Division C - Learning and Instruction / Division C - Section 3b: Technology-Based Environments

A Girl's Play With Programmable Robots as Gendered Engagement With Educational Technology - Sung Eun Jung, University of Arizona; Kyung Hwa Lee, University of Georgia

How Gritty Are Wheel-Spinners in Intelligent Tutoring Systems? A Growth Mixture Modeling Approach - Janice Kooken, Grand Canyon University; Ivon Arroyo, University of Massachusetts - Amherst

Integrating R in a College Statistics Course Improves Student Attitudes Toward Programming - Mary C Tucker, University of California - Los Angeles; Stacy Shaw, University of California - Los Angeles; Ji Son; James W. Stigler, University of California - Los Angeles

Online Help-Seeking Behavior and Responses to Requests for Help, for Students Underrepresented in STEM - Destiny Williams-Dobosz, University of Illinois at Urbana-Champaign; Victoria Jay, University of Wisconsin - Madison; Vyom Thakkar; Suma Bhat, University of Illinois at Urbana-Champaign; Renato F.L. Azevedo, University of Illinois at Urbana-Champaign; Genevieve Henricks, University of Illinois at Urbana-Champaign; Carolyn J. Anderson, University of Illinois; Lawrence Angrave, University of Illinois at Urbana-Champaign; Nigel Bosch, University of Illinois at Urbana-Champaign; Naj Shaik, University of Illinois at Urbana-Champaign; Michelle Perry, University of Illinois Urbana–Champaign

Promoting Integrated STEM Education: Effectiveness of Making and Making With Mentoring Instructions - Xiaojing Weng, The Chinese University of Hong Kong; Thomas K.F. Chiu, The Chinese University of Hong Kong; Morris S.Y. Jong, The Chinese University of Hong Kong

The Effectiveness of Computer-Based Reading Scaffolds on Students' Mathematics Achievements in Algebra Among Low- and High-Achieving Readers - Seoyeon Park, Texas A&M University - College Station; Michael Anthony de Miranda, Texas A&M University - College Station; Karen E. Rambo-Hernandez, Texas A&M University - College Station; Kausalai K. Wijekumar, Texas A&M University - College Station; Trina J. Davis, Texas A&M University - College Station; Ruihong Huang, Texas A&M University - College Station

Theory-Driven Natural Language Processing: Revealing Distinct Patterns of Pedagogical Communication in Algebra Tutoring - Jinnie Shin, University of Florida; Renu Balyan, Arizona State University; Michelle Banawan, Arizona State University; Walter L. Leite, University of Florida; Danielle S. McNamara, Arizona State University

Threads of Interest: Case Studies of Interest Development in a Game-Based STEM Summer Camp - Matt Gadbury, University of Illinois at Urbana-Champaign; Sherry Yi, University of Illinois at Urbana-Champaign; H. Chad Lane, University of Illinois at Urbana-Champaign

The Enactment of Common Core State Standards in an Asynchronous, Online Algebra 1 Course - Jennifer Suzanne Darling-Aduana, Georgia State University; Mason Shero, Vanderbilt University

Digital Games to Produce Pro-Environmental Attitudes and Behaviors: A Mixed-Methods Study in India - Shamila Janakiraman, Purdue University; Sunnie Lee Watson, Purdue University; William R. Watson, Purdue University; Daniel P. Shepardson, Purdue University

Mobile Tutors Augment the Embodied Mathematics Classroom - Ivon Arroyo, University of Massachusetts - Amherst; Hannah Smith, Worcester Polytechnic Institute; Avery Harrison Closser, Worcester Polytechnic Institute; Erin R Ottmar, Worcester Polytechnic Institute

Preservice Elementary Teachers' Explanations of Properties of Sound Using a Web-Based Inquiry Science Environment - Amal Ibourk, Florida State University; Lauren Wagner, Florida State University; Clausell Mathis, University of Washington - Seattle