| 2026 | CHI | Will They Try Again? A Large-Scale RCT on Scaffolds that Support Persistence in an Intelligent Tutoring System. | Michael W. Asher, Yumou Wei, Adam Daniel Reynolds, Amy Ogan, Paulo F. Carvalho |
| 2026 | CHI | Inclusive Mobile Learning: How Technology-Enabled Language Choice Supports Multilingual Students. | Phenyo Phemelo Moletsane, Michael W. Asher, Christine Kwon, Paulo F. Carvalho, Amy Ogan |
| 2026 | LAK | Active Learning Beyond Borders: PEOE Enhancement of Explanatory Understanding in Japanese Undergraduates. | Yugo Hayashi, Shigen Shimojo, Paulo F. Carvalho, Kenneth R. Koedinger |
| 2026 | LAK | Generate-Then-Validate: A Novel Question Generation Approach Using Small Language Models. | Yumou Wei, John C. Stamper, Paulo F. Carvalho |
| 2026 | SIGCSE | Investigating the Efficacy of Mastery-Based Tests in Fostering Effective Self-Regulated Learning Behaviors in CS1 Courses. | Joyce Gill, Michael W. Asher, Paulo F. Carvalho |
| 2025 | AIED | Involving Parents in Tutoring Systems to Increase Content Confidence: A Design Probe Study. | Conrad Borchers, Ha Tien Nguyen, Paulo F. Carvalho, Kenneth R. Koedinger, Vincent Aleven |
| 2025 | AIED | Student Perceptions of Adaptive Goal Setting Recommendations: A Design Prototyping Study. | Conrad Borchers, Cindy Peng, Qianru Lyu, Paulo F. Carvalho, Kenneth R. Koedinger, Vincent Aleven |
| 2025 | CogSci | Adaptive Spaced Retrieval Practice in Algebra I: A Classroom-Based Study. | Meng Cao, Paulo F. Carvalho |
| 2025 | CogSci | Optimizing Learning Efficiency: Balancing Spacing and Repetition Under Time Constraints. | Meng Cao, Veronica X. Yan, Faria Sana, Paulo F. Carvalho |
| 2025 | CogSci | What's going on? Surprising difficulties in complex relational rule discovery. | Julia J. Conti, Kenneth R. Koedinger, Paulo F. Carvalho |
| 2025 | CogSci | To Honor or Dishonor Student Choices? The Impact of Self-Regulation on Instructional Methods and Learning Outcomes. | Gillian Gold, Michael W. Asher, Paulo F. Carvalho |
| 2025 | EDM | Can Motivated Students Do More Activities? | Arun Balajiee Lekshmi Narayanan, Michael W. Asher, Peter Brusilovsky, Paulo F. Carvalho |
| 2024 | IJCAI | Content Matters: A Computational Investigation into the Effectiveness of Retrieval Practice and Worked Examples (Extended Abstract). | Napol Rachatasumrit, Paulo F. Carvalho, Sophie Li, Kenneth R. Koedinger |
| 2023 | AIED | Content Matters: A Computational Investigation into the Effectiveness of Retrieval Practice and Worked Examples. | Napol Rachatasumrit, Paulo F. Carvalho, Sophie Li, Kenneth R. Koedinger |
| 2022 | AIED | Educational Equity Through Combined Human-AI Personalization: A Propensity Matching Evaluation. | Danielle R. Chine, Cassandra Brentley, Carmen Thomas-Browne, J. Elizabeth Richey, Abdulmenaf Gul, Paulo F. Carvalho, Lee G. Branstetter, Kenneth R. Koedinger |
| 2020 | AIED | Comprehensive Views of Math Learners: A Case for Modeling and Supporting Non-math Factors in Adaptive Math Software. | J. Elizabeth Richey, Nikki G. Lobczowski, Paulo F. Carvalho, Kenneth R. Koedinger |
| 2019 | LAK | Square it up!: How to model step duration when predicting student performance. | Irene-Angelica Chounta, Paulo F. Carvalho |
| 2018 | CogSci | Understanding the Dynamics of Learning: The Case for Studying Interactions. | Paulo F. Carvalho |
| 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 | CogSci | Week-long practice matching 2D objects by shape improves 3D shape bias and accelerates children vocabulary growth. | Paulo F. Carvalho, Linda B. Smith |
| 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 | The most efficient sequence of study depends on the type of test. | Paulo F. Carvalho, Robert L. Goldstone |
| 2017 | CogSci | Is there an explicit learning bias? Students beliefs, behaviors and learning outcomes. | Paulo F. Carvalho, Elizabeth A. McLaughlin, Ken Koedinger |
| 2016 | CogSci | The sequence of study changes what is encoded during category learning. | Paulo F. Carvalho, Robert L. Goldstone |
| 2016 | CogSci | Variability in category learning: The Effect of Context Change and Item Variation on Knowledge Generalization. | Dustin Finch, Paulo F. Carvalho, Robert L. Goldstone |
| 2015 | CogSci | Effectiveness of Learner-Regulated Study Sequence: An in-vivo study in Introductory Psychology course. | Paulo F. Carvalho, David W. Braithwaite, Josh de Leeuw, Benjamin A. Motz, Robert L. Goldstone |
| 2015 | CogSci | Can You Repeat That? The Effect of Item Repetition on Interleaved and Blocked Study. | Abigail Kost, Paulo F. Carvalho, Robert L. Goldstone |
| 2014 | CogSci | Effects of interleaved and blocked study in a 24 hour delayed transfer test. | Paulo F. Carvalho, Robert L. Goldstone |
| 2014 | CogSci | Similarity-based Ordering of Instances for Efficient Concept Learning. | Erik Weitnauer, Paulo F. Carvalho, Robert L. Goldstone, Helge J. Ritter |
| 2013 | CogSci | How to present exemplars of several categories? Interleave during active learning and block during passive learning. | Paulo F. Carvalho, Robert L. Goldstone |
| 2013 | CogSci | An eyetracking study of children's relational thinking: The role of labels and sustained attention. | Paulo F. Carvalho, Catarina Vales, Caitlin M. Fausey, Linda B. Smith |
| 2013 | CogSci | Grouping by Similarity Helps Concept Learning. | Erik Weitnauer, Paulo F. Carvalho, Robert L. Goldstone, Helge J. Ritter |
| 2012 | CogSci | Category structure modulates interleaving and blocking advantage in inductive category acquisition. | Paulo F. Carvalho, Robert L. Goldstone |
| 2012 | CogSci | Going to Extremes: The influence of unsupervised categories on the mental caricaturization of faces and asymmetries in perceptual discrimination. | Andrew Hendrickson, Paulo F. Carvalho, Robert L. Goldstone |
| 2011 | CogSci | Sequential similarity and comparison effects in category learning. | Paulo F. Carvalho, Robert L. Goldstone |