Journal Articles
Chan, J. Y. C., Byrne, C., Jerusal, J., Liu, A. S., Roberts, J., & Ottmar, E. (2023). Keep DRAGging ON: Is solving more problems in DragonBox 12+ associated with higher mathematical performance during the COVID-19 pandemic?. British Journal of Educational Technology. https://doi.org/10.1111/bjet.13304
Chan, J. Y. C., Closser, A. H., Ngo, V., Smith, H., Liu, A. S., & Ottmar, E. (2023). Examining shifts in conceptual knowledge, procedural knowledge and procedural flexibility in the context of two game‐based technologies. Journal of Computer Assisted Learning. https://doi.org/10.1111/jcal.12798
Chan, J. Y. C., Lee, J. E., Mason, C. A., Sawrey, K., & Ottmar, E. (2022). From Here to There! A dynamic algebraic notation system improves understanding of equivalence in middle-school students. Journal of Educational Psychology, 114(1), 56. https://doi.org/10.1037/edu0000596
Chan, J. Y. C., Ottmar, E. R., & Lee, J. (2022). Slow down to speed up: Longer pause time before solving problems relates to higher strategy efficiency. Learning and Individual Differences. https://doi.org/10.1016/j.lindif.2021.102109
Chan, J. Y. C., Ottmar, E. R., Smith, H., & Closser, A. H. (2022). Variables versus numbers: Effects of symbols and algebraic knowledge on students’ problem-solving strategies. Contemporary Educational Psychology, 71, 102114. https://doi.org/10.1016/j.cedpsych.2022.102114
Decker-Woodrow, L., Mason, C., Chan, J., Lee, J. E., Sales, A. C., Liu, A., & Tu, S. The impacts of three educational technologies on algebraic understanding in the context of COVID-19. AERA Open, 9. https://doi.org/10.1177/23328584231165919
Iannacchione, A., Ottmar, E., Ngo, V., Mason, C. A., Chan, J. Y. C., Smith, H., & Shaw, S. T. (2022). Examining relations between math anxiety, prior knowledge, hint usage, and performance of math equivalence in two different online learning contexts. Instructional Science, 1-23. https://doi.org/10.1007/s11251-022-09604-6
Lee, J. E., Chan, J. Y. C., Botelho, A., & Ottmar, E. (2022). Does slow and steady win the race?: Clustering patterns of students’ behaviors in an interactive online mathematics game. Educational technology research and development, 70(5), 1575-1599. https://doi.org/10.1007/s11423-022-10138-4
Lee, J. E., Hornburg, C. B., Chan, J. Y. C., & Ottmar, E. (2022). Perceptual and number effects on students’ initial solution strategies in an interactive online mathematics game. Journal of Numerical Cognition, 8(1), 166-182. https://doi.org/10.5964/jnc.8323
Lee, J. E., Jindal, A., Patki, S. N., Gurung, A., Norum, R., & Ottmar, E. (2023). A comparison of machine learning algorithms for predicting student performance in an online mathematics game. Interactive Learning Environments, 1-15. https://doi.org/10.3102/1885042
Lee, J. E., Stalin, A., Ngo, V., Drzewiecki, K., Trac, C., & Ottmar, E. (2022). Show the Flow: Visualizing Students’ Problem-Solving Processes in a Dynamic Algebraic Notation Tool. Journal of Interactive Learning Research, 33(2), 97-126. https://www.learntechlib.org/p/219090/
Miyaoka, A., Decker-Woodrow, L., Hartman, N., Booker, B., & Ottmar, E. (2023). Emergent Coding and Topic Modeling: A Comparison of Two Qualitative Analysis Methods on Teacher Focus Group Data. International Journal of Qualitative Methods, 22, 16094069231165950. https://doi.org/10.1177/16094069231165950
Ottmar, E., Lee, J.-E., Vanacore, K., Pradhan, S., DeckerWoodrow, L., & Mason, C. A. (2023). Data from the Efficacy Study of From Here to There! A Dynamic Technology for Improving Algebraic Understanding. Journal of Open Psychology Data, 11: 5, pp. 1–15. DOI: https://doi.org/10.5334/jopd.87
Book Chapters
Chan, J. Y. C., Closser, A. H, Smith, H., Lee, J. E., Drzewiecki, K. C., & Ottmar, E. (in press). Grasping patterns of algebraic understanding: Dynamic technology facilitates learning, research, and teaching in mathematics education. In K. M. Robinson, D. Kotsopoulos, & A. Dubé (Eds), Mathematical Learning and Cognition in Middle Childhood and Early Adolescence: Integrating Interdisciplinary Research Into Practice.
Conference Proceedings
Chan, J. Y. C., Smith, H., Closser, A. H., Drzewiecki, K. C., & Ottmar, E. (2021). Number vs. variable: The effect of symbols on students’ math problem solving. In T. Fitch, C. Lamm, H. Leder, K. Teβmar-Raible (Eds), Proceedings of the Forty-Third Annual Meeting of the Cognitive Science Society. (pp. 2836-2842). Vienna, Austria: University of Vienna. [PDF]
Kirk Vanacore, Adam Sales, Allison Liu, and Erin Ottmar. 2023. Benefit of Gamification for Persistent Learners: Propensity to Replay Problems Moderates Algebra-Game Effectiveness. In Proceedings of the Tenth ACM Conference on Learning @ Scale (L@S ’23), July 20–22, 2023, Copenhagen, Denmark. ACM, New York, NY, USA, 10 pages.
Lee, J. E., Stalin, A., Ngo. V., Drzewiecki, K., Trac, C., & Ottmar, E. (2021). Show the flow: Visualization of students’ solution strategies with Sankey diagrams in an online mathematics game. In de Vries, E., Hod, Y., & Ahn, J. (Eds). Proceedings of the International Conference on Learning Sciences (pp. 887-888). Bochum, Germany: International Society of the Learning Sciences. [PDF]
Liu, A. S., Vanacore, K., & Ottmar, E. (2022). How reward- and error-based feedback systems create micro-failures to support learning strategies. In C. Chinn, E. Tan, C. Chan, & Y. Kali (Eds.). Proceedings of the 16th International Conference of the Learning Sciences - ICLS 2022 (pp. 1633-1636). Hiroshima, Japan: International Society of the Learning Sciences. [PDF]
Liu, A., Chan, J. Y.-C., Lee, J.-E., Decker-Woodrow, L. E., Tu, S., Sales, A., & Mason, C. A. (2022). Does where you start matter? The interaction between prior knowledge and effectiveness of game-based interventions. In C. Chinn, E. Tan, C. Chan, & Y. Kali (Eds.). Proceedings of the 16th International Conference of the Learning Sciences - ICLS 2022 (pp. 2182-2183). Hiroshima, Japan: International Society of the Learning Sciences. [PDF]
Norum, R., Lee, J. E., & Ottmar, E. (2022). Student profiling on behavioral patterns in an online mathematics game: Clustering using K-means. In C. Chinn, E. Tan, C. Chan, & Y. Kali (Eds.). Proceedings of the 16th International Conference of the Learning Sciences - ICLS 2022 (pp. 1942-1943). Hiroshima, Japan: International Society of the Learning Sciences. [PDF]
Sawrey, K. B., Chan. J. Y. C., Ottmar, E., (2020). Equivalence tasks in a digital algebraic notation system promotes performance in middle school mathematics [Short Paper]. In M. Gresalfi & I. S. Horn (Eds), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) Vol. 3 (pp. 1657-1660). Nashville, Tennessee: International Society of the Learning Sciences. [PDF]
Sawrey, K. B., Chan. J. Y. C., Ottmar, E., Hulse, T., (2019). Experiencing equivalence with Graspable Math: Results from a middle-school study. [Brief Research Report] In S. Otten, A. G. Candela, A. de Araujo, C. Haines, & C. Munter (Eds) Proceedings of the Forty-First Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. (pp. 1738-1743) St. Louis, MO: University of Missouri. [PDF]
Conference Presentations
Botelho, A., Chan, J. Y. C., Trac, C., Closser, A. H., Smith, H., Drzewiecki, K. C., & Ottmar, E. (2021, July). State vs. Trait: Examining gaming the system in the context of math perception task [Poster]. The Annual Meeting of the Cognitive Science Society. (Online Presentation)
Chan, J. Y. C., Ottmar, E., & Lee, J. E. (2020, June). Longer pre-solving pause time relates to higher strategy efficiency. In J. Y. C. Chan & J. K. Bye (Co-chairs), Problem-solving strategy in algebra: From lab to practice [Symposium]. The 2020 Mathematical Cognition and Learning Society Conference, Dublin, Ireland. (Online Presentation)
Chan, J. Y. C., Sawrey, K. B., Hulse, T., & Ottmar, E. (2020, April). Think before you act: Thinking time contributes to math problem-solving efficiency [Roundtable Discussion]. The 2020 Annual meeting of the American Educational Research Association (AERA), San Francisco, CA. (Online Presentation)
Lee, J. E., Hornburg, C. B., Chan, J. Y. C., & Ottmar., E. (2021, April). Perceptual and number effects on students’ solution strategies in an interactive online mathematics game [Roundtable Discussion]. The 2021 Annual meeting of the American Educational Research Association (AERA), Orlando, FL.
Lee, J. E, Jindal, A., Patki, S., Norum. R., & Ottmar, E. (2022). A comparison of machine learning algorithms for predicting student performance in an online mathematics game. Full paper presented in the 2022 Annual meeting of the American Educational Research Association (AERA). San Diego, CA.
Lee, J. E., Ottmar, E., Chan, J. Y. C., Booker, B., & Decker-Woodrow, L. (2021, October). In-Person vs. Virtual: Learning modality choices and movement during COVID-19 varies depending on students’ ethnicity and prior academic performance [Paper]. The 2021 Conference of the Society for Research on Educational Effectiveness. (Online Presentation)
Lee, J. E., Stalin, A., Ngo. V., Drzewiecki, K., Trac, C., & Ottmar, E. (2021, June). Show the flow: Visualization of students’ solution strategies with Sankey diagrams in an online mathematics game. Poster presented at the annual meeting of the International Society of the Learning Sciences, Bochum, Germany. [Moved online due to COVID-19]
Liu, A. S., Vanacore, K., & Ottmar, E. (2022, June). How reward- and error-based feedback systems create micro-failures to support learning strategies. Paper presented at the 16th International Conference of the Learning Sciences, Hiroshima, Japan. (Hybrid conference)
Norum, R. E., Lee, J. E., & Ottmar, E. (2023). Student profiles based on in-game performance and help-seeking behaviors in an online mathematics game. Paper presented at the annual meeting of the American Educational Research Association (AERA), Chicago, IL. [Awarded SIG-Instructional Technology Best Student Paper]
Conference Symposium
Liu, A. S., Vanacore, K., & Ottmar, E. (2022, July). How error- and reward-based feedback systems help students persist and learn through failure in game-based learning. In Developmental perspectives: Digital interventions and mathematics learning in typical and atypical populations. Symposium to be conducted at the International Mind, Brain, and Education Society Conference, Montreal, Canada.
Conference Posters
Bye, J, Lee, J. E., Chan, J. Y. C., Closser, A. H., Shaw, S., & Ottmar, E. (2022, April) Perceiving precedence: Order of operations errors are predicted by perception of equivalent expressions [Poster]. The 2022 Annual meeting of the American Educational Research Association (AERA), San Diego, CA.
Chan, J. Y. C., Closser, A. H., Ngo, V., Smith, H., Ottmar, E. (2022, April). From performance to perception: A laboratory-based task to detect changes in students’ perception of math equivalence in technology interventions [Roundtable discussion]. The 2022 Annual meeting of the American Educational Research Association (AERA), San Diego, CA.DOI: 10.3102/IP.22.1882721
Chan, J. Y. C., Hulse, T., Sawrey, K., Ottmar, E., (2019, June) Experience with a dynamic algebra notation system predicts high-school students’ algebra performance [Poster]. The 2019 Mathematical Cognition and Learning Society Conference, Ottawa, Canada.
Chan, J. Y. C., Ottmar, E., Smith, H., Harrison, A., Drzewiecki, K. (2021, April). Effects of numbers vs. variables on students’ expression transformation processes and strategies [Poster]. The Biennial Meeting of the Society for Research in Child Development, Minneapolis, MN. (Online Presentation)
Iannacchione, A., Ottmar, E., Chan, J. Y. C., & Drzewiecki, K. (2020, June). Examining relations of math anxiety and algebra performance in two technology interventions [Poster]. The 2020 Mathematical Cognition and Learning Society Conference, Dublin, Ireland. (Online Presentation)
Lee, J. E., Stalin, A., Ngo. V., Drzewiecki, K., Trac, C., & Ottmar, E. (2021). Show the flow: Visualization of students’ solution strategies with Sankey diagrams in an online mathematics game. Poster presented at the International Society of the Learning Sciences Annual Meeting, Bochum, Germany. (Online Presentation)
Liu, A. S., Chan, J. Y.-C., Lee, J. E., Decker-Woodrow, L. E., Tu, S., Sales, A., & Mason, C. A. (2022, June). Does where you start matter? The interaction between prior knowledge and effectiveness of game-based interventions. Poster presented at the International Society of the Learning Sciences Annual Meeting, Hiroshima, Japan. (Hybrid conference)
Liu, A. S., Vanacore, K., Chan, J. Y.-C., Ottmar, E., Shaw, S., Decker-Woodrow, L. E., & Tu, S. (2022, June). How math anxiety moderates the relation between feedback and persistence-related behaviors. Poster accepted for the Mathematical Cognition and Learning Society Conference, Antwerp, Belgium.
Liu, A. S., Vanacore, K., Egorova, A., Trac, C., & Ottmar, E. (2023, June). From Here to There and beyond: Understanding optional challenge seeking in an educational math game. Poster accepted for the Mathematical Cognition and Learning Society Conference, Loughborough, UK.
Norum, R., Lee, J. E., & Ottmar, E. (2022). Student profiling on behavioral patterns in an online mathematics game: Clustering using K-means. Poster presented at the International Society of the Learning Sciences Annual Meeting, Hiroshima, Japan.
Smith, H., Ngo, V., Sales, A., Closser, A. H., Chan, J. Y. C., & Ottmar, E. (2022, June) To wait or not to wait: Adding to the debate on immediate vs. delayed feedback [Poster]. The 16th International Conference of the Learning Sciences (ICLS) 2022, Hiroshima, Japan: International Society of the Learning Sciences.
Vanacore, K., Liu, A. S., Sales, A., Ottmar, E. (2022, July). The impact of reward-based feedback on persistence behavior in an educational game [Poster]. International Mind, Brain, and Education Society Conference, Montreal, Canada.