| 2022 | CogSci | How does Sustaining and Interleaving Visual Scaffolding Help Learners? A Classroom Study with an Intelligent Tutoring System. | Tomohiro Nagashima, Elizabeth Ling, Bin Zheng, Anna N. Bartel, Elena Silla, Nicholas Vest, Martha W. Alibali, Vincent Aleven |
| 2022 | CogSci | Self-Explanation of Worked Examples Integrated in an Intelligent Tutoring System Enhances Problem Solving and Efficiency in Algebra. | Nicholas Vest, Elena Silla, Anna N. Bartel, Tomohiro Nagashima, Vincent Aleven, Martha W. Alibali |
| 2021 | CogSci | Scaffolded Self-explanation with Visual Representations Promotes Efficient Learning in Early Algebra. | Tomohiro Nagashima, Anna N. Bartel, Stephanie Tseng, Nicholas Vest, Elena Silla, Martha W. Alibali, Vincent Aleven |
| 2020 | CogSci | Reasoning About Equations with Tape Diagrams: Do Differing Visual Features Matter? | Anna N. Bartel, Elena Silla, Nicholas Vest, Tomohiro Nagashima, Vincent Aleven, Martha W. Alibali |
| 2020 | CogSci | Research-Based Teaching Practices for Improving Students' Understanding of Mathematical Equivalence Have Not Made it into Elementary Classrooms. | Elena Silla, Caroline Hornburg, Matthew Kloser, Nicole M. McNeil |