Quiterio, A., Butler, M., Montas, A., Bouftas, S., & Worsley, M. (2026). SportSense for Data Literacy: Applying Sports and Movement for Authentic and Personal Data Interactions in Elementary Schools. Proceedings of the 57th ACM Technical Symposium on Computer Science Education (SIGCSE '26), pp. 880-886.

Puthipiroj, P. & Quiterio, A. (2025). Designing for 5th Grader Sports and Computing Experiences. Proceedings of the 56th ACM Technical Symposium on Computer Science Education (SIGCSE '25), Posters.

Quiterio, A., Worsley, M., Smith, M., & Xiao, A. (2025). Data Scavenger Hunt: Actively Authoring Data and Interpreting Movement. Proceedings of the 2025 Data Science Education K-12: Research to Practice Conference.

Worsley, M., Quiterio, A., Kumar, V., Smith, M., Bodon, H., & Butler, M. (2025). SportSense: Engaging youth in data science experience in in-school and out-of-school K-12 contexts. Proceedings of the 2025 Data Science Education K-12: Research to Practice Conference.

Kshirsagar, K., Quiterio, A., & Smith, M. (2025). MorphBlox: Bridging Play and Mathematics through Kinetic Tessellations. Proceedings of the Nineteenth International Conference on Tangible, Embedded, and Embodied Interaction (TEI '25).

Kshirsagar, K., Worsley, M., & Azmandian, M. (2025). StoryBit Boards: Crafting Interactive Narratives in Paper-Based Games with Micro:bits. Proceedings of the ACM SIGCHI Annual Symposium on Computer-Human Interaction in Play Companion (CHI PLAY '25), pp. 302-304.

Quiterio, A., Kumar, V., & Worsley, M. (2025). Data as an Actor in Collaborative Sensemaking: Balancing the Body, Memory, and the Record. Proceedings of the 2025 ACM Interaction Design and Children Conference (IDC '25), pp. 527-534.

Bodon, H., Kumar, V., & Worsley, M. (2025). Design Principles for Authentically Embedding Computer Science in Sports. ACM Transactions on Computing Education, 25(2), 1-42.

Kshirsagar, K. (2024). Tangible Mathematical Tinkering Toolkits as a Platform for Understanding Drivers and Trajectories of Curiosity based Exploration. Proceedings of the 2024 ACM Designing Interactive Systems Conference.

Smith, M., Kumar, V., & Worsley, M. (2024). Unveiling Student Interests: A Topic Modeling Exploration of Interest-Driven Project-Based Learning. Companion Proceedings of the 14th International Conference on Learning Analytics and Knowledge (LAK '24).

Quiterio, A. & Smith, M. (2024). Data Informed Learning for Equity: Empowering Volunteer Coaches in Youth Basketball Leagues. Proceedings of the 2024 RESPECT Annual Conference, pp. 139-142.

Quiterio, A., Kumar, V., & Worsley, M. (2024). When Athletes Play Around Technology - A Sporting Approach to Computing Inquiry. Proceedings of the 2024 ACM Designing Interactive Systems Conference (LDT '24), pp. 30-37.

Issa, J., Kumar, V., & Worsley, M. (2024). Spatial Cognition Through Gestural Interfaces: Embodied Play and Learning with Minecraft. HCI International 2024, pp. 45-56.

Worsley, M. (2023). Artificial Intelligence Innovations for Multimodal Learning, Interfaces, and Analytics. In AI for Learning. 19-35. Springer Nature.

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Worsley, M. (2023). Artificial Intelligence Innovations for Multimodal Learning, Interfaces, and Analytics. In: Niemi, H., Pea, R.D., Lu, Y. (eds) AI in Learning: Designing the Future. Springer, Cham.

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Worsley, M. (2023). Artificial Intelligence Innovations for Multimodal Learning, Interfaces, and Analytics. In AI for Learning. 19-35. Springer Nature.

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Kumar, V., & Worsley, M. (2023). Scratch for sports: athletic drills as a platform for experiencing, understanding, and developing AI-driven apps. In Proceedings of the AAAI Conference on Artificial Intelligence (Vol. 37, No. 13, pp. 16011-16016).

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Wallace, A., Quiterio, A., Kumar, V., & Worsley, M. (2023). How Youth Connect Sports with Technology. In Proceedings of the 54th ACM Technical Symposium on Computer Science Education V. 2 (SIGCSE 2023). Association for Computing Machinery, New York, NY, USA, 1351.

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Kumar, V., & Worsley, M. (2023, June). PaintBall - Coding Sports Into Art for Cross-Interest Computational Connections. In Proceedings of the 22nd Annual ACM Interaction Design and Children Conference (IDC '23). Association for Computing Machinery, New York, NY, USA, 713-715.

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Lewis, Z.A.M., Lee, S.P., Jones, S.T., Nanoff, T.J., and Worsley, M. (2023, June). For Maker's Sake: A Somatic Exploration of Making. In Proceedings of the 22nd Annual ACM Interaction Design and Children Conference (IDC '23). Association for Computing Machinery, New York, NY, USA, 792-794.

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Simmons, S. & Kumar, V. (2023). Centering safety at community centers: Making space for youth interest. In Blikstein, P., Van Aalst, J., Kizito, R., & Brennan, K. (Eds.), Proceedings of the 17th International Conference of the Learning Sciences - ICLS 2023 (pp. 2131-2132). International Society of the Learning Sciences.

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Lee, S. P., Jones, S. T., Kumar, V., & Worsley, M. (2023). Unsettling socio-emotional learning: Perspectives from working with resettled refugee youth. In Blikstein, P., Van Aalst, J., Kizito, R., & Brennan, K. (Eds.), Proceedings of the 17th International Conference of the Learning Sciences - ICLS 2023 (pp. 1927-1928). International Society of the Learning Sciences.

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Kumar, V., Fields, D. A., Blikstein, P., Peppler, K., Dahn, M., Ito, M., Braaten, M., Hayden, R., Roque, R., Chang, M. A., Philip, T. M., Worsley, M., & Pinkard, N. (2023). Expansive lenses to examine interventions (of) moving across contexts. In Blikstein, P., Van Aalst, J., Kizito, R., & Brennan, K. (Eds.), Proceedings of the 17th International Conference of the Learning Sciences - ICLS 2023 (pp. 1732-1740). International Society of the Learning Sciences.

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Jones, S. T., Moore, S., & Vossoughi, S. (2023). Treading lightly with computing education: Politicized care as an intervention of black life. In Blikstein, P., Van Aalst, J., Kizito, R., & Brennan, K. (Eds.), Proceedings of the 17th International Conference of the Learning Sciences - ICLS 2023 (pp. 978-981). International Society of the Learning Sciences.

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Blikstein, P., Davis, R., Rosenbaum, L. F., Zheng, Y., Bender, S., Halverson, E., ... & Hooper, P. (2023). The Future of Maker Education. In Proceedings of the 17th International Conference of the Learning Sciences-ICLS 2023, pp. 1650-1658. International Society of the Learning Sciences.

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Chávez, V. C. (2023). "The Focus Came in Handy for Me Too": Exploring Accessibility Learning and Identity Formation in a Web Development Course. In Blikstein, P., Van Aalst, J., Kizito, R., & Brennan, K. (Eds.), Proceedings of the 17th International Conference of the Learning Sciences - ICLS 2023 (pp. 2127-2128). International Society of the Learning Sciences.

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Chávez, V. C., Van Wart, S. (2023). "Accessibility is important to everybody": Unpacking Students' Understanding about Accessibility. In Blikstein, P., Van Aalst, J., Kizito, R., & Brennan, K. (Eds.), Proceedings of the 17th International Conference of the Learning Sciences - ICLS 2023 (pp. 1474-1477). International Society of the Learning Sciences.

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Wallace, A., Quiterio, A., Kumar, V., & Worsley, M. (2023). Culturally responsive computing for black boys through sports technology. In Blikstein, P., Van Aalst, J., Kizito, R., & Brennan, K. (Eds.), Proceedings of the 17th International Conference of the Learning Sciences - ICLS 2023 (pp. 1426-1429). International Society of the Learning Sciences.

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Turakhia, D. Blikstein, P., Holbert, N., Worsley, M., Jacobs, J., Anderson, F., Gong, J., DesPortes, K, and Mueller, S. (2022). Reimagining Systems for Learning Hands-on Creative and Maker Skills. In CHI Conference on Human Factors in Computing Systems Extended Abstracts (CHI EA '22). Association for Computing Machinery, New York, NY, USA, Article 94, 1-7. https://doi.org/10.1145/3491101.3503732

Worsley, M. (2022). Examining the Realities and Nuances of 'Low-stakes' Interest-Driven Learning Environments. In the Proceedings of the 2022 RESPECT conference. IEEE. Philadelphia, PA, USA.

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Bodon, H., Kumar, V., Worsley, M. (2022). Youth Experiences with Authentically Embedded Computer Science in Sport. In Proceedings of the 21st Annual ACM Interaction Design and Children Conference (IDC '22). Association for Computing Machinery, New York, NY, USA, 504-509.

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Worsley, M. (2022). PE++: Exploring Opportunities for Computational Thinking in Physical Education. In the Proceedings of the 2022 Interaction Design and Children Conference. ACM, New York, NY, USA.

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Gorson, J., Cunningham, K., Worsley, M., & O'Rourke, E. (2022). Using Electrodermal Activity Measurements to Understand Student Emotions While Programming. In Proceedings of the 2022 ACM Conference on International Computing Education Research-Volume 1. 105-119. ACM, New York NY, USA.

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Worsley, M. (2022). Framing the Future of Multimodal Learning Analytics. In Multimodal Learning Analytics Handbook. Springer. Springer, Cham.

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Roscoe, R., Salehi, S., Dowell, N., Worsley, M., Piech, C., & Luckin, R. (2022). Inclusion and Equity as a Paradigm Shift for Artificial Intelligence in Education. In Artificial Intelligence in STEM Education: The Paradigmatic Shifts in Research, Education, and Technology.

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Worsley, M., Anderson, K., Melo, N., & Jang, J. (2021). Designing Analytics for Collaboration Literacy and Student Empowerment. Journal of Learning Analytics, 8(1), 30-48.

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Spikol, D., Ochoa, X., Worsley, M., Di Mitri, D., Cukurova, M., Martinez-Maldonado, R., & Schneider, J. (2021, April). CROSSMMLA Futures: Collecting and analysing multimodal data across the physical and the virtual. 11th International Learning Analytics and Knowledge Conference (LAK'21).

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McHugh, T. B., Saha, A., Bar-El, D., Worsley, M., & Piper, A. M. (2021, May). Towards Inclusive Streaming: Building Multimodal Music Experiences for the Deaf and Hard of Hearing. In Extended Abstracts of the 2021 CHI Conference on Human Factors in Computing Systems (pp. 1-7).

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Worsley, M. (2021). Exploring ideation strategies as an opportunity to support and evaluate making. Information and Learning Sciences.

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Bar-El, D., & Worsley, M. (2021). Making the maker movement more inclusive: Lessons learned from a course on accessibility in making. International Journal of Child-Computer Interaction, 29, 100285.

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Jones, S.T., melo, n.a. We Tell These Stories to Survive: Towards Abolition in Computer Science Education. Can. J. Sci. Math. Techn. Educ. 21, 290-308 (2021). https://doi.org/10.1007/s42330-021-00158-2

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Worsley, M., Lee, S. P., & Jones, S. T. (2021). Family-Friendly Teacher Professional Development. In Proceedings of the 15th International Conference of the Learning Sciences-ICLS 2021.. International Society of the Learning Sciences.

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Schneider, B., Worsley, M., & Martinez-Maldonado, R. (2021). Gesture and gaze: Multimodal data in dyadic interactions. In International Handbook of Computer-Supported Collaborative Learning (pp. 625-641). Springer, Cham.

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Gomez K., Gomez L.M., Worsley M. (2021) Interrogating the Role of CSCL in Diversity, Equity, and Inclusion. In: Cress U., Rose C., Wise A.F., Oshima J. (eds) International Handbook of Computer-Supported Collaborative Learning. Computer-Supported Collaborative Learning Series, vol 19. Springer, Cham. https://doi.org/10.1007/978-3-030-65291-3_6

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Worsley M., Mendoza Tudares K., Mwiti T., Zhen M., Jiang M. (2021) Multicraft: A Multimodal Interface for Supporting and Studying Learning in Minecraft. In: Fang X. (eds) HCI in Games: Serious and Immersive Games. HCII 2021. Lecture Notes in Computer Science, vol 12790. Springer, Cham. https://doi.org/10.1007/978-3-030-77414-1_10

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Abrahamson, D., Worsley, M., Pardos, Z. A., & Ou, L. (2021). Learning analytics of embodied design: Enhancing synergy. International Journal of Child-Computer Interaction, 100409. https://doi.org/10.1016/j.ijcci.2021.100409

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Worsley, M., Martinez-Maldonado, R., & D'Angelo, C. (2021). A New Era in Multimodal Learning Analytics: Twelve Core Commitments to Ground and Grow MMLA. Journal of Learning Analytics, 8(3), 10-27. https://doi.org/10.18608/jla.2021.7361

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Jones, S. T., & Melo, N. (2020). 'Anti-blackness is no glitch' the need for critical conversations within computer science education. XRDS: Crossroads, The ACM Magazine for Students, 27(2), 42-46.

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Clegg, T., Edouard, K., Greene, D., Jones, S., Melo, N., Nasir, N. I., ... & Zimmermann-Niefield, A. (2020). Reconceptualizing Legitimate and Generative Learning Experiences in Sports and Technology.

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Worsley, M., & Bar-El, D. (2020). Spatial Reasoning in Minecraft: An Exploratory Study of In-Game Spatial Practices.

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Jones, S. T., Thompson, J., & Worsley, M. (2020). Data in Motion: Sports as a site for expansive learning. Computer Science Education, 30(3), 279-312.

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Andrus, B., Bar-El, D., Msall, C., Uttal, D., & Worsley, M. (2020). Minecraft as a Generative Platform for Analyzing and Practicing Spatial Reasoning. In German Conference on Spatial Cognition (pp. 297-302). Springer, Cham.

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Worsley, M., & Bar-El, D. (2020). Inclusive Making: designing tools and experiences to promote accessibility and redefine making. Computer Science Education, 1-33.

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Worsley, M., & Ochoa, X. (2020). Towards Collaboration Literacy Development through Multimodal Learning Analytics.

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Melissa Escamilla Perez, Stephanie T. Jones, Sarah Priscilla Lee, Marcelo Aaron Bonilla Worsley. (2020). Intergenerational Making with Young Children. In Proceedings of Fablearn conference (Fablearn ' 2020). Fablearn, New York, NY, USA, 6 pages.

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Perez, M., Furuichi, K., Jones, S., Lee, S., Suzuki, K. & Worsley, M. (2019). Using Multimodal Analytics to Analyze Family Interactions in a "Making" Activity. In Companion Proceedings of the Learning Analytics and Knowledge Conference.

Martin, K., Wang, E., Bain, C. & Worsley, M. (2019). Analyzing Affective States Alongside Qualitative Analysis. In Companion Proceedings of the Learning Analytics and Knowledge Conference.

Anderson, K. J., Dubiel, T., Tanaka, K., Worsley, M., Poultney, C., & Brenneman, S. (2019). Chemistry pods: A mutlimodal real time and retrospective tool for the classroom. In 2019 International Conference on Multimodal Interaction (pp. 506-507).

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Maldonado, R. M., Worsley, M., Schneider, B., & Kharrufa, A. (2019). International Workshop on Collaboration Analytics: Making Learning Visible in Collaborative Settings. A Wide Lens: Combining Embodied, Enactive, Extended, and Embedded Learning in Collaborative Settings.

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Lee, S. & Worsley, M. (2019). Designing for and Facilitating Meaningful Making with Refugee Children. FabLearn 2019.

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Bergner, Y., Abramovich, S., Worsley, M. and Chen, O. (2019). What are the learning and assessment objectives in educational Fab Labs and Makerspaces? FabLearn 2019

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Martin, K. (2019). Future Visions for the study of Group Learning with Complex Systems Models: The role of multimodal data in group learning analysis.

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Martin, K., Wang, E. Q., Bain, C., & Worsley, M. (2019). Computationally Augmented Ethnography: Emotion Tracking and Learning in Museum Games. In International Conference on Quantitative Ethnography. pp. 141-153.

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Jones, S., Perez, M., Lee, S., Furuichi, K., & Worsley, M. (2019). Facilitation in an Intergenerational Making Activity: How to Facilitate Moves Shift Across Traditional and Digital Fabrication. In Proceeedings of the Interaction Design and Children Conference. pp. 237-245.

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Bar-El, D., & Worsley, M. (2019). Tinkering with Music: Designing a Maker Curriculum for an After School Youth Club. In Proceedings of the Interaction Design and Children Conference. pp. 220-226.

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Blikstein, P. & Worsley, M. (2018). Multimodal Learning Analytics and Assessment of Open-Ended Artifacts. In Neimi, D., Pea, R., Saxberg, B., & Clark, R. (Eds), Learning Analytics in Education.

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Worsley. M. (2018). (Dis)Engagement Matters: Identifying Efficacious Learning Practices with Multimodal Learning Analytics. In Proceedings of the International Conference on Learning Analytics and Knowledge, Sydney, Australia, March 2018 (LAK'18).

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Worsley, M. (2018). Multimodal Learning Analytics' Past, Present, and, Potential Futures. In Companion Proceedings 8th International Conference on Learning Analytics & Knowledge (LAK18). Sydney, Australia, March 2018. pp. 365-369.

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Lee, S., Bar-El, D., Martin, K., Worsley, M. (2018). Facilitation in Informal Makerspaces. In the Proceedings of the 2018 International Conference of the Learning Sciences. London, England. pp. 1759-1760.

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Worsley, M. (2018). Multimodal Learning Analytics for the Qualitative Researcher. In the Proceedings of the 2018 International Conference of the Learning Sciences. London, England. pp. 1109-1112.

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Worsley, M., Barel, D., Davison, L., Large, T., & Mwitit, T. (2018) Multimodal Interfaces for Inclusive Learning. In the Proceedings of the 2018 Artificial Intelligence in Education Conference. Springer. pp. 389-393.

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Furuichi, K., & Worsley, M. (2018). Using Physiological Responses to Capture Unique Idea Creation In Team Collaborations. In Companion of the 2018 ACM Conference on Computer Supported Cooperative Work and Social Computing (CSCW '18). ACM, New York, NY, USA, 369-372.

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Lee, S., Perez, M., Burgess, B. & Worsley, M. (2018). Utilizing Natural Language Processing (NLP) to Evaluate Engagement in Project-Based Learning. In Proceedings of the IEEE Teaching, Assessment and Learning for Engineering (TALE) 2018 Conference. pp. 369-372.

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Worsley, M. (2017). Multimodal analysis. 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. 46-50). Menlo Park CA: SRI International.

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Worsley, M. & Blikstein, P. (2017). Reasoning Strategies in the Context of Engineering Design with Everyday Materials. The Journal of Pre-College Engineering Education Research, 6(2), 57-74.

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Worsley, M. (2017). Engineering design with everyday materials multimodal dataset. CEUR Workshop Proceedings, 1828, 104-110.

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Worsley, M., Blikstein, P. A Multimodal Analysis of Making. Int J Artif Intell Educ 28, 385-419 (2018).

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Andrade, A., & Worsley, M. (2017). A methodological framework for the exploratory analysis of multimodal features in learning activities. CEUR Workshop Proceedings, 1828, 99-103.

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Blikstein, P. & Worsley, M. (2016). Children are not Hackers: building a culture of powerful ideas, deep learning, and equity in the maker movement. In Peppler, K. & Kafai, Y. & Halverson, E. (Eds), Makeology.

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Worsley, M., Abrahamson, D., Blikstein, P., Grover, S., Schneider, B., & Tissenbaum, M. (2016). Situating multimodal learning analytics. In C.-K. Looi, J. L. Polman, U. Cress, & P. Reimann (Eds.), "Transforming learning, empowering learners," Proceedings of the International Conference of the Learning Sciences (ICLS 2016) (Vol. 2, pp. 1346-1349). Singapore: International Society of the Learning Sciences.

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Blikstein, P. & Worsley, M. (2016). Multimodal Learning Analytics and Education Data Mining: using computational technologies to measure complex learning tasks. Journal of Learning Analytics, 3(2), 220-238.

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Ochoa, X. & Worsley, M. (2016). Augmenting Learning Analytics with Multimodal Sensory Data. Journal of Learning Analytics, 3(2), 213-219.

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Worsley, M. & Blikstein, P. (2015). Using Learning Analytics to Study Cognitive Disequilibrium in a Complex Learning Environments. In Proceedings of the 5th Annual Conference on Learning Analytics and Knowledge, ACM, New York, USA. pp. 426-247.

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Worsley, M, Chiluiza, K., Grafsgaard, J., & Ochoa, X.,. (2015). 2015 Multimodal Learning and Analytics Grand Challenge. In Proceedings of the 2015 International Conference on Multimodal Interaction. ACM, New York, USA. pp. 525-529.

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Worsley, M. Scherer, S., Morency, L.P., & Blikstein, P. (2015). Exploring Behavior Representation for Learning Analytics. In Proceedings of the 2015 International Conference on Multimodal Interaction. ACM, New York, USA. pp. 251-258.

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Worsley, M. & Blikstein, P. (2014). Analyzing Engineering Design through the Lens of Computation. Journal of Learning Analytics.

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Worsley, M. & Blikstein, P. (2014). Making Smarter not Harder: Using Principle-based Reasoning to Promote Object Closeness and Improve Making. In Proceedings of the 2014 FabLearn Conference.

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Worsley, M. & Blikstein, P. (2014). Using Multimodal Learning Analytics to Study Learning Mechanisms. In Proceedings of the 2014 Educational Data Mining Conference. pp. pp 431-432.

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Worsley, M. & Blikstein, P. (2014). The Impact of Principle-Based Reasoning on Hands-on, Project-Based Learning. In Proceedings of the 2014 International Conference of the Learning Sciences. Vol 3. pp 1147-1151.

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Blikstein, P., Worsley, M., Piech, C., Gibbons, A., Sahami, M., & Cooper, S. (2014). Programming Pluralism: Using Learning Analytics to Detect Patterns in Novices' Learning of Computer Programming. International Journal of the Learning Sciences. Vol. 23, Iss. 4. pp. 561-599.

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Worsley, M. & Blikstein, P. (2014). Deciphering the Practices and Affordances of Different Reasoning Strategies through Multimodal Learning Analytics. In Proceedings of the 2014 ACM workshop on Multimodal Learning Analytics Workshop and Grand Challenge (MLA '14). ACM, New York, NY, USA. pp. 21-27.

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Worsley, M. (2014). Multimodal Learning Analytics as a Tool for Bridging Learning Theory and Complex Learning Behaviors. In Proceedings of the 2014 ACM workshop on Multimodal Learning Analytics Workshop and Grand Challenge (MLA '14). ACM, New York, NY, USA. pp. 1-4.

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Ochoa, X., Worsley, M., Chiluiza, K., & Luz, S. (2014). MLA'14: Third Multimodal Learning Analytics Workshop and Grand Challenges. In Proceedings of the 16th International Conference on Multimodal Interaction (ICMI '14). ACM, New York, NY, USA. pp. 531-532.

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Blikstein, P. & Worsley, M. (2013). Multimodal Learning Analytics and Assessment of Open-Ended Artifacts. Bill and Melinda Gates Foundation, Learning Analytics Working Group

Worsley, M. & Blikstein, P. (2013). Toward the Development of Mulitmodal Action Based Assessment. In Proceedings of the Third International Conference on Learning Analytics and Knowledge (LAK '13). ACM, New York, NY, USA, 94-101.

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Gomes, J. Yassine, M., Worsley, M., & Blikstein, P. (2013) Analysing Engineering Expertise of High School Students Using Eye Tracking and Multimodal Learning Analytics. In Proceedings of the Educational Data Mining 2013 (EDM '13). Memphis, TN, USA. 375-377.

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Worsley, M., &; Blikstein, P. (2013). Programming Pathways: A Technique for Analyzing Novice Programmers' Learning Trajectories. In Artificial Intelligence in Education. Springer Berlin Heidelberg. 844-847.

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Morency, L. Oviatt, S., Scherer, S. Weibel, N. & Worsley, M. (2013). ICMI 2013 Grand Challenge Workshop on Multimodal Learning Analytics. In Proceedings of the 15th ACM international conference on Multimodal interaction (ICMI '13). ACM, New York, NY, USA.

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Worsley, M. & Blikstein, P. (2012). An Eye For Detail: Techniques For Using Eye Tracker Data to Explore Learning in Computer-Mediated Environments. In the Proceedings of the 2012 International Conference of the Learning Sciences (ICLS '12). Sydney, Australia. 561-562.

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Scherer,S., Worsley,M. & Morency, L. (2012). 1st international workshop on multimodal learning analytics: extended abstract. In Proceedings of the 14th ACM international conference on Multimodal interaction (ICMI '12). ACM, New York, NY, USA, 609-610.

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Worsley, M. (2012). Multimodal Learning Analytics: Enabling the Future of Learning through Multimodal Data Analysis and Interfaces. In Proceedings of the 14th ACM international conference on Multimodal interaction (ICMI '12). ACM, New York, NY, USA. 353-356. Doctoral Consortium Best Paper Runner-up.

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Worsley, M. & Blikstein P. (2011). What's an Expert? Using learning analytics to identify emergent markers of expertise through automated speech, sentiment and sketch analysis. In Proceedings for the 4th Annual Conference on Educational Data Mining. Eindhoven, Netherlands. 235-240.

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Worsley, M., Johnston, M. & Blikstein P. (2011). OpenGesture: a low cost authoring framework for gesture and speech based application development and learning analytics. In Proceedings of the 10th International Conference on Interaction Design and Children (IDC '11). ACM, New York, NY, USA. 254-256.

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Worsley, M. & Johnston, M. (2010). Multimodal Interactive Spaces: MagicTV and MagicMAP. Spoken Language Technology Workshop (SLT '10), IEEE. San Francisco, CA, USA. 161-162.

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