Incorporating Learning Sciences’ Best Practices Into STEM Courseware C. Gordon, J. Snare, Y. Rajasekhar 2024
Reproducible High Reading Participation and Auto-Graded Homework Completion across Multiple Cohorts When Using an Interactive Textbook for Material and Energy Balances S. Yanosko, M. W. Liberatore 2023
The use of 3D printed media to improve the accessibility of engineering G. Sirokman, R. Barlow, A. Rodriguez, A. Clark, L. Fogg 2023
Animation analytics in an interactive textbook for material and energy balances M. Liberatore, K. Xu 2022
Understanding and promoting earnest completion in online textbooks C. Gordon, F. Vahid, and L. Lysecky 2022
Analyzing the use of auto-graded labs with a built-in simulator to learn assembly programming C. Y. Leung, C. Gordon, E. Kazakou, Y. Rajasekhar 2022
Programming learners struggle as much in Python as in C++ or Java C. Gordon, R. Lysecky, F. Vahid 2022
Deliberate practice of spreadsheet skills when using copiable, randomized, and auto-graded questions within an interactive textbook L. Gorbett, K. Chapman, and M. Liberatore 2022
Student success and attempts on auto-graded homework across multiple cohorts in material and energy balances K. Chapman, M. Davidson, and M. Liberatore 2021
Theory to Practice: Closing the Gap in Undergraduate Math to Reduce Student Attrition J. Kelly, J. Bruno, and A. Edgcomb
Randomized, Structured, Auto-graded Homework: Design Philosophy and Engineering Examples E. Kazakou, A. Edgcomb, R. Lysecky, F. Vahid, Y. Rajasekhar 2021
Student Usage of Auto-graded Activities in a Web-based Circuit Analysis Textbook N. Sambamurthy, E. Kazakou, Y. Adibi 2021
Attitudes toward and usage of animations in an interactive textbook for material and energy balances S. Stone and M. Liberatore
The Shift From Static College Textbooks to Customizable Content: A case study at zyBooks C. Gordon, L. Lysecky, and F. Vahid
Improving Pass Rates by Switching from a Passive to an Active LearningTextbook in CS0 D. McKinney, A. D. Edgcomb, R. Lysecky, F. Vahid 2020
Using the free Coral language and simulator to simplify first-year programming courses F. Vahid, J. M. Allen, A. D. Edgcomb, R. Lysecky 2020
Animations for Learning: Design Philosophy and Student Usage in Interactive Textbooks N. Sambamurthy, F. Vahid 2019
Identifying Challenging Spreadsheet Skills Using Reading and Homework Analytics from an Interactive Textbook M. Liberatore, K. Chapman 2019
Animations for Learning: Design Philosophy and Student Usage in Interactive Textbooks N. Sambamurthy, A. D. Edgcomb, F. Vahid 2019
Reading Anytime: Do Students Complete Missed Readings After the DueDate When Using an Interactive Textbook for Material and Energy Balances? M. Liberatore, K. Chapman 2019
Python Versus C++: An Analysis of Student Struggle on SmallCoding Exercises in Introductory Programming Courses N. Alzahrani, F. Vahid, A. Edgcomb, K. Nguyen, and R. Lysecky 2018
Will Students Earnestly Attempt Learning Questions if Answers are Viewable? J. S. Yuen, A. D. Edgcomb, F. Vahid 2016
Student Performance Improvement using Interactive Textbooks: A ThreeUniversity Cross-Semester Analysis A. D. Edgcomb, F. Vahid, R. Lysecky, A. Knoesen, R. Amirtharajah, M. L. Dorf 2015
How Many Points Should Be Awarded for Interactive Textbook Reading Assignments? A. Edgcomb, F. Vahid 2015
Student Usage and Behavioral Patterns with ONline Interactive Textbook Materials A. Edgcomb, D. de Haas, R. Lysecky, F. Vahid 2015
A Continual improvement Paradigm for Modern Online Textbooks F. Vahid, D. de Haas, S. Strawn, S. Lysecky, R. Lysecky 2015
