Collin F. Lynch
Publication record assembled from the DBLP archive of ranked conferences.
Papers indexed
88
Venues
19
Active years
2002–2024
Best venue rank
A*
Where they publish
Papers
88 indexed papers, newest first.
| Year | Venue | Title | Authors |
|---|---|---|---|
| 2024 | EDM | Who Should I Help Next? Simulation of Office Hours Queue Scheduling Strategy in a CS2 Course. | Zhikai Gao, Gabriel Silva de Oliveira, Damilola Babalola, Collin F. Lynch, Sarah Heckman |
| 2024 | ICCE | Predicting and Analyzing Students' Higher-Order Questions in Collaborative Problem-Solving. | Shan Zhang, Toni V. Earle-Randell, Qian Shen, Anthony F. Botelho, Maya Israel, Kristy Elizabeth Boyer, Collin F. Lynch, Eric N. Wiebe |
| 2024 | SIGCSE | Using Survival Analysis to Model Students' Patience in Online Office Hour Queues. | Zhikai Gao, Adam M. Gaweda, Collin F. Lynch, Sarah Heckman, Damilola Babalola, Gabriel Silva de Oliveira |
| 2024 | SIGCSE | Detecting ChatGPT-Generated Code Submissions in a CS1 Course Using Machine Learning Models. | Muntasir Hoq, Yang Shi, Juho Leinonen, Damilola Babalola, Collin F. Lynch, Thomas W. Price, Bita Akram |
| 2024 | SIGCSE | Exploring Novice Programmers' Testing Behavior: A First Step to Define Coding Struggle. | Gabriel Silva de Oliveira, Zhikai Gao, Sarah Heckman, Collin F. Lynch |
| 2023 | AIED | Confusion, Conflict, Consensus: Modeling Dialogue Processes During Collaborative Learning with Hidden Markov Models. | Toni V. Earle-Randell, Joseph B. Wiggins, Julianna Martinez Ruiz, Mehmet Celepkolu, Kristy Elizabeth Boyer, Collin F. Lynch, Maya Israel, Eric N. Wiebe |
| 2023 | AIED | Detecting ChatGPT-Generated Code in a CS1 Course. | Muntasir Hoq, Yang Shi, Juho Leinonen, Damilola Babalola, Collin F. Lynch, Bita Akram |
| 2023 | ICMI | How Noisy is Too Noisy? The Impact of Data Noise on Multimodal Recognition of Confusion and Conflict During Collaborative Learning. | Yingbo Ma, Mehmet Celepkolu, Kristy Elizabeth Boyer, Collin F. Lynch, Eric N. Wiebe, Maya Israel |
| 2022 | AAAI | Predictive Student Modelling in an Online Reading Platform. | Effat Farhana, Teomara Rutherford, Collin F. Lynch |
| 2022 | EDM | Admitting you have a problem is the first step: Modeling when and why students seek help in programming assignments. | Zhikai Gao, Bradley Erickson, Yiqiao Xu, Collin F. Lynch, Sarah Heckman, Tiffany Barnes |
| 2022 | EDM | FATED 2022: Fairness, Accountability, and Transparency in Educational Data. | Collin F. Lynch, Mirko Marras, Mykola Pechenizkiy, Anna N. Rafferty, Steven Ritter, Vinitra Swamy, Renzhe Yu |
| 2022 | IVA | Building the dream team: children's reactions to virtual agents that model collaborative talk. | Joseph B. Wiggins, Toni V. Earle-Randell, Dolly Bounajim, Yingbo Ma, Julianna Martinez Ruiz, Ruohan Liu, Mehmet Celepkolu, Maya Israel, Eric N. Wiebe, Collin F. Lynch, Kristy Elizabeth Boyer |
| 2022 | SIGCSE | Characterizing Student Development Progress: Validating Student Adherence to Project Milestones. | Bradley Erickson, Sarah Heckman, Collin F. Lynch |
| 2022 | SIGCSE | Who Uses Office Hours?: A Comparison of In-Person and Virtual Office Hours Utilization. | Zhikai Gao, Sarah Heckman, Collin F. Lynch |
| 2022 | SIGCSE | Exploration of the Week-by-Week ICAP Transitions by Students. | Adam M. Gaweda, Collin F. Lynch |
| 2022 | SIGCSE | Designing a Dashboard for Student Teamwork Analysis. | Niki Gitinabard, Sarah Heckman, Tiffany Barnes, Collin F. Lynch |
| 2022 | SIGCSE | It's Challenging but Doable: Lessons Learned from a Remote Collaborative Coding Camp for Elementary Students. | Yingbo Ma, Julianna Martinez Ruiz, Timothy D. Brown, Kiana-Alize Diaz, Adam M. Gaweda, Mehmet Celepkolu, Kristy Elizabeth Boyer, Collin F. Lynch, Eric N. Wiebe |
| 2021 | AIED | The Challenge of Noisy Classrooms: Speaker Detection During Elementary Students' Collaborative Dialogue. | Yingbo Ma, Joseph B. Wiggins, Mehmet Celepkolu, Kristy Elizabeth Boyer, Collin F. Lynch, Eric N. Wiebe |
| 2021 | EDM | Feedback and Self-Regulated Learning in Science Reading. | Effat Farhana, Andrew Potter, Teomara Rutherford, Collin F. Lynch |
| 2021 | EDM | Automatically classifying student help requests: a multi-year analysis. | Zhikai Gao, Collin F. Lynch, Sarah Heckman, Tiffany Barnes |
| 2021 | EDM | Student Practice Sessions Modeled as ICAP Activity Silos. | Adam M. Gaweda, Collin F. Lynch |
| 2021 | ITiCSE | The Relationship of CS Attitudes, Perceptions of Collaboration, and Pair Programming Strategies on Upper Elementary Students' CS Learning. | Jessica Vandenberg, Arif Rachmatullah, Collin F. Lynch, Kristy Elizabeth Boyer, Eric N. Wiebe |
| 2021 | SIGCSE | Collaborative Dialogue and Types of Conflict: An Analysis of Pair Programming Interactions between Upper Elementary Students. | Jennifer Tsan, Jessica Vandenberg, Zarifa Zakaria, Danielle Cadieux Boulden, Collin F. Lynch, Eric N. Wiebe, Kristy Elizabeth Boyer |
| 2020 | ACE | Typing Exercises as Interactive Worked Examples for Deliberate Practice in CS Courses. | Adam M. Gaweda, Collin F. Lynch, Nathan Seamon, Gabriel Silva de Oliveira, Alay Deliwa |
| 2020 | EDM | Investigating Relations between Self-Regulated Reading Behaviors and Science Question Difficulty. | Effat Farhana, Teomara Rutherford, Collin F. Lynch |
| 2020 | EDM | Student Teamwork on Programming Projects. What can GitHub logs show us? | Niki Gitinabard, Ruth Okoilu, Yiqiao Xu, Sarah Heckman, Tiffany Barnes, Collin F. Lynch |
| 2020 | EDM | Incorporating Task-specific Features into Deep Models to Classify Argument Components. | Linting Xue, Collin F. Lynch |
| 2020 | ICER | Gender Differences in Upper Elementary Students' Regulation of Learning while Pair Programming. | Jessica Vandenberg, Jennifer Tsan, Madeline Hinckle, Collin F. Lynch, Kristy Elizabeth Boyer, Eric N. Wiebe |
| 2020 | LAK | Data-informed curriculum sequences for a curriculum-integrated game. | Ruth Okoilu Akintunde, Preya Shabrina, Veronica Catet, Tiffany Barnes, Collin F. Lynch, Teomara Rutherford |
| 2020 | LAK | Peeking through the classroom window: a detailed data-driven analysis on the usage of a curriculum integrated math game in authentic classrooms. | Preya Shabrina, Ruth Okoilu Akintunde, Mehak Maniktala, Tiffany Barnes, Collin F. Lynch, Teomara Rutherford |
| 2020 | SIGCSE | A Comparison of Two Pair Programming Configurations for Upper Elementary Students. | Jennifer Tsan, Jessica Vandenberg, Zarifa Zakaria, Joseph B. Wiggins, Alexander R. Webber, Amanda E. Bradbury, Collin F. Lynch, Eric N. Wiebe, Kristy Elizabeth Boyer |
| 2019 | CHI | A Field Study of Teachers Using a Curriculum-integrated Digital Game. | Zhongxiu Peddycord-Liu, Veronica Catet, Jessica Vandenberg, Tiffany Barnes, Collin F. Lynch, Teomara Rutherford |
| 2019 | EDM | What will you do next? A sequence analysis on the student transitions between online platforms in blended courses. | Niki Gitinabard, Tiffany Barnes, Sarah Heckman, Collin F. Lynch |
| 2019 | EDM | How Long is Enough? Predicting Student Outcomes with Same-Day Gameplay Data in an Educational Math Game. | Rachel Harred, Christa Cody, Mehak Maniktala, Preya Shabrina, Tiffany Barnes, Collin F. Lynch |
| 2019 | EDM | What You Say is Relevant to How You Make Friends: Measuring the Effect of Content on Social Connection. | Yiqiao Xu, Niki Gitinabard, Collin F. Lynch, Tiffany Barnes |
| 2019 | SIGCSE | Giving Students Canned Code using Typing Exercises. | Adam M. Gaweda, Collin F. Lynch |
| 2019 | SIGCSE | An Investigation of Conflicts Between Upper-Elementary Pair Programmers. | Jennifer Tsan, Jessica Vandenberg, Xiaoting Fu, Jamieka Wilkinson, Danielle Boulden, Kristy Elizabeth Boyer, Collin F. Lynch, Eric N. Wiebe |
| 2019 | SIGCSE | The Development and Validation of Survey Items on Upper Elementary Students' Perspectives and Attitudes on CS. | Jessica Vandenberg, Jennifer Tsan, Zarifa Zakaria, Kristy Elizabeth Boyer, Collin F. Lynch, Eric N. Wiebe |
| 2018 | AIED | Modeling Math Success Using Cohesion Network Analysis. | Scott A. Crossley, Maria-Dorinela Sirbu, Mihai Dascalu, Tiffany Barnes, Collin F. Lynch, Danielle S. McNamara |
| 2018 | AIED | Learning Curve Analysis in a Large-Scale, Drill-and-Practice Serious Math Game: Where Is Learning Support Needed? | Zhongxiu Peddycord-Liu, Rachel Harred, Sarah Karamarkovich, Tiffany Barnes, Collin F. Lynch, Teomara Rutherford |
| 2018 | AIED | Empirically Evaluating the Effectiveness of POMDP vs. MDP Towards the Pedagogical Strategies Induction. | Shitian Shen, Behrooz Mostafavi, Collin F. Lynch, Tiffany Barnes, Min Chi |
| 2018 | AIED | Exploring Online Course Sociograms Using Cohesion Network Analysis. | Maria-Dorinela Sirbu, Mihai Dascalu, Scott A. Crossley, Danielle S. McNamara, Tiffany Barnes, Collin F. Lynch, Stefan Trausan-Matu |
| 2018 | EDM | Your Actions or Your Associates? Predicting Certification and Dropout in MOOCs with Behavioral and Social Features. | Niki Gitinabard, Farzaneh Khoshnevisan, Collin F. Lynch, Elle Yuan Wang |
| 2018 | EDM | Predicting Student Performance Based on Online Study Habits: A Study of Blended Courses. | Adithya Sheshadri, Niki Gitinabard, Collin F. Lynch, Tiffany Barnes, Sarah Heckman |
| 2018 | EDM | How many friends can you make in a week?: evolving social relationships in MOOCs over time. | Yiqiao Xu, Collin F. Lynch, Tiffany Barnes |
| 2018 | SIGCSE | "I Think We Should...": Analyzing Elementary Students' Collaborative Processes for Giving and Taking Suggestions. | Jennifer Tsan, Fernando J. Rodrguez, Kristy Elizabeth Boyer, Collin F. Lynch |
| 2017 | EDM | Task and Timing: Separating Procedural and Tactical Knowledge in Student Models. | Joshua Cook, Collin F. Lynch, Andrew Hicks, Behrooz Mostafavi |
| 2017 | EDM | Linking Language to Math Success in a Blended Course. | Scott A. Crossley, Tiffany Barnes, Collin F. Lynch, Danielle S. McNamara |
| 2017 | EDM | Identifying student communities in blended courses. | Niki Gitinabard, Collin F. Lynch, Sarah Heckman, Tiffany Barnes |
| 2017 | EDM | The Antecedents of and Associations with Elective Replay in An Educational Game: Is Replay Worth It? | Zhongxiu Liu, Christa Cody, Tiffany Barnes, Collin F. Lynch, Teomara Rutherford |
| 2017 | EDM | Graph-based Educational Data Mining. | Collin F. Lynch, Tiffany Barnes, Linting Xue, Niki Gitinabard |
| 2017 | EDM | Mining Innovative Augmented Graph Grammars for Argument Diagrams through Novelty Selection. | Linting Xue, Collin F. Lynch, Min Chi |
| 2017 | EDM | Towards Closing the Loop: Bridging Machine-induced Pedagogical Policies to Learning Theories. | Guojing Zhou, Jianxun Wang, Collin F. Lynch, Min Chi |
| 2016 | CogSci | The Impact of Granularity on the Effectiveness of Students' Pedagogical Decisions. | Guojing Zhou, Collin F. Lynch, Thomas W. Price, Tiffany Barnes, Min Chi |
| 2016 | EDM | MOOC Learner Behaviors by Country and Culture; an Exploratory Analysis. | Zhongxiu Liu, Rebecca Brown, Collin F. Lynch, Tiffany Barnes, Ryan S. Baker, Yoav Bergner, Danielle S. McNamara |
| 2016 | EDM | Unnatural Feature Engineering: Evolving Augmented Graph Grammars for Argument Diagrams. | Linting Xue, Collin F. Lynch, Min Chi |
| 2016 | GECCO | Evolving Augmented Graph Grammars for Argument Analysis. | Collin F. Lynch, Linting Xue, Min Chi |
| 2016 | SIGCSE | How Early Does the CS Gender Gap Emerge?: A Study of Collaborative Problem Solving in 5th Grade Computer Science. | Jennifer Tsan, Kristy Elizabeth Boyer, Collin F. Lynch |
| 2015 | AIED | Data-Driven Worked Examples Improve Retention and Completion in a Logic Tutor. | Behrooz Mostafavi, Guojing Zhou, Collin F. Lynch, Min Chi, Tiffany Barnes |
| 2015 | CogSci | The Impact of Granularity on Worked Examples and Problem Solving. | Guojing Zhou, Thomas W. Price, Collin F. Lynch, Tiffany Barnes, Min Chi |
| 2015 | EDM | Good Communities and Bad Communities: Does Membership Affect Performance? | Rebecca Brown, Collin F. Lynch, Michael Eagle, Jennifer L. Albert, Tiffany Barnes, Ryan S. Baker, Yoav Bergner, Danielle S. McNamara |
| 2015 | EDM | Communities of Performance & Communities of Preference. | Rebecca Brown, Collin F. Lynch, Yuan Wang, Michael Eagle, Jennifer L. Albert, Tiffany Barnes, Ryan Shaun Baker, Yoav Bergner, Danielle S. McNamara |
| 2015 | EDM | Using the Hint Factory to Compare Model-Based Tutoring Systems. | Collin F. Lynch, Thomas W. Price, Min Chi, Tiffany Barnes |
| 2015 | EDM | An Improved Data-Driven Hint Selection Algorithm for Probability Tutors. | Thomas W. Price, Collin F. Lynch, Tiffany Barnes, Min Chi |
| 2015 | EDM | Graph Grammar Induction via Evolutionary Computation. | Linting Xue, Collin F. Lynch, Min Chi |
| 2014 | EDM | Snag'em: Graph Data Mining for a Social Networking Game. | Veronica Catet, Andrew Hicks, Tiffany Barnes, Collin F. Lynch |
| 2014 | EDM | AGG: Augmented Graph Grammars for Complex Heterogeneous Data. | Collin F. Lynch |
| 2014 | EDM | Empirically Valid Rules for Ill-Defined Domains. | Collin F. Lynch, Kevin D. Ashley |
| 2014 | EDM | Matching Hypothesis Text in Diagrams and Essays. | Collin F. Lynch, Mohammad Hassan Falakmasir, Kevin D. Ashley |
| 2014 | EDM | InVis: An EDM Tool For Graphical Rendering And Analysis Of Student Interaction Data. | Vinay Sheshadri, Collin F. Lynch, Tiffany Barnes |
| 2014 | ITS | Can Diagrams Predict Essay Grades? | Collin F. Lynch, Kevin D. Ashley, Min Chi |
| 2012 | JURIX | Comparing Argument Diagrams. | Collin F. Lynch, Kevin D. Ashley, Mohammad Hassan Falakmasir |
| 2009 | AIED | Assessing Argument Diagrams in an Ill-defined Domain. | Niels Pinkwart, Collin F. Lynch, Kevin D. Ashley, Vincent Aleven |
| 2009 | ICAIL | Toward assessing law students' argument diagrams. | Collin F. Lynch, Kevin D. Ashley, Niels Pinkwart, Vincent Aleven |
| 2009 | ICCBR | Toward Modeling and Teaching Legal Case-Based Adaptation with Expert Examples. | Kevin D. Ashley, Collin F. Lynch, Niels Pinkwart, Vincent Aleven |
| 2009 | JURIX | Argument Diagramming and Diagnostic Reliability. | Collin F. Lynch, Kevin D. Ashley, Niels Pinkwart, Vincent Aleven |
| 2008 | EDM | Argument graph classification with Genetic Programming and C4.5. | Collin F. Lynch, Kevin D. Ashley, Niels Pinkwart, Vincent Aleven |
| 2008 | FlAIRS | Graph Grammars: An ITS Technology for Diagram Representations. | Niels Pinkwart, Kevin D. Ashley, Vincent Aleven, Collin F. Lynch |
| 2008 | ITS | Re-evaluating LARGO in the Classroom: Are Diagrams Better Than Text for Teaching Argumentation Skills?. | Niels Pinkwart, Collin F. Lynch, Kevin D. Ashley, Vincent Aleven |
| 2008 | JURIX | A Process Model of Legal Argument with Hypotheticals. | Kevin D. Ashley, Collin F. Lynch, Niels Pinkwart, Vincent Aleven |
| 2007 | AIED | AIED Applications in Ill-Defined Domains. | Vincent Aleven, Kevin D. Ashley, Collin F. Lynch, Niels Pinkwart |
| 2007 | AIED | Evaluating Legal Argument Instruction with Graphical Representations Using LARGO. | Niels Pinkwart, Vincent Aleven, Kevin D. Ashley, Collin F. Lynch |
| 2007 | ICAIL | Learning by diagramming Supreme Court oral arguments. | Kevin D. Ashley, Niels Pinkwart, Collin F. Lynch, Vincent Aleven |
| 2006 | ITS | Toward Legal Argument Instruction with Graph Grammars and Collaborative Filtering Techniques. | Niels Pinkwart, Vincent Aleven, Kevin D. Ashley, Collin F. Lynch |
| 2005 | AIED | The Andes Physics Tutoring System: Five Years of Evaluations. | Kurt VanLehn, Collin F. Lynch, Kay G. Schulze, Joel A. Shapiro, Robert Shelby, Linwood Taylor, Donald Treacy, Anders Weinstein, Mary Wintersgill |
| 2005 | ICAIL | Helping Law Students to Understand US Supreme Court Oral Arguments: A Planned Experiment. | Vincent Aleven, Kevin D. Ashley, Collin F. Lynch |
| 2004 | ITS | Implicit Versus Explicit Learning of Strategies in a Non-procedural Cognitive Skill. | Kurt VanLehn, Dumiszewe Bhembe, Min Chi, Collin F. Lynch, Kay G. Schulze, Robert Shelby, Linwood Taylor, Donald Treacy, Anders Weinstein, Mary Wintersgill |
| 2002 | ITS | Minimally Invasive Tutoring of Complex Physics Problem Solving. | Kurt VanLehn, Collin F. Lynch, Linwood Taylor, Anders Weinstein, Robert Shelby, Kay G. Schulze, Donald Treacy, Mary Wintersgill |