In Event: AERA Poster Session Wednesday 4:20 p.m.

SIG-Technology, Instruction, Cognition & Learning

1. A Process-Orientated Approach to Leveraging Qualitative Findings for the Intentional Development of Classroom Software (Poster 1) - Allison McCann, University of Toronto

2. A Review of the Early Literature on Generative AI in Education (Poster 2) - Deoksoon Kim, Boston College; Noa Rein, Boston College; Junhyeop Cho, Boston College; Jiayu Liu, Boston College; Chuqi Wang, Boston College

3. Exploring Relationships Between Undergraduate Students' Metacognition, Presence, and Engagement in Online Community of Inquiry (Poster 3) - Larisa A. Olesova, University of Florida; Ayesha Sadaf, University of North Carolina - Charlotte; Weijian Yan, Idaho State University

4. First-Generation Students' Self-Regulation in Online Learning: Parental Authority Styles and University Belongingness Effects (Poster 4) - Vicky Weiqing Ji, University of North Texas

5. Harnessing Emotions in Generative AI-Enabled Learning: A Multigroup Analysis of Chinese Undergraduates Using an Appraisal-Based Model (Poster 5) - Chan Wang, The Chinese University of Hong Kong; Hongbiao Yin, The Chinese University of Hong Kong

6. Instructor-Led Structural Knowledge Reflection and the Conceptual Structure of Summary Essays (Poster 6) - Roy B. Clariana, Pennsylvania State University; Ryan L. Solnosky, Pennsylvania State University

7. Pupil Diameter Reveals Elementary Students' Cognitive Load Manifestation in Physiological Computing (Poster 7) - Fatema Nasrin, University of Alabama; Idowu David Awoyemi, University of Alabama; Feiya Luo, University of Alabama; Ruohan Liu, Seattle University; Chris S. Crawford, University of Alabama

8. Quantified Analysis of Analogical Reasoning During Debugging Among Novice Programing Learners (Poster 8) - ChanMin Kim, Pennsylvania State University; Yinqi Zhang, Pennsylvania State University; Eunseo Lee, Pennsylvania State University; Emre Dinç, Pennsylvania State University; Afaf Baabdullah, King Saud University; Brian R. Belland, Pennsylvania State University

9. Spaced Learning Supports Productive Struggle in an Online Learning Platform (Poster 9) - Christina C Schonberg, IXL Learning; Bozhidar M. Bashkov, IXL Learning; Mary Hargis, IXL Learning; Xiaozhu An, IXL Learning

10. Students’ Experiences and Perceptions of Using AIGC (AI-Generated Content) Tools to Support Creative Problem-Solving (Poster 10) - Huanhuan Wang, Beijing Normal University; Ahmed Tlili, Beijing Normal University; Xiaorui Ye, Beijing Normal University; Jiaxin Xu, Beijing Normal University; Xixian Zhu, The Hong Kong Polytechnic University; Yarong Wang, Beijing Normal University; Ting Da, Beijing Normal University; Jinbao Zhang, Beijing Normal University; Michael Agyemang Adarkwah, Friedrich-Schiller-Universität Jena; Ronghuai Huang, Beijing Normal University

11. Supporting Teachers to Prepare for Productive Failure Using an AI-Powered Algebra Problem Generator (Poster 11) - Seyedahmad Rahimi, University of Florida; Salah Esmaeiligoujar, University of Florida; Ran Gao, University of Florida; Deniz Ercan, University of Florida; Hongming Li, University of Florida; Anthony Botelho, University of Florida

12. Teachers as Informants in Participatory Design for Game-Based Learning (Poster 12) - Yanjun Pan, Southern Methodist University; Ching-Yu Tseng, Southern Methodist University; Hao He, Emporia State University; Leanne R. Ketterlin-Geller, Southern Methodist University; Eric C. Larson, Southern Methodist University; Corey Clark, Southern Methodist University

13. Using 3D Printing to Foster Self-Directed Learning in Adolescents: Preliminary Findings (Poster 13) - Heather Ann Pearson, McGill University; Adam Kenneth Dubé, McGill University

14. Using Automatic and Human Grading to Assess Student Explanations in an Online Science Investigation (Poster 14) - Kirsten Butcher, University of Utah; Justine Hampton, University of Utah

16. Who Bears Responsibility? Students’ Perspectives on the Responsibility to Evaluate and Regulate Social Media Content (Poster 16) - Elizabeth Reynolds, University of Maryland