| 2026 | AIED | Chat-Based Support Alone May Not Be Enough: Comparing Conversational and Embedded LLM Feedback for Mathematical Proof Learning. | Eason Chen, Sophia Judicke, Kayla Beigh, Xinyi Tang, Yumo Wang, Mingyu Yuan, Zimo Xiao, Chuangji Li, Shizhuo Li, Reed Luttmer, Shreya Singh, Maria Yampolsky, Naman Parikh, Yvonne Zhao, Meiyi Chen, Cheng Huang, Anishka Mohanty, Gregory Johnson, John Mackey, Jionghao Lin, Ken Koedinger |
| 2026 | AIED | Practice Less, Explain More: LLM-Supported Self-Explanation Improves Explanation Quality on Transfer Problems in Calculus. | Eason Chen, Xinyi Tang, Yvonne Zhao, Meiyi Chen, Meryam Elmir, Elizabeth A. McLaughlin, Mingyu Yuan, Yumo Wang, Shyam Agarwal, Jared Cochrane, Jionghao Lin, Tongshuang Wu, Ken Koedinger |
| 2025 | EDM | 9th Educational Data Mining in Computer Science Education (CSEDM) Workshop. | Bita Akram, Yang Shi, Peter Brusilovsky, Thomas W. Price, Ken Koedinger, Paulo Carvalho, Shan Zhang, Andrew S. Lan, Juho Leinonen |
| 2025 | IJCAI | How to Teach Programming in the AI Era? Using LLMs as a Teachable Agent for Debugging (Extended Abstract). | Qianou Ma, Hua Shen, Ken Koedinger, Tongshuang Wu |
| 2024 | SIGCSE | Ninth SPLICE Workshop on Technology and Data Infrastructure for CS Education Research. | Clifford A. Shaffer, Peter Brusilovsky, Ken Koedinger, Thomas W. Price, Tiffany Barnes, Behrooz Mostafavi |
| 2023 | AIED | Is AI the better programming partner? Human-Human Pair Programming vs. Human-AI pAIr Programming. | Qianou Christina Ma, Sherry Tongshuang Wu, Ken Koedinger |
| 2022 | AIED | Debiasing Politically Motivated Reasoning with Value-Adaptive Instruction. | Nicholas Diana, John C. Stamper, Ken Koedinger, Jessica Hammer |
| 2021 | CHI | Seeing Beyond Expert Blind Spots: Online Learning Design for Scale and Quality. | Xu Wang, Carolyn P. Ros, Ken Koedinger |
| 2021 | CHI | Fostering Equitable Help-Seeking for K-3 Students in Low Income and Rural Contexts. | Judith Odili Uchidiuno, Jessica Hammer, Ken Koedinger, Amy Ogan |
| 2020 | CHI | Towards Value-Adaptive Instruction: A Data-Driven Method for Addressing Bias in Argument Evaluation Tasks. | Nicholas Diana, John C. Stamper, Ken Koedinger |
| 2019 | CogSci | Predicting Bias in the Evaluation of Unlabeled Political Arguments. | Nicholas Diana, John C. Stamper, Ken Koedinger |
| 2019 | CogSci | What are you talking about?: A Cognitive Task Analysis of how specificity in communication facilitates shared perspective in a confusing collaboration task. | Yugo Hayashi, Ken Koedinger |
| 2019 | EDM | Exploring the Link Between Motivations and Gaming. | Steven Dang, Ken Koedinger |
| 2018 | AIED | An Instructional Factors Analysis of an Online Logical Fallacy Tutoring System. | Nicholas Diana, John C. Stamper, Ken Koedinger |
| 2018 | CogSci | Not all Active Learning is Equal: Predicting and Explaining Improves Transfer Relative to Answering Practice Questions. | Paulo F. Carvalho, Kody Manke, Ken Koedinger |
| 2018 | EDM | Analyzing the relative learning benefits of completing required activities and optional readings in online courses. | Paulo F. Carvalho, Min Gao, Benjamin A. Motz, Ken Koedinger |
| 2017 | CogSci | Is there an explicit learning bias? Students beliefs, behaviors and learning outcomes. | Paulo F. Carvalho, Elizabeth A. McLaughlin, Ken Koedinger |
| 2017 | LAK | Community based educational data repositories and analysis tools. | Ken Koedinger, Ran Liu, John C. Stamper, Candace Thille, Phil Pavlik |