Daniel L. Schwartz

42 papers A* 1A 2B 7C 2Journal 15Unranked 15
YearRankTypeTitle / Venue / Authors
2025 J jnl
Self-review and feedback in virtual reality dialogues increase language markers of personal and emotional expression in an empathetic communication training experience.
Comput. Educ. X Real.
Anna C. M. Queiroz, Jeremy N. Bailenson, Kristen Pilner Blair, Daniel L. Schwartz, Candace Thille, Anthony David Wagner
2024 — conf
Extended Realities and the Future of Knowledge Work: Opportunities and Challenges.
VR Workshops
Anna Carolina Muller Queiroz, Jeremy N. Bailenson, Kristen Pilner Blair, Daniel L. Schwartz, Candace Thille, Anthony David Wagner
2021 J jnl
Feedback choices and their relations to learning are age-invariant starting in middle school: A secondary data analysis.
Comput. Educ.
Maria Cutumisu, Daniel L. Schwartz
2020 J jnl
Modeling and Analyzing Inquiry Strategies in Open-Ended Learning Environments.
Int. J. Artif. Intell. Educ.
Tanja Käser, Daniel L. Schwartz
2020 J jnl
The relation between academic achievement and the spontaneous use of design-thinking strategies.
Comput. Educ.
Maria Cutumisu, Daniel L. Schwartz, Nigel Mantou Lou
2019 J jnl
A digital game-based assessment of middle-school and college students' choices to seek critical feedback and to revise.
Br. J. Educ. Technol.
Maria Cutumisu, Doris B. Chin, Daniel L. Schwartz
2019 B conf
Exploring Neural Network Models for the Classification of Students in Highly Interactive Environments.
EDM
Tanja Käser, Daniel L. Schwartz
2018 — conf
Eye Tracking Students' Gazes on Feedback in a Digital Assessment Game.
ICLS
Maria Cutumisu, Krystle-Lee Turgeon, Lydia Marion González, Tasbire Saiyera, Steven Chuong, Daniel L. Schwartz
2018 J jnl
The impact of critical feedback choice on students' revision, performance, learning, and memory.
Comput. Hum. Behav.
Maria Cutumisu, Daniel L. Schwartz
2017 J jnl
Assessing Whether Students Seek Constructive Criticism: The Design of an Automated Feedback System for a Graphic Design Task.
Int. J. Artif. Intell. Educ.
Maria Cutumisu, Kristen Pilner Blair, Doris B. Chin, Daniel L. Schwartz
2017 A conf
Modeling exploration strategies to predict student performance within a learning environment and beyond.
LAK
Tanja Käser, Nicole R. Hallinen, Daniel L. Schwartz
2016 B conf
Choosing versus Receiving Feedback: The Impact of Feedback Valence on Learning in an Assessment Game.
EDM
Maria Cutumisu, Daniel L. Schwartz
2016 J jnl
Got Game? A Choice-Based Learning Assessment of Data Literacy and Visualization Skills.
Technol. Knowl. Learn.
Doris B. Chin, Kristen Pilner Blair, Daniel L. Schwartz
2015 — conf
Testing the Effectiveness of iPad Math Game: Lessons Learned from Running a Multi-Classroom Study.
CHI Extended Abstracts
Kristen Pilner Blair, Jay Pfaffman, Maria Cutumisu, Nicole R. Hallinen, Daniel L. Schwartz
2014 B conf
Choice-based Assessment: Can Choices Made in Digital Games Predict 6th-Grade Students' Math Test Scores?
EDM
Min Chi, Daniel L. Schwartz, Kristen Pilner Blair, Doris B. Chin
2014 — conf
Combining Generation and Expository Instruction to Prepare Students to Transfer Big Ideas Across School Topics.
ICLS
Inga Glogger, Lennart Schalk, Claudia Mazziotti, Nicole R. Hallinen, Armin Barth, Ralph Schumacher, Katharina Gaus, Alexander Renkl, Katharina Loibl, Nikol Rummel, Doris B. Chin, Kristen Pilner Blair, Daniel L. Schwartz, Katherine McEldoon
2014 J jnl
Posterlet: A Game-Based Assessment of Children's Choices to Seek Feedback and to Revise.
J. Learn. Anal.
Maria Cutumisu, Kristen Pilner Blair, Doris B. Chin, Daniel L. Schwartz
2014 — conf
Supporting Middle Schoolers' Use of Inquiry Strategies For Discovering Multivariate Relations In Interactive Physics Simulations.
ICLS
Luke Conlin, Nicole R. Hallinen, Daniel L. Schwartz
2014 — conf
Tug of War: What is it Good For? Measuring Student Inquiry Choices in an Online Science Game.
ICLS
Nicole R. Hallinen, Julius Cheng, Min Chi, Daniel L. Schwartz
2013 J jnl
Young Children Can Learn Scientific Reasoning with Teachable Agents.
IEEE Trans. Learn. Technol.
Doris B. Chin, Ilsa M. Dohmen, Daniel L. Schwartz
2011 A* conf
Prototyping dynamics: sharing multiple designs improves exploration, group rapport, and results.
CHI
Steven Dow, Julie Fortuna, Dan Schwartz, Beth Altringer, Daniel L. Schwartz, Scott R. Klemmer
2010 — conf
Explaining across contrasting cases for deep understanding in science: an example using interactive simulations.
ICLS (1)
Catherine C. Chase, Jonathan T. Shemwell, Daniel L. Schwartz
2010 J jnl
Parallel prototyping leads to better design results, more divergence, and increased self-efficacy.
ACM Trans. Comput. Hum. Interact.
Steven P. Dow, Alana Glassco, Jonathan Kass, Melissa Schwarz, Daniel L. Schwartz, Scott R. Klemmer
2010 C conf
Stats invaders!: learning about statistics by playing a classic video game.
FDG
Dylan Arena, Daniel L. Schwartz
2009 — conf
Bridging school and home: students' engagement with technology-rich activities.
CSCL (2)
Britte Haugan Cheng, Serena Villalba, Daniel L. Schwartz, Doris B. Chin, Patrik Lundh, Aasha Joshi
2009 A conf
Learning by Guiding a Teachable Agent to Play an Educational Game.
AIED
Lena Pareto, Daniel L. Schwartz, Lars Svensson
2008 B conf
Bringing CBLEs into Classrooms: Experiences with the Betty's Brain System.
ICALT
John Wagster, Henry Kwong, Gautam Biswas, Daniel L. Schwartz
2008 — conf
Mere belief in social action improves complex learning.
ICLS (2)
Sandra Y. Okita, Jeremy N. Bailenson, Daniel L. Schwartz
2008 — conf
On socio-cognitive processes that promote learning from peer collaboration and how immediate transfer tests cannot always detect their effects.
ICLS (3)
Christa S. C. Asterhan, Baruch B. Schwarz, Christine Howe, Daniel L. Schwartz, Taylor Martin
2008 B conf
Using Hidden Markov Models to Characterize Student Behaviors in Learning-by-Teaching Environments.
Intelligent Tutoring Systems
Hogyeong Jeong, Amit Gupta, Rod D. Roscoe, John Wagster, Gautam Biswas, Daniel L. Schwartz
2007 — conf
Catalysts to creating representational tools and the benefits for learning.
CSCL
Lee Martin, Daniel L. Schwartz
2007 — conf
Redefining learning goals of very long-term learning across many different fields of activity.
CSCL
Naomi Miyake, Roy D. Pea, Brigid Barron, Daniel L. Schwartz, Lee Martin, Rogers Hall, Ken Wright, Karen Wieckert
2006 C conf
Learning by Producing Diagrams.
Diagrams
Daniel L. Schwartz
2006 — conf
The Role of People Knowledge in Learning Narrative and Domain Content.
ICLS
Joan M. Davis, Tiffany Lee, Nancy Vye, John D. Bransford, Daniel L. Schwartz
2006 — conf
When Observation Beats Doing: Learning by Teaching.
ICLS
Sandra Y. Okita, Daniel L. Schwartz
2006 J jnl
Young Children's Understanding of Animacy and Entertainment Robots.
Int. J. Humanoid Robotics
Sandra Y. Okita, Daniel L. Schwartz
2005 B conf
Exploring young children's attributions through entertainment robots.
RO-MAN
Sandra Y. Okita, Daniel L. Schwartz, Takanori Shibata, Hideyuki Tokuda
2005 J jnl
Learning By Teaching: A New Agent Paradigm For Educational Software.
Appl. Artif. Intell.
Gautam Biswas, Krittaya Leelawong, Daniel L. Schwartz, Nancy Vye
2005 J jnl
Physically Distributed Learning: Adapting and Reinterpreting Physical Environments in the Development of Fraction Concepts.
Cogn. Sci.
Taylor Martin, Daniel L. Schwartz
2004 B conf
Developing Learning by Teaching Environments That Support Self-Regulated Learning.
Intelligent Tutoring Systems
Gautam Biswas, Krittaya Leelawong, Kadira Belynne, Karun Viswanath, Daniel L. Schwartz, Joan M. Davis
2004 — conf
Milo and J-Mole: Computers as Constructivist Teachable Agents.
ICLS
Kristen Pilner Blair, Daniel L. Schwartz
2001 J jnl
Computers, productive agency, and the effort after shared meaning.
J. Comput. High. Educ.
Daniel L. Schwartz, Xiaodong Lin