Eliane Stampfer Wiese
eliane.wiese@berkeley.edu
eliane.wiese@berkeley.edu
Hi! I'm a postdoctoral scholar at UC Berkeley, working with Marcia Linn. I research educational technologies to see how we can develop environments where students can make interesting mistakes and learn meaningful things from them.
Wiese, E.S. & Koedinger, K.R. (2017). Designing grounded feedback: Criteria for using linked representations to support learning of abstract symbols. International Journal of Artificial Intelligence in Education (IJAIED), Vol. 27, No. 3, 448-474. January 2017. Springer. PDF
Yannier, N., Hudson, S.E., Wiese, E.S., & Koedinger, K.R. (2016). Adding physical objects to an interactive game improves learning and enjoyment: Evidence from EarthShake. ACM Transactions on Computer-Human Interaction (TOCHI), Vol. 23, No. 4, Article 26. September 2016. ACM.
Wiese, E.S., Rafferty, A.N., & Linn, M.C. (2017, July) Eliciting Middle School Students’ Ideas about Graphs Supports Their Learning from a Computer Model. In Gunzelmann, G., Howes, A., Tenbrink, T., & Davelaar, E. (Eds.), Proceedings of the 39th Annual Conference of the Cognitive Science Society (3522-3527). PDF
Wiese, E.S., Yen, M., Chen, A., dos Santos, L.A., & Fox, A. (2017, April) Teaching Students to Recognize and Implement Good Coding Style. In Reich, J., Thille, C., & Urrea, C. (Eds.), Proceedings of the Fourth Annual ACM Conference on Learning at Scale (41-50). New York, NY: ACM. PDF
Wiese, E.S., Patel, R., & Koedinger, K.R. (2016,August) Why sense making through magnitude may be harder for fractions than for whole numbers. In Papafragou, A., Grodner, D., Mirman, D., & Trueswell, J.C. (Eds.), Proceedings of the 38th Annual Conference of the Cognitive Science Society (1229-1234). PDF
Wiese, E.S., Patel, R., & Koedinger, K.R. (2016, August) Benefits for grounded feedback over correctness in a fraction addition tutor. In Papafragou, A., Grodner, D., Mirman, D., & Trueswell, J.C. (Eds.), Proceedings of the 38th Annual Conference of the Cognitive Science Society (954-959). PDF
Wiese, E.S., Patel, R., Olsen, J., & Koedinger, K.R. (2015, July) Transitivity is not obvious: Probing prerequisites for learning. In D. C. Noelle, R. Dale, A. S. Warlaumont, J. Yoshimi, T. Matlock, C.D. Jennings, & P. P. Maglio, (Eds.), Proceedings of the 37th Annual Conference of the Cognitive Science Society (2655-2660). PDF
Wiese, E.S. & Koedinger, K.R. (2014, July) Investigating scaffolds for sense making in fraction addition and comparison. In P. Bello, M. Guarini, M. McShane, & B. Scassellati (Eds.), Proceedings of the 36th Annual Conference of the Cognitive Science Society (1515-1520). PDF
Roll, I., Wiese, E.S., Long, Y., Aleven, V., & Koedinger, K.R. (2014, June) Supporting self- and co-regulation in intelligent tutoring systems to help students acquire better learning skills. In J. Polman, E. Kyza, D. O’Neill, I. Tabak, W. Penuel, A. Jurow, K. O’Conner, T. Lee & L. D’Amico (Eds.), Proceedings of the 11th International Conference of the Learning Sciences (1356-1357). Paper presented as part of symposium Enhancing Self-Regulated Learning through Metacognitively-Aware Intelligent Tutoring Systems at ICLS, Boulder, CO.
Wiese, E.S. & Koedinger, K.R. (2014, June) Toward sense making with grounded feedback. In S. Trausan-Matu, K. Boyer, M. Crosby, & K. Panourgia (Eds.), Proceedings of the 12th International Conference on Intelligent Tutoring Systems (695-697).
Stampfer, E. & Koedinger, K.R. (2013, August) When seeing isn’t believing: Influences of prior conceptions and misconceptions. In M. Knauff, M. Pauen, N. Sebanz, & I. Wachsmuth (Eds.), Proceedings of the 35th Annual Conference of the Cognitive Science Society (1384-1389). PDF
Li, N., Stampfer, E., Cohen, W.W., & Koedinger, K.R. (2013, August) General and efficient cognitive model discovery using a simulated student. In M. Knauff, M. Pauen, N. Sebanz, & I. Wachsmuth (Eds.), Proceedings of the 35th Annual Conference of the Cognitive Science Society (894-899).
Stampfer, E., & Koedinger, K.R. (2013, July) Conceptual scaffolding to check one’s procedures. In H.C. Lane, K. Yacef, J. Mostow, & P. Pavlik (Eds.), Proceedings of the 16th International Conference on Artificial Intelligence in Education (916-919).
Stampfer, E., Long, Y., Aleven, V., & Koedinger, K.R.(2011, July) Eliciting intelligent novice behavior with grounded feedback in a fraction addition tutor. In G. Biswas, S. Bull, J. Kay, & A. Mitrovic (Eds.), Proceedings of the 15th International Conference on Artificial Intelligence in Education (560-562).