| 2025 | SIGCSE | Retention Teaching Assistants for Supporting Student Performance in Introductory-level Computing Classes. | Kazi Sinthia Kabir, Eliane Wiese, Travis Martin, Sahil Karki, Erin Parker, Mary W. Hall |
| 2024 | SIGCSE | Growth in Knowledge of Programming Patterns: A Comparison Study of CS1 vs. CS2 Students. | Sara Nurollahian, Anna N. Rafferty, Noelle Brown, Eliane Wiese |
| 2023 | ICSE | Improving Assessment of Programming Pattern Knowledge through Code Editing and Revision. | Sara Nurollahian, Anna N. Rafferty, Eliane Wiese |
| 2023 | SIGCSE | Use of an Anti-Pattern in CS2: Sequential if Statements with Exclusive Conditions. | Sara Nurollahian, Matthew Hooper, Adriana Salazar, Eliane Wiese |
| 2022 | SIGCSE | Readable vs. Writable Code: A Survey of Intermediate Students' Structure Choices. | Eliane Wiese, Anna N. Rafferty, Jordan Pyper |
| 2017 | CogSci | Eliciting Middle School Students' Ideas About Graphs Supports Their Learning from a Computer Model. | Eliane Wiese, Anna N. Rafferty, Marcia C. Linn |
| 2016 | CogSci | Benefits for Grounded Feedback over Correctness in a Fraction Addition Tutor. | Eliane Wiese, Rony Patel, Kenneth R. Koedinger |
| 2016 | CogSci | Why Sense-Making through Magnitude May Be Harder for Fractions than for Whole Numbers. | Eliane Wiese, Rony Patel, Kenneth R. Koedinger |
| 2015 | CogSci | Transitivity is Not Obvious: Probing Prerequisites for Learning. | Eliane Wiese, Rony Patel, Jennifer K. Olsen, Kenneth R. Koedinger |
| 2014 | CogSci | Investigating Scaffolds for Sense Making in Fraction Addition and Comparison. | Eliane Wiese, Kenneth R. Koedinger |