Publications


  • McLaren, B.M. (in press). Decimal Point: A decade of learning science findings with a digital learning game. To appear in P. Ilic, R. Wegerif, & I. Casebourne (Eds.), Artificial Intelligence in Education: The Intersection of Technology and Pedagogy.  Springer Verlag Germany.  Part of the "Artificial Intelligence-Enhanced Software and Systems Engineering" (AI-SSE) Series   [ pdf ]

  • McLaren, B.M. & Nguyen, H.A. (2023). Digital learning games in Artificial Intelligence in Education (AIED): A review. In B. du Boulay, A. Mitrovic, & K. Yacef (Eds.), Handbook of Artificial Intelligence in Education. Chapter 20. doi: https://doi.org/10.4337/9781800375413.00032     [ pdf ]

  • Nguyen, H., Stec, H., Hou, X., Di, S., & McLaren, B.M. (2023). Evaluating ChatGPT’s decimal skills and feedback generation to students’ self-explanations in a digital learning game.   Proceedings of Eighteenth European Conference on Technology Enhanced Learning (ECTEL 2023).  https://doi.org/10.48550/arXiv.2306.16639   Best Paper Award    [ pdf ]   [ Online Citation ]

  • Baker, R., Scruggs, R., Pavlik, P.I., McLaren, B.M. & Liu, Z. (2023).  How well do contemporary knowledge tracing algorithms predict the knowledge carried out of a digital learning game?  Educational Technology Research & Development. No. 3,p. 901-918. doi:10.1007/s11423-023-10218-z   [ pdf ]    [  Online Citation  ]

  • Nguyen, H., Else-Quest, N., Richey, J.E., Hammer, J., Di, S., & McLaren, B.M. (2023). Gender differences in learning game preferences: Results using a multi-dimensional gender framework.  Proceedings of 24th International Conference on Artificial Intelligence in Education (AIED 2023). pp. 553-564.   [ pdf ]    [ Online Citation ]

  • Nguyen, H., Hou, X., Stec, H., Di, S., Stamper, J., & McLaren, B.M. (2023). Examining the benefits of prompted self-explanation for problem-solving in a decimal learning game.  Proceedings of 24th International Conference on Artificial Intelligence in Education (AIED 2023).  pp. 681-687.   [ pdf ]    [ Online Citation ]

  • Zhang, J., Pang, S., Andres J.M.A., Baker, R.S., Cloude, E., Nguyen, H.A., & McLaren, B.M. (2023). Leveraging natural language processing to detect gaming the system in open-ended questions in a math digital learning game. In the Proceedings of the 33rd Annual Meeting of the Society for Text and Discourse.   [ pdf ]    [ Online Citation ]

  • McLaren, B.M., Nguyen, H.A., Richey, J.E., & Mogessie, M. (2022). Focused self-explanations lead to the best learning outcomes in a digital learning game. In: Proceedings of the 16th International Conference on Learning Science (ICLS 2022). pp. 1229-1232.     [ pdf ]

  • McLaren, B.M., Richey, J. E.,  Nguyen, H. A.,  & Hou, X. (2022).  How instructional context can impact learning with educational technology: Lessons from a study with a digital learning game.  Computers & Education, 178   https://doi.org/10.1016/j.compedu.2021.104366  [ pdf ]    [ Online Citation  ]

  • Hou, X., Nguyen, H.A., Richey, J.E., Harpstead, E., Hammer, J. & McLaren, B.M. (2022).  Assessing the effects of open models of learning and enjoyment in a digital learning game. International Journal of Artificial Intelligence in Education. 32, 120–150. https://doi.org/10.1007/s40593-021-00250-6   [ pdf ]   [ Online Citation ]  

  • Richey J. E., Zhang, J., Das, R., Andres-Bray, J.M. Scruggs, R., Mogessie, M., Baker R.S. & McLaren, B.M. (2021). Gaming and confrustion explain learning advantages for a math digital learning game. In: Proceedings of the 22nd International Conference on Artificial Intelligence in Education (AIED 2021).  Nominated for the Best Paper Award (One of five papers)     [ pdf ]  

  • Scruggs, R., Baker, R.S., & McLaren, B.M. (2020). Extending deep knowledge tracing: Inferring interpretable knowledge and predicting post-system performance. In: So, H. J. et al. (Eds.) Proceedings of the 28th International Conference on Computers in Education (ICCE 2020).    [ pdf ]

  • Hou, X., Nguyen, H.A., Richey, J.E., & McLaren, B.M. (2020). Exploring how gender and enjoyment impact learning in a digital learning game.  In: I. Bittencourt, M. Cukurova, K. Muldner, R. Luckin, & E. Millán (Eds.) Proceedings of the 21st International Conference on Artificial Intelligence in Education. AIED 2020. Lecture Notes in Computer Science (LNCS, Vol. 12163). Springer, Cham.  https://doi.org/10.1007/978-3-030-52237-7_21   [ pdf ]    [ Online Citation ]

  • Mogessie M., Richey J. E., McLaren B.M., Andres-Bray J.M.L., & Baker R.S. (2020). Confrustion and gaming while learning with erroneous examples in a decimals game. In: I. Bittencourt, M. Cukurova, K. Muldner, R. Luckin, & E. Millán (Eds.) Proceedings of the 21st International Conference on Artificial Intelligence in Education. AIED 2020. Lecture Notes in Computer Science (LNCS, Vol. 12164). Springer, Cham.  https://doi.org/10.1007/978-3-030-52240-7_38   [ pdf ]    [ Online Citation ]

  • Nguyen, H.A, Hou, X., Stamper, J., & McLaren, B.M. (2020). Moving beyond test scores: Analyzing the effectiveness of a digital learning game through learning analytics. In the Proceedings of the 13th International Conference on Educational Data Mining, pp. 487–495.      [ pdf ]

  • Nguyen, H., Wang, Y.,  Stamper, J., & McLaren, B.M. (2019). Using knowledge component modeling to increase domain understanding in a digital learning game.  Proceedings of the 12th International Conference on Educational Data Mining (EDM 2019). (pp. 139-148).    [ pdf ]   [ Online Citation ] 

  • Wang, Y., Nguyen, H., Harpstead, E., Stamper, J. &  McLaren, B.M. (2019). How does order of gameplay impact learning and enjoyment in a digital learning game?  In: Isotani S., Millán E., Ogan A., Hastings P., McLaren B., Luckin R. (eds). Proceedings of the 20th International Conference on Artificial Intelligence in Education (AIED 2019). LNAI 11625 (pp. 518-531). Springer, Cham.  [  pdf  ]    [ Online Citation ]

  • Harpstead, E., Richey, J.E., Nguyen, H., & McLaren, B.M. (2019). Exploring the subtleties of agency and indirect control in digital learning games. Proceedings of 9th Annual Conference on Learning Analytics & Knowledge Conference (LAK'19)   [ pdf ]

  • McLaren, B. M., Asbell-Clarke, J. & Hammer, J. (2018). "CHI 2018 Workshop: Data-Driven Educational Game Design" CHI 2018 Workshop at the CHI conference in Montreal, Quebec Canada.   [ pdf ]

  • Nguyen, H., Harpstead, E., Wang, Y. & McLaren, B.M. (2018). Student agency and game-based learning: A study comparing low and high agency. In C. Rosé, R. Martínez-Maldonado, H.U. Hoppe, R. Luckin, M. Mavrikis, K. Porayska-Pomsta, B. McLaren and B. du Boulay (Eds.). Proceedings of the 19th International Conference on Artificial Intelligence in Education (AIED 2018). LNAI 10947 (pp. 338-351). Springer: Berlin.   [ pdf ]

  • McLaren, B. M., Adams, D. M., Mayer, R. E., & Forlizzi, J. (2017). A computer-based game that promotes mathematics learning more than a conventional approach. International Journal of Game-Based Learning (IJGBL), 7(1), 36-56. doi:10.4018/IJGBL.2017010103   [ pdf ]

  • McLaren, B.M., Farzan, R., Adams, D.M., Mayer, R.E., &  Forlizzi, J. (2017). Uncovering gender and problem difficulty effects in learning with an educational game.  In E. André, R. Baker, X. Hu, M.M.T. Rodrigo, and B. du Boulay (Eds.). Proceedings of the 18th International Conference on Artificial Intelligence in Education (AIED 2017). LNAI 10331 (pp. 540-543).  Springer: Berlin.     [ pdf ]  

  • Forlizzi, J., McLaren, B.M., Ganoe, C.H., McLaren, P.B., Kihumba, G., & Lister, K. (2014).  Decimal Point: Designing and developing an educational game to teach decimals to middle school students.  In C. Busch (Ed.) Proceedings of the 8th European Conference on Games Based Learning (ECGBL-2014). (pp. 128-135) Academic Conferences and Publishing International Limited, Reading, U.K.   [ pdf ]