Ethnography.

Shah, M., Barany, A. & Siebert-Evenstone, A. (2021). What would happen if humans disappeared from Earth? Tracing and visualizing change in a pre-school child’s domain-related curiosities. In A. R. Ruis and S. B. Lee (Eds.) Proceedings of the 2nd International Conference on Quantitative Ethnography (pp. 232-247). Springer.

Barany, A., Foster, A. & Shah, M. (2020). Design-based research iterations of a virtual learning environment for identity exploration. In D. Economou, A. Klippel, H. Dodds, A. Peña-Rios, M. J. W. Lee, D. Beck, … J. Richter (Eds.) Immersive Learning Research Network. Proceedings of 6th International Conference. iLRN 2020 Online, June 21-25, 2020. Immersive Learning Research Network.

Barany, A. & Foster, A. (2020). Identity exploration in a Kerbal Space Program community forum. In M. Gresalfi & I. S. Horn (Eds.) Proceedings of the 14th International Conference on Learning Sciences (ICLS) 2020, Vol 1. (pp. 325-332). Nashville, TN: International Society of the Learning Sciences.

Barany, A., Talafian, H. & Foster, A. (2020). An epistemic network analysis of STEM identity exploration in virtual learning environments. In M. Gresalfi & I. S. Horn (Eds.) Proceedings of the 14th International Conference on Learning Sciences (ICLS) 2020, Vol 1. (pp. 191-198). Nashville, TN: International Society of the Learning Sciences.

Talafian, H., Barany, A. & Foster, A. (2020). Patterns of identity exploration among high school students in a STEM course augmented by a virtual learning environment. In M. Gresalfi & I. S. Horn (Eds.) Proceedings of the 14th International Conference on Learning Sciences (ICLS) 2020, Vol 2. (pp. 793-794). Nashville, TN: International Society of the Learning Sciences.

Barany, A. & Foster, A. (2020). Mapping identity exploration of science careers using epistemic networks. In D. Schmidt-Crawford (Ed.) Society for Information Technology & Teacher Education International Conference 2020 (pp. 1610-1619). SITE 2020 Online, April 7-10, 2020.

Petrovich, M., Fornaro, C., Barany, A. & Foster, A. (2020). Game design features for facilitating identity exploration: An exploration of Minecraft EE Chemistry Lab. In D. Schmidt-Crawford (Ed.) Society for Information Technology & Teacher Education International Conference 2020 (pp. 1822-1830). SITE 2020 Online, April 7-10, 2020.

Shah, M., Foster, A., Talafian, H. & Barany, A. (2019). Examining the impact of Virtual City Planning on high school students’ identity exploration. In B. Eagan, M. Misfeldt & A. Siebert-Evenstone (Eds.) Advances in Quantitative Ethnography: First International Conference on Quantitative Ethnography (ICQE) Proceedings (pp. 199-210). Madison, WI, October 20-22, 2019.

Foster, A., Shah. M., Barany, A. & Talafian, H. (2019). Tracing identity exploration trajectories with quantitative ethnographic techniques: A case study. In B. Eagan, M. Misfeldt & A. Siebert-Evenstone (Eds.) Advances in Quantitative Ethnography: First International Conference on Quantitative Ethnography (ICQE) Proceedings (pp. 77-88). Madison, WI, October 20-22, 2019.

Barany, A. & Foster, A. (2019). Examining identity exploration in a video game participatory culture. In B. Eagan, M. Misfeldt & A. Siebert-Evenstone (Eds.) Advances in Quantitative Ethnography: First International Conference on Quantitative Ethnography (ICQE) Proceedings (pp. 3-13). Madison, WI, October 20-22, 2019.

Talafian, H., Shah. M., Barany, A. & Foster, A. (2019). Promoting and tracing high school students’ identity change in an augmented virtual learning environment. In K. Lund, G. Niccolai, E. Lavoué, C. Hmelo-Silver, G. Gweon & M. Baker (Eds.) 13th International Conference on Computer Supported Collaborative Learning (CSCL) Conference Proceedings Volume 1 (pp. 216-223). Lyon, France, June 17-21, 2019.

Wheeler, P., Trausan-Matu, S, Barany, A. & Donaldson, J. (2019). Experiencing and analyzing embodied design thinking in CSCL. In K. Lund, G. Niccolai, E. Lavoué, C. Hmelo-Silver, G. Gweon & M. Baker (Eds.) 13th International Conference on Computer Supported Collaborative Learning (CSCL) Conference Proceedings Volume 1 (pp. 216-223). Lyon, France, June 17-21, 2019.

Barany, A., Talafian, H., Petrovich, M. E., Shah, M. & Foster, A. (2019). Tracking identity exploration trajectories in game-based learning. In K. Graziano (Ed.) Proceedings of the 30th International Conference for the Society for Information Technology and Teacher Education (SITE). Las Vegas, NV, March 18-22, 2019.

Talafian, H., Barany, A., Petrovich, M. E., Shah, M. & Foster, A. (2019). Facilitating and tracking identity change in augmented virtual learning environments. In K. Graziano (Ed.) Proceedings of the 30th International Conference for the Society for Information Technology and Teacher Education (SITE). Las Vegas, NV, March 18-22, 2019.

Donaldson, J. & Barany, A. (2019). Designerly ways of learning. In P. Blikstein & N. Holbert (Eds.) Proceedings of the 8th annual FabLearn conference on Maker Education. Columbia University Teachers College, New York, NY, March 9-10, 2019.

Shah, M., Foster, A., Barany, A., Cellitti, J., Duka, M., Swiecki, Z., Evenstone, A., Kinley, H., Quigley, P., & Shaffer, D.W. (2018). Learning and identity in virtual learning environments: Iterative design and implementation of Philadelphia Land Science. In J. Kalir (Ed.) proceedings of the 2018 Connected Learning Summit (CLS). MIT Media Lab, Cambridge, MA, August 1-4, 2018.

Foster, A., Shah, M., Barany, A., Petrovich Jr., M.E., Cellitti, J., Duka, M., Swiecki, Z., Evenstone, A., Kinley, H., Quigley, P., & Shaffer, D.W. (2018). Virtual learning environments for promoting self-transformation: Iterative design of Philadelphia Land Science. In D. Beck, C. Allison, L. Morgado, J. Pirker, A. Peña-Rios, T. Ogle, … C. Gütl (Eds.) proceedings of the 4th International Conference for the Immersive Learning Research Network (iLRN) (pp. 3-22). Missoula, MT, June 24-29, 2018.

Foster, A., Barany, A., Shah, M., Galoyan, T., Moeung, H., Im, S., Brown, D. & Watanabe, M. (2018, March). Developing science identities through games: An analysis of game design features that support identity exploration. In E. Langran & J. Borup (Eds.) proceedings of the 29th International Conference for the Society for Information Technology and Teacher Education (SITE) (pp. 416-425). Washington, D.C., March 26-30, 2018.

Barany, A., Shah, M., & Foster, A. (2017, October). Exploring teacher use of an online forum to develop game-based learning literacy. In D. Sampson, J. M. Spector, D. Ifenthaler & P. Isaias (Eds.) proceedings of the 14th international conference on the Cognition and Exploratory Learning in Digital Age (CELDA). Vilamoura, Algarve, Portugal, October 18-20, 2017.

Barany, A., Shah, M., Cellitti, J., Duka, M., Swiecki, Z., Evenstone, A., Kinley, H., Quigley, P., Shaffer, D. W., & Foster, A. (2017, October). Designing Philadelphia Land Science as a game to promote identity exploration. In D. Sampson, J. M. Spector, D. Ifenthaler & P. Isaias (Eds.) proceedings of the 14th international conference on the Cognition and Exploratory Learning in Digital Age (CELDA). Vilamoura, Algarve, Portugal, October 18-20, 2017.

Donaldson, J. P., Barany, A., & Smith, B. K. (2017, June). Digitally-mediated design thinking in CSCL environments. In B. K. Smith, M. Borge, E. Mercier & K. Y. Lim (Eds.) Making a difference: Prioritizing equity and access in CSCL, proceedings of the 12th International Conference on Computer Supported Collaborative Learning (CSCL). Philadelphia, PA, June 18-22, 2017.

Foster, A., Shah, M., Barany, A., Katz-Buonincontro, J., Rangan, P., Gross, K. & Speck, R. (2017, March). Bridging art education and museum experiences through game-based learning. In P. Resta & S. Smith (Eds.) Proceedings of the 28th International Conference of the Society for Information Technology & Teacher Education (SITE), (p. 2324-2326). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE).

Shah, M., Philips, M., Kessler, A., Rosenberg, J., Poitras, E., Fazeli, N., Barany, A. & Foster, A. (2017, March). The development of Technological Pedagogical Content Knowledge (TPACK). In P. Resta & S. Smith (Eds.) Proceedings of the 28th International Conference of the Society for Information Technology & Teacher Education (SITE) (p. 2452-2456). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE).

Foster, A., Shah, M., & Barany, A. (2016, October). Reconstructing one’s self through game-based learning. In T. Connolly & L. Boyle (Eds.) Proceedings of the 10th European Conference on Games Based Learning (ECGBL) (pp. 208-216). University of the West of Scotland, Paisley, Scotland, October 6-7, 2016.

Barany, A., Shah, M., & Foster, A. (2016, October). Analysis of a game-based learning resource for teachers and by teachers. In T. Connolly & L. Boyle (Eds.) proceedings of the 10th European Conference on Games Based Learning (ECGBL). University of the West of Scotland, Paisley, Scotland, October 6-7, 2016.

Foster, A., Shah, M. & Barany, A. (2016, August). Game-based learning for identity change. In A. Barany & S. Slater (Eds.) proceedings of the 12th annual Games + Learning + Society (GLS) Conference. University of Wisconsin-Madison, Madison, WI, August 17-19, 2016.

Barany, A., Schmieder, C., Squire, K. (2014, June). Citizen Science in the classroom: An analysis of teacher-student discourse. In A. Ochsner, J. Dietmeier, C. Williams & C. Steinkuehler (Eds.) proceedings of the 10th annual Games + Learning + Society (GLS) Conference. Madison, WI, June 10-13, 2014.

Savio-Ramos, C., Perkins, K. K., Moore, E. B., Lindgren, R., Clark, D., Brady, C., Sengupta, P., Martinez-Garza, M., Adams, D., Killingsworth, S., Van Eaton, G., Gaydos, M., Barany, A., Squire, K., & Holbert, N. (2014). Science sims and games: Best design practices and fave flops. In J. Polman, E. A. Kyza, D. K. O’Neill, I. Tabak, T. Lee & L D’Amico (Eds.) Learning and becoming in practice: The international Conference of the Learning Sciences (ICLS) 2014 (p. 1199-1208). Boulder, CO, June 23-27, 2014.

Barany, A., Gaydos, M. & Squire, K. (2013, June). Interest in Citizen Science. In C. Martin, A. Ochsner & K. Squire (Eds.) proceedings of the 9th annual Games + Learning + Society (GLS) Conference. University of Wisconsin-Madison, Madison, WI, June 4-5, 2013.

Rothschild, M., Barany, A. & Squire, K. (2013, April). Citizen Science: Civic engagement that’s more than a game. Paper presented at the Early Education and Technology for Children Conference. Salt Lake City, UT, April 2-4, 2013.

Barany, A., Gaydos, M., Squire, K. (2012). Interest in Citizen Science. In Meaningful Play 2012 Conference Proceedings, East Lansing, MI, October 18-20, 2012. Retrieved from http://meaningfulplay.msu.edu/proceedings2012/.

Conference Presentations (peer reviewed)

Johnson, M., Barany, A., Barrera, A., Acquah, A., Reza, S., Walker, J.T. (2024, Apr. 11-14). Coding Like a Data Miner: Reflections on Epistemic Plurality in Sandbox Data Science with Youth. [Poster presentation]. In Searle, K. (Chair), Exploring Critical Data Literacy in K-12 Social Studies. American Educational Research Association Annual Meeting, Philadelphia, PA.

Petrovich, M., Barany, A., Foster, A. (2024, Apr. 11-14). Identity Exploration Within STEM Pathway Programs: An Ordered Network Analysis. In Understanding Identities Along STEM Educational Pathways. American Educational Research Association Annual Meeting, Philadelphia, PA.

Ichaba, M., Barany, A., Foster, A. (2024, Apr. 11-14). Mapping the STEM Identity Journey: Insights From Alumni and Faculty in STEM Pathway Programs. [Poster presentation]. In Perspectives on Learning and Development: Exploring Motivations, Cognition, and Contextual Factors. American Educational Research Association Annual Meeting, Philadelphia, PA.

Walker, J.T., Barany, A., Barrera, A., Slater, S., Badreddin, O., Reza, S., Johnson, M. (April, 2023). Social Media Discourse Instruments as Tools Socioscientific Argumentation. 2023 American Educational Research Association Annual Meeting, Chicago, IL. 

Reza, S., Barrera, A., Johnson, M., Barany, A., Badreddin, O.,Walker, J.T. (April, 2023). Social and Cultural Relevance: A Design Principle for Data Science-based Computer Science Education. 2023 American Educational Research Association Annual Meeting, Chicago, IL. 

Barrera, A., Johnson, M., Barany, A., Reza, S., Badreddin, O., Walker, J.T. (April, 2023). Navigator to Producer: Data Science as an Access Point for Equitable Pre-College Computer Science Education. In Strawhacker, A. et. al. (Chairs), Practice and Positionality: Critical Instantiations of STEAM Education and Research. American Educational Research Association Annual Meeting, Chicago, IL.

Barany, A., Shah, M. & Foster, A. (2021). Connecting curricular design to student exploration of environmental science roles using epistemic network analysis. Paper presented to the virtual 2021 American Educational Research Association (AERA) Conference, April 9-12, 2021.  

Petrovich Jr., M. E., Barany, A., Foster, A., & Shah, M. (2021). Identity exploration processes in maker activities: Constructing meaning in environmental education. Paper presented to the virtual 2021 American Educational Research Association (AERA) Conference, April 9-12, 2021.  

Woodard, M., Barany, A. & Foster, A. (2021). Designing a virtual camp to support Black middle school students’ creative processes. Paper presented to the virtual 2021 American Educational Research Association (AERA) Conference, April 9-12, 2021.

Barany, A., Shah, M., Talafian, H. & Foster, A. (2019). A Longitudinal Case Study of Learning as Identity Change. Proposal accepted at the 2019 American Educational Research Association (AERA) Conference, San Francisco, CA, April 17-21, 2019.

Barany, A., Talafian, H., Shah, M. & Foster, A. (2019). Learning as identity change in augmented virtual learning environments. Paper presented at the 18th biennial conference for the European Association for Research on Learning and Instruction (EARLI). Aachen, Germany, August 12-16, 2019.

Foster, A. Shah, M. Petrovich, M. E., Barany, A., & Talafian, H. (2019). Leveraging theoretical and methodological innovations for supporting learners to explore and reconstruct their identities. Paper presented at the 18th biennial conference for the European Association for Research on Learning and Instruction (EARLI). Aachen, Germany, August 12-16, 2019.

Barany, A. & Foster, A. (2019). Modeling the exploration of science identities in an online participatory culture. Presented at the New Member Session for the 13th International Conference on Computer Supported Collaborative Learning (CSCL). Lyon, France, June 17-21, 2019.

Barany, A., Talafian, H., Shah, M. & Foster, A. (2019). Supporting learning as identity change through augmented virtual environments (AVE): Case study findings. Paper presented at the 2019 American Educational Research Association (AERA) Conference, Toronto, ON, Canada, April 5-9, 2019.

Barany, A., Likely, R., Shah, M., Talafian, H., Evenstone, A., Quigley, P., Shaffer, D. W., & Foster, A. (2018, April). Using Projective Reflection to inform design-based research on virtual environments that support identity exploration. Paper presented at the 2018 American Educational Research Association (AERA) Conference. New York, NY, April 13-17, 2018.

Barany, A., Shah, M., & Foster, A. (2017, April). Developing teachers’ game literacy through an online game-based learning resource. In M. Shah (Chair), Bridging the divide between knowledge and action to advance game-based learning. Symposium paper presented at the annual meeting of the American Educational Research Association (AERA). San Antonio, TX, April 27-May 1, 2017.

Foster, A., Barany, A., & Shah, M. (2017, April). Using Projective Reflection as an analytical lens for exploring identity change in science games. Paper presented at the 2017 American Educational Research Association (AERA) Conference. San Antonio, TX, April 27-May 1, 2017.

Donaldson, J. P. & Barany, A. (2016, October). Design thinking for conceptual shift. Paper presented at the Learning Sciences Graduate Student Conference (LSGS). Chicago, IL, October 20-21, 2016.

Gaydos, M., Barany, A., Squire, K. (2014, April). Video games and learning: What counts? Roundtable discussion presented at the annual American Educational Research Association Conference (AERA). Philadelphia, PA, April 3-7, 2014.

Gaydos, M., Barany, A. & Squire, K. (2013, April). Interest in the game Citizen Science. Paper presented at the annual American Education Research Association Conference (AERA). San Francisco, CA, April 27-May 1, 2013.

INVITED TALKS

Barany, A., Arastoopour-Irgens, G., & Shaffer, D. W., (2022). Teaching a QE Course: Triumphs and Tensions. International Society for Quantitative Ethnography Webinar Series, September 6, 2022.

Shah, M., Jackowska, M., Barany, A., Moraes, M., Swiecki, Z. & Zörgő, S. (2020). Future of quantitative ethnography: Promises and challenges [Invited Panelist]. In A. R. Ruis & S. B. Lee (Eds.) Second International Conference on Quantitative Ethnography: Conference Proceedings Supplement (pp. 112). The International Society for Quantitative Ethnography.

Foster, A., Barany, A., Petrovich, M., GLIDE Lab Team (2018, October). GLIDE Lab: Designing virtual learning environments for identity change. Invited presentation given at Philly New Tech Meetup #55 - Gaming, Philadelphia, PA, October 17, 2018.

Foster, A., Shah, M., Barany, A., Galoyan, T. & Watanabe, M. (2016, March). Game-based learning using Citizen Science. Invited talk to the Drexel Game Developers Group. Drexel University, Philadelphia, PA. 

TEACHING EXPERIENCE

University of Pennsylvania Graduate School of Education (Philadelphia, PA)

2021-present Instructor      EDUC 5916 - Quantitative Ethnography and Epistemic Network Analysis

University of Northern Colorado (Greeley, CO)

2023             Instructor      ET527 – Social Justice in the Digital Age

Northeastern University Digital Media (Boston, MA)

2022             Instructor      DGM6400 - Game Design Fundamentals

Drexel University, Westphal College of Media Arts & Design (Philadelphia, PA)

2020-2021     Instructor      DIGM105 - Overview of Digital Media

2020             Instructor      DIGM475 - The Future of Digital Media

2019             TA               DIGM105 - Overview of Digital Media

Drexel University School of Education (Philadelphia, PA)

2022             Instructor      EDUC848 - Learning and Cognition in Education

2022             Instructor      EDLT503 - Foundation of Learning Sciences

2017             Co-instructor EDUC525 - Multimedia in Instructional Design

2016             TA               EDUC525 - Multimedia in Instructional Design

2016             TA               EDLT543 - Play and Learning in a Participatory Culture

2016             TA               EDLT541 - Foundations in Game-based Learning

Course Designer:

EDLT545 - Quantitative Ethnography and Epistemic Network Analysis (UPenn)

EDLT 591 - Learning Analytics: Lenses on Students, Teaching, and Curriculum Enactment (Drexel)

EDLT503 - Foundation of Learning Sciences (Drexel)

PROFESSIONAL SERVICE

Conference Proceedings Editor

Damșa, C., & Barany, A. (2023). Advances in Quantitative Ethnography: 4th International Conference, ICQE 2022, Copenhagen, Denmark, October 15–19, 2022, Proceedings. Springer Nature.

Damșa, C., & Barany, A. (2023). Advances in Quantitative Ethnography: Proceedings Supplement. Quantitative Ethnography Society (QESOC).

Barany, A. & Slater, S. (Eds.) proceedings of the 12th annual Games + Learning + Society (GLS) Conference. University of Wisconsin-Madison, Madison, WI.

Professional Leadership

2024 – present           Data Science Education K-12: Research to Practice Conference 

Organizing Committee Member

2023 – present           International Society for Quantitative Ethnography

ISQE Board Member (elected 2023), Sponsorship Committee Board Representative (2024)

2022– present            International Conference on Quantitative Ethnography

Conference Co-Chair (2023-present)

Conference Committee Board Member (2022-present)

Conference Program Co-Chair (2022)

2019 – present           American Educational Research Association (AERA)

Technology, Instruction, Cognition and Learning (TICL) SIG - Chair (2022-2023)

Communications Officer (2021), Graduate Student

Representative (2019-2020)

2018 – present           Emerging Voices in Education (EViE) journal

                                 Peer Review Committee Chair

2018 – 2021               Society for Information Technology and Teacher Education (SITE) conference

                                 Teaching and Learning with Emerging Technologies (TLET) SIG Chair

2017                         Computer Supported Collaborative Learning (CSCL) 

Conference Organizing Committee

2013 – 2015               Games + Learning + Society (GLS)

                                 Volunteer Coordinator

                                 Student Volunteer

Reviewer Activities

2024                         Journal of the Learning Sciences (JLS)

2024                         Journal of Educational Data Mining (JEDM)

2019 – present           International Conference on Quantitative Ethnography (ICQE)

2015 – present           American Educational Research Association (AERA)

SIG Motivation in Education

SIG Design and Technology

SIG Technology as an Agent of Change for Teaching and Learning (TACTL)

2018 – 2022               Society for Information Technology and Teacher Education (SITE)

2018 – 2020               Drexel Emerging Voices in Education (EViE) Journal

2017                         CHI Play

2014 – 2016               Games+Learning+Society (GLS) Conference

2014 – 2015               Indiecade Conference game reviewer

Professional Memberships

2019 – present           International Society for Quantitative Ethnography (ISQE)

2015 – present           International Society for the Learning Sciences (ISLS)

2015 – present           American Educational Research Association (AERA)

                                SIG Technology, Instruction, Cognition and Learning (TICL)

Division C: Learning and Instruction

SIG Design and Technology

SIG Technology as an Agent of Change for Teaching and Learning (TACTL)

2015 – 2021               Association for the Advancement of Computing in Education (AACE)

2017                         International Association for Development of the Information Society (IADIS)

AWARDS

2023                         Research Collaboration Award, International Conference on Quantitative Ethnography (ICQE)

2020                         School of Education Student Research Excellence Award

2020                         School of Education Dissertation Excellence Award