| 2025 | AIED | Prompts Eliciting Active and Constructive Engagement Improve Learning Across ChatGPT and Traditional Resource Contexts. | Olga Manakina, Kasia Muldner |
| 2025 | ICER | How Do Novice Programmers Solve Code-Tracing Problems When ChatGPT Is Available? A Qualitative Analysis. | Elmira Adeeb, Kasia Muldner |
| 2025 | ICER | "That's Not the Way I Would Explain It": A Teacher-Researcher's Autoethnography of Learning to Program With ChatGPT. | Abbey Gandhi, Kasia Muldner |
| 2024 | AIED | Evaluating the Effectiveness of Comparison Activities in a CTAT Tutor for Algorithmic Thinking. | Amanda Keech, Kasia Muldner |
| 2024 | CogSci | Peer tutoring vs. solo activities: Effects on learning and emotion. | Ronessa Dass, Kaleigh St. Jacques, Kasia Muldner |
| 2023 | AIED | Investigating the Utility of Self-explanation Through Translation Activities with a Code-Tracing Tutor. | Maia Caughey, Kasia Muldner |
| 2023 | CogSci | Supporting Learning of Programming through Translation Activities in a Computer Tutor. | Suchanya Limpakom, Veronica S. Chiarelli, Amanda Keech, Kasia Muldner |
| 2023 | ICER | Evaluating the Utility of Notional Machine Representations to Help Novices Learn to Code Trace. | Veronica S. Chiarelli, Nadia Markova, Kasia Muldner |
| 2022 | AIED | Investigating the Role of Direct Instruction About the Notional Machine in Improving Novice Programmer Mental Models. | Veronica S. Chiarelli, Kasia Muldner |
| 2022 | CogSci | Self-Explaining the Notional Machine to Improve Novice Programmers' Learning and Mental Models, Supported by a Computer Tutor System. | Veronica S. Chiarelli, Kasia Muldner |
| 2022 | CogSci | Investigating the utility of peer tutoring for learning the skill of code tracing. | Ronessa Dass, Kasia Muldner |
| 2022 | CogSci | Investigating Expert and Novice Programming Problem Solving. | Maria Vorobeva, Kasia Muldner |
| 2021 | AIED | Investigating Students' Reasoning in a Code-Tracing Tutor. | Jay Jennings, Kasia Muldner |
| 2021 | CogSci | Investigating the Utility of Prompting Novice Programmers for Self-Explanations to Improve Mental Models. | Veronica S. Chiarelli, Kasia Muldner |
| 2021 | CogSci | Student collaboration during code tracing activities. | Ronessa Dass, Kasia Muldner |
| 2021 | CogSci | Productive Failure and Student Emotions. | Zachary M. Savelson, Kasia Muldner |
| 2021 | CogSci | Investigating novice and expert programmers' problem solving via protocol analysis. | Maria Vorobeva, Kasia Muldner |
| 2020 | AIED | Scanpath Analysis of Student Attention During Problem Solving with Worked Examples. | Samantha Stranc, Kasia Muldner |
| 2020 | CHI | Instructional Video Design: Investigating the Impact of Monologue- and Dialogue-style Presentations. | Bridjet Lee, Kasia Muldner |
| 2020 | CogSci | Supplementing problem solving with erroneous examples does not improve learning from an online fraction tutor. | Sabrina M. Di Lonardo Burr, Maria Vorobeva, Heather P. Douglas, Kasia Muldner |
| 2020 | CogSci | Scanpaths distinguish problem format in a math cognition task. | Samantha Stranc, Shawn Tan, Kasia Muldner |
| 2019 | AIED | Learning from Videos Showing a Dialog Fosters More Positive Affect Than Learning from a Monolog. | Samantha Stranc, Kasia Muldner |
| 2019 | AIED | Informing the Utility of Learning Interventions: Investigating Factors Related to Students' Academic Achievement in Classroom and Online Courses. | Anna-Lena Theus, Kasia Muldner |
| 2019 | CogSci | Investigating the Intrinsic Integration Hypothesis for the Design of Game-Based Learning Activities. | Graeme Nidd, Kasia Muldner |
| 2019 | CogSci | Learning with an algebra computer tutor: What type of hint is best? | Kyle Sale, Kasia Muldner |
| 2019 | CogSci | Measuring Creative Ability in Spoken Bilingual Text: The Role of Language Proficiency and Linguistic Features. | Stephen Cameron Skalicky, Scott A. Crossley, Danielle S. McNamara, Kasia Muldner |
| 2018 | CogSci | Experimental Evidence of Emotional Learning in the Iowa Gambling Task. | Courtney Humeny, Kasia Muldner, Robert L. West |
| 2018 | CogSci | From Dissimilar to Similar: Reverse Fading Assistance Improves Learning. | Jay Jennings, Kasia Muldner |
| 2018 | ITS | Predictors and Outcomes of Gaming in an Intelligent Tutoring System. | Chad Peters, Ivon Arroyo, Winslow Burleson, Beverly P. Woolf, Kasia Muldner |
| 2017 | AIED | Collaboration Improves Student Interest in Online Tutoring. | Ivon Arroyo, Naomi Wixon, Danielle Allessio, Beverly P. Woolf, Kasia Muldner, Winslow Burleson |
| 2017 | FlAIRS | Automatically Identifying Humorous and Persuasive Language Produced during a Creative Problem-Solving Task. | Stephen Cameron Skalicky, Scott Andrew Crossley, Danielle S. McNamara, Kasia Muldner |
| 2016 | CHI | Lessons Learned from In-School Use of rTAG: A Robo-Tangible Learning Environment. | Victor Girotto, Cecil Lozano, Kasia Muldner, Winslow Burleson, Erin Walker |
| 2016 | CogSci | Solution of division by access to multiplication: Evidence from eye tracking. | Shawn Tan, Kasia Muldner, Jo-Anne LeFevre |
| 2016 | ICALT | The Effects of Physical form and Embodied Action in a Teachable Robot for Geometry Learning. | Erin Walker, Victor Girotto, Younsu Kim, Kasia Muldner |
| 2016 | ITS | Blinded by Science?: Exploring Affective Meaning in Students' Own Words. | Sarah E. Schultz, Naomi Wixon, Danielle Allessio, Kasia Muldner, Winslow Burleson, Beverly P. Woolf, Ivon Arroyo |
| 2015 | AIED | Exploring the Impact of a Learning Dashboard on Student Affect. | Kasia Muldner, Michael Wixon, Dovan Rai, Winslow Burleson, Beverly P. Woolf, Ivon Arroyo |
| 2015 | FDG | Diving Head-First into Virtual Reality: Evaluating HMD Control Schemes for VR Games. | Erin Martel, Feng Su, Jesse Gerroir, Ahmed Hassan, Audrey Girouard, Kasia Muldner |
| 2014 | EDM | The Opportunities and Limitations of Scaling Up Sensor-Free Affect Detection. | Michael Wixon, Ivon Arroyo, Kasia Muldner, Winslow Burleson, Dovan Rai, Beverly Park Woolf |
| 2014 | ITS | A Tool for Integrating Log and Video Data for Exploratory Analysis and Model Generation. | Victor Girotto, Elissa Thomas, Cecil Lozano, Kasia Muldner, Winslow Burleson, Erin Walker |
| 2013 | AIED | Designing a Tangible Learning Environment with a Teachable Agent. | Kasia Muldner, Cecil Lozano, Victor Girotto, Winslow Burleson, Erin Walker |
| 2013 | AIED | Exploring Adaptive Scaffolding in a Multifaceted Tangible Learning Environment. | Elissa Thomas, Victor Girotto, Alex Abreu, Cecil Lozano, Kasia Muldner, Winslow Burleson, Erin Walker |
| 2011 | CogSci | Learning by Observing Tutorial Dialogue versus Monologue Collaboratively or Alone. | Kasia Muldner, Keith Dybvig, Rachel Lam, Michelene T. H. Chi |
| 2011 | ICALT | The Impact of Animated Pedagogical Agents on Girls' and Boys' Emotions, Attitudes, Behaviors and Learning. | Ivon Arroyo, Beverly Park Woolf, David G. Cooper, Winslow Burleson, Kasia Muldner |
| 2010 | ITS | An Analysis of Gaming Behaviors in an Intelligent Tutoring System. | Kasia Muldner, Winslow Burleson, Brett van de Sande, Kurt VanLehn |
| 2010 | ITS | The Effect of Motivational Learning Companions on Low Achieving Students and Students with Disabilities. | Beverly Park Woolf, Ivon Arroyo, Kasia Muldner, Winslow Burleson, David G. Cooper, Robert P. Dolan, Robert Christopherson |
| 2009 | AIED | Emotion Sensors Go To School. | Ivon Arroyo, David G. Cooper, Winslow Burleson, Beverly Park Woolf, Kasia Muldner, Robert Christopherson |
| 2009 | HCI | Recognizing and Responding to Student Affect. | Beverly Park Woolf, Toby Dragon, Ivon Arroyo, David G. Cooper, Winslow Burleson, Kasia Muldner |
| 2008 | CHI | Human, organizational, and technological factors of IT security. | Kirstie Hawkey, David Botta, Rodrigo Werlinger, Kasia Muldner, Andr Gagn, Konstantin Beznosov |
| 2008 | SOUPS | The challenges of using an intrusion detection system: is it worth the effort? | Rodrigo Werlinger, Kirstie Hawkey, Kasia Muldner, Pooya Jaferian, Konstantin Beznosov |
| 2007 | AAAI | Using Eye-Tracking Data for High-Level User Modeling in Adaptive Interfaces. | Cristina Conati, Christina Merten, Saleema Amershi, Kasia Muldner |
| 2007 | IJCAI | Evaluating a Decision-Theoretic Approach to Tailored Example Selection. | Kasia Muldner, Cristina Conati |
| 2004 | ITS | Scaffolding Self-Explanation to Improve Learning in Exploratory Learning Environments.. | Andrea Bunt, Cristina Conati, Kasia Muldner |