| 2022 | AIED | Representing Scoring Rubrics as Graphs for Automatic Short Answer Grading. | Aubrey Condor, Zachary A. Pardos, Marcia C. Linn |
| 2020 | LAK | From theory to action: developing and evaluating learning analytics for learning design. | Korah J. Wiley, Yannis Dimitriadis, Allison Bradford, Marcia C. Linn |
| 2019 | EDM | Beyond Autoscoring: Extracting Conceptual Connections from Essays for Classroom Instruction. | Korah J. Wiley, Allison Bradford, Zachary A. Pardos, Marcia C. Linn |
| 2019 | EDM | Beyond Autoscoring: Extracting Conceptual Connections from Essays for Classroom Instruction. | Korah J. Wiley, Allison Bradford, Zachary A. Pardos, Marcia C. Linn |
| 2017 | CogSci | Eliciting Middle School Students' Ideas About Graphs Supports Their Learning from a Computer Model. | Eliane Wiese, Anna N. Rafferty, Marcia C. Linn |
| 2017 | EDM | Student Use of Scaffolded Inquiry Simulations in Middle School Science. | Elizabeth A. McBride, Jonathan M. Vitale, Marcia C. Linn |
| 2016 | EDM | WISE Ways to Strengthen Inquiry Science Learning. | Marcia C. Linn |
| 2013 | AIED | Automating Guidance for Students' Chemistry Drawings. | Anna N. Rafferty, Elizabeth Gerard, Kevin W. McElhaney, Marcia C. Linn |
| 2009 | ICER | Learning to teach computer programming. | Marcia C. Linn |
| 2003 | SIGCSE | New roles for students, instructors, and computers in a lab-based introductory programming course. | Michael J. Clancy, Nate Titterton, Clint Ryan, James D. Slotta, Marcia C. Linn |
| 1999 | SIGCSE | Patterns and pedagogy. | Michael J. Clancy, Marcia C. Linn |
| 1992 | SIGCSE | Case studies in the classroom. | Michael J. Clancy, Marcia C. Linn |
| 1990 | SIGCSE | Functional fun. | Michael J. Clancy, Marcia C. Linn |