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ORCIDPreya Shabrina
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2020 – today
- 2024
[j1]Preya Shabrina, Behrooz Mostafavi, Mark Abdelshiheed, Min Chi, Tiffany Barnes:
Investigating the Impact of Backward Strategy Learning in a Logic Tutor: Aiding Subgoal Learning Towards Improved Problem Solving. Int. J. Artif. Intell. Educ. 34(3): 825-861 (2024)- [i5]Sivana Hamer, Nasif Imtiaz, Mahzabin Tamanna, Preya Shabrina, Laurie A. Williams:
Trusting code in the wild: Exploring contributor reputation measures to review dependencies in the Rust ecosystem. CoRR abs/2406.10317 (2024) - 2023
- [c10]Preya Shabrina, Behrooz Mostafavi, Min Chi, Tiffany Barnes:
Impact of Learning a Subgoal-Directed Problem-Solving Strategy Within an Intelligent Logic Tutor. AIED 2023: 389-400 - [c9]Preya Shabrina, Behrooz Mostafavi, Sutapa Dey Tithi, Min Chi, Tiffany Barnes:
Learning Problem Decomposition-Recomposition with Data-driven Chunky Parsons Problems within an Intelligent Logic Tutor. EDM 2023 - [i4]Mark Abdelshiheed, John Wesley Hostetter, Preya Shabrina, Tiffany Barnes, Min Chi:
The Power of Nudging: Exploring Three Interventions for Metacognitive Skills Instruction across Intelligent Tutoring Systems. CoRR abs/2303.11965 (2023) - [i3]Nasif Imtiaz, Preya Shabrina, Laurie A. Williams:
Trusting code in the wild: A social network-based centrality rating for developers in the Rust ecosystem. CoRR abs/2306.00240 (2023) - 2022
- [c8]Mark Abdelshiheed, John Wesley Hostetter, Preya Shabrina, Tiffany Barnes, Min Chi:
The Power of Nudging: Exploring Three Interventions for Metacognitive Skills Instruction across Intelligent Tutoring Systems. CogSci 2022 - [i2]Preya Shabrina, Behrooz Mostafavi, Mark Abdelshiheed, Min Chi, Tiffany Barnes:
Investigating the Impact of Backward Strategy Learning in a Logic Tutor: Aiding Subgoal Learning towards Improved Problem Solving. CoRR abs/2208.04696 (2022) - [i1]Preya Shabrina, Samiha Marwan, Andrew Bennison, Min Chi, Thomas W. Price, Tiffany Barnes:
A Multicriteria Evaluation for Data-Driven Programming Feedback Systems: Accuracy, Effectiveness, Fallibility, and Students' Response. CoRR abs/2208.05326 (2022) - 2021
- [c7]Yihuan Dong, Samiha Marwan, Preya Shabrina, Tiffany Barnes, Thomas W. Price:
Using Student Trace Logs To Determine Meaningful Progress and Struggle During Programming Problem Solving. EDM 2021 - [c6]Yihuan Dong, Preya Shabrina, Samiha Marwan, Tiffany Barnes:
You Really Need Help: Exploring Expert Reasons for Intervention During Block-based Programming Assignments. ICER 2021: 334-346 - [c5]Samiha Marwan, Preya Shabrina, Alex Milliken, Ian Menezes, Veronica Cateté, Thomas W. Price, Tiffany Barnes:
Promoting Students' Progress-Monitoring Behavior during Block-Based Programming. Koli Calling 2021: 8:1-8:10 - 2020
- [c4]Preya Shabrina, Samiha Marwan, Min Chi, Thomas W. Price, Tiffany Barnes:
The Impact of Data-driven Positive Programming Feedback: When it Helps, What Happens when it Goes Wrong, and How Students Respond. CSEDM@EDM 2020 - [c3]Preya Shabrina, Ruth Okoilu Akintunde, Mehak Maniktala, Tiffany Barnes, Collin F. Lynch, Teomara Rutherford:
Peeking through the classroom window: a detailed data-driven analysis on the usage of a curriculum integrated math game in authentic classrooms. LAK 2020: 625-634 - [c2]Ruth Okoilu Akintunde, Preya Shabrina, Veronica Cateté
, Tiffany Barnes, Collin F. Lynch, Teomara Rutherford:
Data-informed curriculum sequences for a curriculum-integrated game. LAK 2020: 635-644
2010 – 2019
- 2019
- [c1]Rachel Harred, Christa Cody, Mehak Maniktala, Preya Shabrina, Tiffany Barnes, Collin F. Lynch:
How Long is Enough? Predicting Student Outcomes with Same-Day Gameplay Data in an Educational Math Game. EDM (Workshops) 2019: 60-68
Coauthor Index
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