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ORCIDEliane Wiese
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- affiliation: University of California, Berkeley, CA, USA
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2020 – today
- 2024
[j4]Noelle Brown
, Benjamin Xie, Ella Sarder, Casey Fiesler, Eliane Stampfer Wiese:
Teaching Ethics in Computing: A Systematic Literature Review of ACM Computer Science Education Publications. ACM Trans. Comput. Educ. 24(1): 6:1-6:36 (2024)- [c25]Tamanna Motahar, Noelle Brown, Eliane Stampfer Wiese, Jason Wiese:
Toward Building Design Empathy for People with Disabilities Using Social Media Data: A New Approach for Novice Designers. Conference on Designing Interactive Systems 2024 - [c24]Sara Nurollahian, Anna N. Rafferty, Noelle Brown, Eliane Wiese:
Growth in Knowledge of Programming Patterns: A Comparison Study of CS1 vs. CS2 Students. SIGCSE (1) 2024: 979-985 - 2023
- [c23]Tamanna Motahar, Noelle Brown, Eliane Stampfer Wiese, Jason Wiese:
Building "Design Empathy" for People with Disabilities: an Unsolved Challenge in HCI Education. EduCHI 2023: 68-71 - [c22]Noelle Brown, Nidhi Patel, Xavier Davis, Eliane Stampfer Wiese:
Students' Self-Evaluations of Contextual Inquiry Techniques. EduCHI 2023: 96-100 - [c21]Noelle Brown, Koriann South, Suresh Venkatasubramanian, Eliane Stampfer Wiese:
Designing Ethically-Integrated Assignments: It's Harder Than it Looks. ICER (1) 2023: 177-190 - [c20]Sara Nurollahian, Anna N. Rafferty, Eliane Wiese:
Improving Assessment of Programming Pattern Knowledge through Code Editing and Revision. SEET@ICSE 2023: 58-69 - [c19]Sara Nurollahian, Matthew Hooper, Adriana Salazar, Eliane Wiese:
Use of an Anti-Pattern in CS2: Sequential if Statements with Exclusive Conditions. SIGCSE (1) 2023: 542-548 - 2022
- [c18]Noelle Brown, Koriann South, Eliane Stampfer Wiese:
The Shortest Path to Ethics in AI: An Integrated Assignment Where Human Concerns Guide Technical Decisions. ICER (1) 2022: 344-355 - [c17]Eliane Wiese, Anna N. Rafferty, Jordan Pyper:
Readable vs. Writable Code: A Survey of Intermediate Students' Structure Choices. SIGCSE (1) 2022: 321-327 - [c16]Trysten Scott Richard, Eliane Stampfer Wiese, Zvonimir Rakamaric:
An LGBTQ-Inclusive Problem Set in Discrete Mathematics. SIGCSE (1) 2022: 682-688 - 2021
- [j3]Eliane Stampfer Wiese, Marcia C. Linn:
"It Must Include Rules": Middle School Students' Computational Thinking with Computer Models in Science. ACM Trans. Comput. Hum. Interact. 28(2): 10:1-10:41 (2021) - [c15]Eliane Stampfer Wiese, Anna N. Rafferty, Garrett Moseke:
Students' Misunderstanding of the Order of Evaluation in Conjoined Conditions. ICPC 2021: 476-484
2010 – 2019
- 2019
- [c14]Eliane Stampfer Wiese, Anna N. Rafferty, Armando Fox:
Linking code readability, structure, and comprehension among novices: it's complicated. ICSE (SEET) 2019: 84-94 - [c13]Eliane Stampfer Wiese, Anna N. Rafferty, Daniel M. Kopta, Jacqulyn M. Anderson:
Replicating novices' struggles with coding style. ICPC 2019: 13-18 - 2017
- [j2]Eliane Stampfer Wiese, Kenneth R. Koedinger:
Designing Grounded Feedback: Criteria for Using Linked Representations to Support Learning of Abstract Symbols. Int. J. Artif. Intell. Educ. 27(3): 448-474 (2017) - [c12]Eliane Wiese, Anna N. Rafferty, Marcia C. Linn:
Eliciting Middle School Students' Ideas About Graphs Supports Their Learning from a Computer Model. CogSci 2017 - [c11]Eliane Stampfer Wiese, Michael Yen, Antares Chen, Lucas A. Santos, Armando Fox:
Teaching Students to Recognize and Implement Good Coding Style. L@S 2017: 41-50 - 2016
- [j1]Nesra Yannier, Scott E. Hudson, Eliane Stampfer Wiese, Kenneth R. Koedinger:
Adding Physical Objects to an Interactive Game Improves Learning and Enjoyment: Evidence from EarthShake. ACM Trans. Comput. Hum. Interact. 23(4): 26:1-26:31 (2016) - [c10]Eliane Wiese, Rony Patel, Kenneth R. Koedinger:
Benefits for Grounded Feedback over Correctness in a Fraction Addition Tutor. CogSci 2016 - [c9]Eliane Wiese, Rony Patel, Kenneth R. Koedinger:
Why Sense-Making through Magnitude May Be Harder for Fractions than for Whole Numbers. CogSci 2016 - 2015
- [b1]Eliane Wiese:
Toward Sense Making with Grounded Feedback. Carnegie Mellon University, USA, 2015 - [c8]Christopher J. MacLellan, Erik Harpstead, Eliane Stampfer Wiese, Mengfan Zou, Noboru Matsuda, Vincent Aleven, Kenneth R. Koedinger:
Authoring Tutors with Complex Solutions: A Comparative Analysis of Example Tracing and SimStudent. AIED Workshops 2015 - [c7]Eliane Wiese, Rony Patel, Jennifer K. Olsen, Kenneth R. Koedinger:
Transitivity is Not Obvious: Probing Prerequisites for Learning. CogSci 2015 - 2014
- [c6]Eliane Wiese, Kenneth R. Koedinger:
Investigating Scaffolds for Sense Making in Fraction Addition and Comparison. CogSci 2014 - [c5]Eliane Stampfer Wiese, Kenneth R. Koedinger:
Toward Sense Making with Grounded Feedback. Intelligent Tutoring Systems 2014: 695-697 - 2013
- [c4]Eliane Stampfer, Kenneth R. Koedinger:
Conceptual Scaffolding to Check One's Procedures. AIED 2013: 916-919 - [c3]Nan Li, Eliane Stampfer, William W. Cohen, Kenneth R. Koedinger:
General and Efficient Cognitive Model Discovery Using a Simulated Student. CogSci 2013 - [c2]Eliane Stampfer, Kenneth R. Koedinger:
When seeing isn't believing: Influences of prior conceptions and misconceptions. CogSci 2013 - 2011
- [c1]Eliane Stampfer, Yanjin Long, Vincent Aleven, Kenneth R. Koedinger:
Eliciting Intelligent Novice Behaviors with Grounded Feedback in a Fraction Addition Tutor. AIED 2011: 560-562
Coauthor Index
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