| 2023 | AIED | Impact of Learning a Subgoal-Directed Problem-Solving Strategy Within an Intelligent Logic Tutor. | Preya Shabrina, Behrooz Mostafavi, Min Chi, Tiffany Barnes |
| 2023 | EDM | Learning Problem Decomposition-Recomposition with Data-driven Chunky Parsons Problems within an Intelligent Logic Tutor. | Preya Shabrina, Behrooz Mostafavi, Sutapa Dey Tithi, Min Chi, Tiffany Barnes |
| 2022 | CogSci | The Power of Nudging: Exploring Three Interventions for Metacognitive Skills Instruction across Intelligent Tutoring Systems. | Mark Abdelshiheed, John Wesley Hostetter, Preya Shabrina, Tiffany Barnes, Min Chi |
| 2021 | EDM | Using Student Trace Logs To Determine Meaningful Progress and Struggle During Programming Problem Solving. | Yihuan Dong, Samiha Marwan, Preya Shabrina, Tiffany Barnes, Thomas W. Price |
| 2021 | ICER | You Really Need Help: Exploring Expert Reasons for Intervention During Block-based Programming Assignments. | Yihuan Dong, Preya Shabrina, Samiha Marwan, Tiffany Barnes |
| 2020 | EDM | The Impact of Data-driven Positive Programming Feedback: When it Helps, What Happens when it Goes Wrong, and How Students Respond. | Preya Shabrina, Samiha Marwan, Min Chi, Thomas W. Price, Tiffany Barnes |
| 2020 | LAK | Data-informed curriculum sequences for a curriculum-integrated game. | Ruth Okoilu Akintunde, Preya Shabrina, Veronica Catet, Tiffany Barnes, Collin F. Lynch, Teomara Rutherford |
| 2020 | LAK | Peeking through the classroom window: a detailed data-driven analysis on the usage of a curriculum integrated math game in authentic classrooms. | Preya Shabrina, Ruth Okoilu Akintunde, Mehak Maniktala, Tiffany Barnes, Collin F. Lynch, Teomara Rutherford |
| 2019 | EDM | How Long is Enough? Predicting Student Outcomes with Same-Day Gameplay Data in an Educational Math Game. | Rachel Harred, Christa Cody, Mehak Maniktala, Preya Shabrina, Tiffany Barnes, Collin F. Lynch |