Journals and Book Chapters
Chesebrough, C.*, Chase, C.C., & Wiley, J. (in prep). Aha! moments and learning.
Lee, A.*, Chase, C.C., Black, J.B., & Russell, M.D.* (in prep). Metacognition and physics learning.
Chase, C.C., Malkiewich, L.J.*, Lee, A.*, Slater, S.*, Choi, A., & Xing, C.* (under review). Game over: Typical game features can hinder failure tolerance, challenge seeking, and learning. British Journal of Educational Technology.
Lamnina, M.* & Chase, C.C. (under review). Uncertain instruction: Effects on curiosity, learning, and transfer. Instructional Science.
Chase, C.C., Harpstead, E., & Aleven, V. (under review/revision). Promoting transfer beyond the game: Adapting contrasting cases for educational games. Journal of the Learning Sciences.
Marks, J.* & Chase, C. C. (in press). The impact of a brief prototyping intervention on middle school students’ iterative practices and reactions to failure. Journal of Engineering Education.
Chase, C.C., Connolly, H.*, Lamnina, M.*, & Aleven, V. (2019). Problematizing helps! A classroom study of computer-based guidance for Invention activities. International Journal of Artificial Intelligence in Education, 29(2), 283-316. https://doi.org/10.1007/s40593-019-00178-y
Malkiewich, L.J.*, & Chase, C.C. (2019). What’s your goal? The importance of shaping the goals of engineering tasks to focus learners on the underlying science. Instructional Science, 1-38. https://doi.org/10.1007/s11251-019-09493-2
Chase, C.C., Malkiewich, L.J.*, & Kumar, A.* (2019). Learning to notice science concepts in engineering activities and transfer situations. Science Education, 103(2), 440-471. https://doi.org/10.1002/sce.21496
Lamnina, M.*, & Chase, C.C. (2019). Developing a thirst for knowledge: How uncertainty in the classroom influences curiosity, affect, learning, and transfer. Contemporary Educational Psychology, 59. https://doi.org/10.1016/j.cedpsych.2019.101785
Chase, C.C., Marks, J.*, Malkiewich, L.J.*, & Connolly, H* (2019). How teacher talk guidance during Invention activities shapes students’ cognitive engagement and transfer. International Journal of STEM Education, 6(14), 1-22. https://doi.org/10.1186/s40594-019-0170-7
Malkiewich, L.J.*, & Chase, C.C. (2019). The process of focusing on deep structures in an engineering design task. International Journal of Science Education, 41(11), 1475-1495. https://doi.org/10.1080/09500693.2019.1613583
Chase, C.C., & Klahr, D. (2017). Invention versus direct instruction: In some contexts it’s a tie. Journal of Science Education and Technology, 26(6), 582-596. https://doi.org/10.1007/s10956-017-9700-6
Fusco, J. Martin, W. Lane, H. C. & Chase, C.C. (2017). Virtual peers and coaches: Social and cognitive support for learning. In J. Roschelle, W. Martin, J. Ahn, & P. Schank (Eds.), Cyberlearning Community Report: The State of Cyberlearning and the Future of Learning With Technology (pp. 31-35). Menlo Park CA: SRI International.
Marks, J.*, Bernett, D.*, & Chase, C.C. (2016). The Invention Coach: Integrating data and theory in the design of an exploratory learning environment. International Journal of Designs for Learning, 7(2), 74-92. https://doi.org/10.14434/ijdl.v7i2.20126
Shemwell, J.T., Chase, C.C., & Schwartz, D.L. (2015). Seeking the general explanation: A test of inductive activities for learning and transfer. Journal of Research in Science Teaching, 52(1), 58-83. https://doi.org/10.1002/tea.21185
Chase, C.C. (2013). Motivating expertise: Equipping novices with the motivational tools to move beyond failure. To appear in J.J. Staszewski (Ed.), Expertise and skill acquisition: The impact of William G. Chase. New York: Psychology Press. https://doi.org/10.4324/9780203074541
Schwartz, D.L., Chase, C.C., & Bransford, J.D. (2012). Resisting overzealous transfer: Coordinating previous successful routines with needs for new learning. Educational Psychologist, 47(3), 204-214. https://doi.org/10.1080/00461520.2012.696317
Chi, M.T.H., Roscoe, R., Slotta, J., Roy, M. & Chase, C.C. (2012). Misconceived causal explanations for emergent processes. Cognitive Science, 36(1), 1-61. https://doi.org/10.1111/j.1551-6709.2011.01207.x
Schwartz, D.L., Chase, C.C., Oppezzo, M.A., & Chin, D.B. (2011). Practicing versus inventing with contrasting cases: The effects of telling first on learning and transfer. Journal of Educational Psychology, 103(4), 759-775. https://doi.org/10.1037/a0025140
Chin, D.B., Dohmen, I.M., Cheng, B.H., Oppezzo, M.A., Chase, C.C., & Schwartz, D.L. (2010). Preparing students for future learning with Teachable Agents. Educational Technology Research and Development, 58(6), 649-669. https://doi.org/10.1007/s11423-010-9154-5
Chase, C.C., Chin, D.B., Oppezzo, M.A., & Schwartz, D.L. (2009). Teachable Agents and the Protégé Effect: Increasing the effort towards learning. Journal of Science Education and Technology, 18(4), 334-352. https://doi.org/10.1007/s10956-009-9180-4
Schwartz D.L., Chase C.C., Chin D.B., Oppezzo M.A., Kwong H., Okita S., Biswas G., Roscoe R.D., Jeong H., & Wagster J.D. (2009). Interactive metacognition: Monitoring and regulating a teachable agent. In D.J. Hacker, J. Dunlosky, & A.C. Graesser (Eds.), Handbook of metacognition in education (pp. 340-358). New York: Taylor and Francis. https://doi.org/10.4324/9780203876428
* indicates student co-author
Conference Proceedings
Chase, C.C., Malkiewich, L.J.*, & Kumar, A.* (2018). Contrasting cases enhance transfer of physics knowledge from an engineering design task. 40th annual meeting of the Cognitive Science Society (CogSci 2018), Vol 1, 196-201. Cognitive Science Society.
Chase, C.C., Connolly, H.*, Lamnina, M.*, & Aleven, V. (2018). The design and evaluation of optimal computerized guidance for Invention activities: The Invention Coach. InJ. Kay, & R. Luckin (Eds.), Rethinking Learning in the Digital Age: Making the Learning Sciences Count, 13th International Conference of the Learning Sciences (ICLS) 2018, Volume 1, 304-311. London, UK: International Society of the Learning Sciences.
Aleven, V., Connolly, H.*, Popescu, O., Marks, J.*, Lamnina, M.*, & Chase, C. C. (2017). An Adaptive Coach for Invention Activities. In E. Andre, R. Baker, X. Hu, M.M.T. Rodrigo, & B. du Boulay (Eds.), Artificial Intelligence in Education 18th International Conference (pp. 3-14). Springer International Publishing. https://doi.org/10.1007/978-3-319-61425-0
Lamnina, M.*, Connolly, H.*, Aleven, V., & Chase, C.C. (2017). The Invention Coach: A computer-based environment that supports the transfer of STEM concepts. In L. Ding, A. Traxler, & Y. Cao (Eds.), Physics Education Research Conference Proceedings, 228-231. Cincinati, OH: Physics Education Research Topical Group. https://doi.org/10.1119/perc.2017.pr.052
Chase, C.C., Harpstead, E., & Aleven, V. (2017). Inciting out-of-game transfer: Adapting contrast-based instruction for educational games.In A. Barany, S. Slater, & C. Steinkeuhler (Eds.), GLS 12 Conference Proceedings 2017 (pp. 29-38). Pittsburgh: ETC Press. https://doi.org/10.1184/R1/6686780
Lee, A.*, Malkiewich, L.J.*, Slater, S.*, & Chase, C.C. (2017). Understanding the gap: Gender similarities and differences in persistence and self-efficacy in a coding game. In A. Barany, S. Slater, & C. Steinkeuhler (Eds.), GLS 12 Conference Proceedings 2017 (pp.153-162). Pittsburgh: ETC Press. https://doi.org/10.1184/R1/6686780
Malkiewich, L.J.*, Lee, A.*, Slater, S.*, & Chase, C.C. (2017). Tenacious assessments: Using in-game behaviors to measure students’ persistence and challenge navigation. In A. Barany, S. Slater, & C. Steinkeuhler (Eds.), GLS 12 Conference Proceedings 2017 (pp. 9-18). Pittsburgh: ETC Press. https://doi.org/10.1184/R1/6686780
Malkiewich, L.J.*, Lee, A.*, Slater, S.*, Xing, C.*, & Chase, C.C. (2016). No lives left: How common game features can undermine persistence, challenge-seeking, and learning to program. In C-K. Looi, J. Polman, U. Cress, & P. Reimann (Eds.), Proceedings of the 12th International Conference of the Learning Sciences, Vol 1, 186-193. International Society of the Learning Sciences.
Chase, C.C., Marks, J.*, Bernett, D.*, Bradley, M.*, & Aleven, V. (2015). Towards the development of an exploratory learning environment: A study of naturalistic teacher guidance of Invention. In C. Conati, N. Heffernan, M. Mitrovic, & F. Verdejo (Eds.), Proceedings of the 17th International Conference on Artificial Intelligence in Education, AIED 2015, (pp. 558-561). Springer Cham. https://doi.org/10.1007/978-3-319-19773-9
Chase, C.C., Marks, J.*, Bernett, D.*, & Aleven, V. (2015). The design of an exploratory learning environment to support Invention. In J. Boticario, & K. Muldner, (Eds.), Proceedings of the Workshops at the 17th International Conference on Artificial Intelligence in Education, AIED 2015, Vol 2, 1-8.
Chase, C.C.(2012). The interplay of chance and skill: Exploiting a common game mechanic to enhance learning and persistence. In J. van Aalst, K. Thompson, M. Jacobson, & P. Reimann (Eds.), The Future of Learning:Proceedings of the 10th International Conference of the Learning Sciences. [Won best paper award].
Christel, M.G., Stevens, S. M., Maher, B.S., Brice, S., Champer, M., Jayapalan, L., Chen, Q., Jin, J., Hausmann, D., Bastida, N., Zhang, X., Aleven, V., Koedinger, K., Chase, C., Harpstead, E., & Lomas, D. (2012). RumbleBlocks: Teaching science concepts to young children through a Unity game. Proceedings of the 17thInternational Conference on Computer Games (CGAMES),p. 162-166. IEEE. https://doi.org/10.1109/CGames.2012.6314542
Chase, C.C., Shemwell, J.T., & Schwartz, D.L. (2010). Explaining across contrasting cases for deep understanding in science: An example using interactive simulations. In K. Gomez, L. Lyons, & J. Radinsky (Eds.). Proceedings of the 9th International Conference of the Learning Sciences, Vol 1,153-160. International Society of the Learning Sciences.
* indicates student co-author
