Publication Years

2024
2022
2021
2020
2019
2018
2017
2016
2015
2014
2013
2012
2011
2010
2009
2008
2007
2006
2005
2004
Earlier Publications

Publications

2024

Fostering noticing of classroom discussion features through analysis of contrasting cases. Blair, K.P., Banes, L.C. & Martin, L. (2024). Instructional Science 52, 417–452.
Extended Realities and the Future of Knowledge Work: Opportunities and Challenges. Queiroz, A., Bailenson, J., Blair, K., Schwartz, D., Thille, C., & Wagner, A. (2024). Proceedings of the 31st IEEE Conference on Virtual Reality and 3D User Interfaces Abstracts and Workshops (VRW).
Achieving an adaptive learner Daniel L. Schwartz (31 Oct 2024). Educational Psychologist.

2022

Testing simple instructional models to promote the spontaneous transfer of inquiry strategies in new contexts. Saavedra, A. & Schwartz, D.L. (2022). Proceedings of the 16th International Conference of the Learning Sciences (ICLS).
Assessment of Students' Feedback Behavior in A Game-Based Automated Feedback System-A Cross-Cultural Replication Study. Silvervarg, A., Blair, K., Cutumisu, M., & Gulz, A. (2022). In 30th International Conference on Computers in Education Conference, ICCE 2022 (pp. 292-301). Asia-Pacific Society for Computers in Education.
Capturing students’ learning strategies in action using clickstream and eye-tracking data. Saavedra, A., Blair, K.P., Wolf, R., Marx, J.P., & Chin, D.B. (2022). In Proceedings of the 16th International Conference of the Learning Sciences (ICLS), pp. 1553-1557.

2021

Physically active learning. Schwartz, D. L. (2021). SCIENCE, October 1, Vol 374, Issue 6563, p. 26.
Finding formulas: Does active search facilitate appropriate generalization? Hallinen, N. R., Sprague, L. N., Blair, K. P., Adler, R. M., & Newcombe, N. S. (2021). Cognitive Research: Principles and Implications, 6(1), 1-18.
Feedback choices and their relations to learning are age-invariant starting in middle school: A secondary data analysis. Cutumisu, M., & Schwartz, D. L. (2021). Computers & Education, 171, October, 104215.https://doi.org/10.1016/j.compedu.2021.104215
Designs for learning with adaptive games and Teachable Agents. Kjällander, S. & Blair, K. P. (2021). In: Brooks, E. & Selander,S. Springer Nature: Emerging Practices and Technologies II. Design methodologies and digital learning ecologies..

2020

C2STEM: A system for synergistic learning of physics and computational thinking. Hutchins, N. M., Biswas, G., Maróti, M., Lédeczi, Á., Grover, S., Wolf, R., Blair, K. P., Chin, D., Conlin, L., Basu, S., & McElhaney, K. (2020). Journal of Science Education and Technology, 29(1), 83-100.
Modeling and analyzing inquiry strategies in open-ended learning environments. Käser T., Schwartz, D. L. (2020). International Journal of Artificial Intelligence in Education (IJAIED).
The relation between academic achievement and the spontaneous use of design-thinking strategies. Cutumisu, M., Schwartz, D. L., & Lou, N. M. Computers & Education. Impact Factor: 5.63. Rank: 7/106 = 7%.
How teachable agents influence students' responses to critical constructive feedback. Annika Silvervarg, Rachel Wolf, Kristen Pilner Blair, Magnus Haake & Agneta Gulz (2020). Journal of Research on Technology in Education, DOI: 10.1080/15391523.2020.1784812

2019

Educating and measuring choice: A test of the transfer of design thinking in problem solving and learning. Journal of the Learning Sciences. Chin, D. B., Blair, K., Wolf, R., Conlin, L., Cutumisu, M., & Schwartz, D. L. (in press)
Cognitive Science Foundations of Integer Understanding and Instruction. Sashank Varma, Kristen P. Blair & Daniel L. Schwartz. In A. Norton & M. Alibali (Eds.), Constructing number: Merging perspectives from psychology and mathematics education.
A Digital Game-based Assessment of Middle-School and College Students' Choices to Seek Critical Feedback and to Revise. Cutumisu, M., Chin, D. B., & Schwartz, D. L. (2019). British Journal of Educational Technology, 50(6), 2977-3003. https://doi.org/10.1111/bjet.12796

2018

The impact of critical feedback choice on students' revision, performance, learning, and memory. Computers in Human Behavior, 78, 351-367. Cutumisu, M., & Schwartz, D. L.
Adaptive natural-language targeting for student feedback. Proceedings of the Fifth Annual ACM Conference on Learning at Scale, London, UK. Kolchinski, Y. A., Ruan, S., Schwartz, D., & Brunskill, E.

2017

Assessing whether students seek constructive criticism: The design of an automated feedback system for a graphic design task. Maria Cutumisu, Kristen P. Blair, Doris B. Chin, & Daniel L. Schwartz. International Journal of Artificial Intelligence in Education (IJAIED), DOI: 10.1007/s40593-016-0137-5, Springer.
Modeling exploration strategies to predict student performance within a learning environment and beyond. LAK, March 13-17, Vancouver, BC Canada. Käser, T., Hallinen, N. R, & Schwartz, D. L.

2016

The ABCs of How We Learn: 26 Scientifically Proven Approaches, How They Work, and When to Use Them. Daniel L. Schwartz, Jessica M. Tsang, & Kristen P. Blair. W. W. Norton.
A comparison of two methods of active learning in physics: Inventing a general solution versus compare and contrast. Doris B. Chin, Min Chi, & Daniel L. Schwartz. Instructional Science.
Got game? A choice-based learning assessment of data literacy and visualization skills. Doris B. Chin, Kristen P. Blair, & Daniel L. Schwartz. Technology, Knowledge, and Learning.
Commentary: The half-empty question for socio-cognitive interventions. Daniel L. Schwartz, Katherine M. Cheng, Shima Salehi, & Carl Wieman. Journal of Educational Psychology.
Preparation for future learning: A missing competency in health professions education? M. Mylopoulos, R. Bydges, N.N. Woods, J. Manzone, & D.L. Schwartz. Medical Education.
Can tinkering prepare students to learn physics concepts? Proceedings of the the 2016 Meeting of the American Society of Engineering Education, New Orleans, LA. Conlin, L. & Chin, D.B. (2016, June).

2015

Posterlet: A game-based assessment of children's choices to seek feedback and to revise. Maria Cutumisu, Kristen P. Blair, Doris B. Chin, & Daniel L. Schwartz. Journal of Learning Analytics, Vol 2, Issue 1, 49-71.
Learning to "See" Less Than Nothing: Putting Perceptual Skills to Work for Learning Numerical Structure. Jessica M. Tsang, Kristen P. Blair, Laura Bofferding, & Daniel L. Schwartz. Cognition and Instruction. DOI: 10.1080/07370008.2015.1038539
Seeking the general explanation: A test of inductive activities for learning and transfer. Jonathan T. Shemwell, Catherine C. Chase, & Daniel L. Schwartz. Journal of Research in Science Teaching.
Learning as coordination: Cognitive psychology and education. Daniel L. Schwartz, & Robert Goldstone. In L. Corno & E. M. Anderman (Eds.), Handbook of Educational Psychology, 3rd edition.
Guardian angels of our better nature: Finding evidence of the benefits of design thinking. Proceedings of the 2015 Meeting of the American Society of Engineering Education, Seattle, WA. Selected for Best Papers session of the Design in Engineering Education Division. Conlin, L.D., Chin, D.B., Blair, K.P., Cutumisu, M., & Schwartz, D.L. (2015, June)

2014

Give your ideas some legs: The positive effect of walking on creative thinking. Oppezzo, M., & Schwartz, D. L. Journal of Experimental Psychology: Learning, Memory, & Cognition. DOI: 10.1037/a0036577
A pragmatic perspective on visual representation and creative thinking. Martin, L., & Schwartz., D. L. Visual Studies. DOI: 10.1080/1472586X.2014.862997

2013

Experience and explanation: Using videogames to prepare students for formal instruction in statistics. Dylan Arena, & Daniel L. Schwartz. Journal of Science Education and Technology.
The Bundling Hypothesis: How Perception and Culture Give Rise to Abstract Mathematical Concepts in Individuals. Kristen P. Blair, Jessica M. Tsang, & Daniel L. Schwartz. International Handbook of Research on Conceptual Change, 2nd Edition.
Young Children Can Learn Scientific Reasoning with Teachable Agents.** Doris B. Chin, Ilsa M. Dohmen, & Daniel L. Schwartz. IEEE TLT special issue, Learning Systems for Science and Technology Education.
Learning by Teaching Human Pupils and Teachable Agents: The Importance of Recursive Feedback. Sandra Y. Okita, & Daniel L. Schwartz. The Journal of the Learning Sciences.
Measuring What Matters Most: Choice-Based Assessments for the Digital Age. Daniel L. Schwartz, & Dylan Arena. The MIT Press.

2012

How to build educational neuroscience: Two approaches with concrete instances. Daniel L. Schwartz, Kristen P. Blair, & Jessica Tsang. British Journal of Educational Psychology Monograph Series II.
Resisting overzealous transfer: Coordinating previously successful routines with needs for new learning. Daniel L. Schwartz, Catherine C. Chase, & John D. Bransford. Educational Psychologist.
A value of concrete learning materials in adolescence. Kristen P. Blair, & Daniel L. Schwartz. In Reyna, V. F., Chapman, S., Dougherty, M., & Confrey, J. (Eds.), The adolescent brain: Learning, reasoning and decision making.
Beyond natural numbers: Negative number representation in parietal cortex. Kristen P. Blair, Miriam Rosenberg-Lee, Jessica M. Tsang, Daniel L. Schwartz, & Vinod Menon. Frontiers in Human Neuroscience.

2011

The mental representation of integers: An abstract-to-concrete shift in the understanding of mathematical concepts. Sashank Varma, & Daniel L. Schwartz. Cognition.
Practicing versus inventing with contrasting cases: The effects of telling first on learning and transfer. Daniel L. Schwartz, Catherine C. Chase, Marily A. Oppezzo, & Doris B. Chin. In press. Journal of Education Psychology.

2010

Parallel Prototyping Leads to Better Design Results, More Divergence, and Increased Self-Efficacy. Steven P. Dow, Alana Glassco, Jonathan Kass, Melissa Schwarz, Daniel L. Schwartz, & Scott R. Klemmer. ACM Transactions on Computer-Human Interaction.
Preparing students for future learning with Teachable Agents. Doris B. Chin, Ilsa M. Dohmen, Britte H. Cheng, Marily A. Oppezzo, Catherine C. Chase, & Daniel L. Schwartz. In press. Educational Technology Research & Development.

2009

Choice-based assessments for the digital age. Daniel L. Schwartz, & Dylan Arena. White paper for the MacArthur Foundation.
Teachable agents and the protege effect: Increasing the effort towards learning. Catherine Chase, Doris B. Chin, Marily Oppezzo, & Daniel L. Schwartz. Journal of Science Education and Technology.
Prospective adaptation in the use of external representations. Lee Martin, & Daniel L. Schwartz. Cognition & Instruction.
Constructivism in an age of non-constructivist assessments. Daniel L. Schwartz, Robb Lindgren, & Sarah Lewis. In T. Duffy & S. Tobias (Eds.), Constructivist instruction: Success or failure.
Interactive metacognition: Monitoring and regulating a teachable agent. In D. J. Hacker, J. Dunlosky, & A. C. Graesser (Eds.), Handbook of Metacognition in Education.

2008

Scientific and pragmatic challenges for bridging education and neuroscience. Sashank Varma, Bruce McCandliss, & Daniel L. Schwartz. Educational Researcher.
How should educational neuroscience conceptualize the relation between cognition and brain function? Mathematical reasoning as a network process. Sashank Varma, & Daniel L. Schwartz. Educational Research.
Dynamic Transfer and Innovation. Daniel L. Schwartz, Sashank Varma, & Lee Martin. In S. Vosniadou (Ed.), International Handbook of Research on Conceptual Change.
Instrumentation and Innovation in Design Experiments: Taking the Turn to Efficiency. Daniel L. Schwartz, Jammie Chang, & Lee Martin. In A. Kelly & R. Lesh (Eds.), Design research methods in education.

2007

Intercultural adaptive expertise: Explicit and implicit lessons from Dr. Hatano. Xiaodong Lin, Daniel L. Schwartz, & John D. Bransford. Human Development.
It's a homerun! Using mathematical discourse to support the learning of statistics. Kathy Himmelberger, & Daniel L. Schwartz. Mathematics Teacher.
The Mere Belief of Social Interaction Improves Learning. Sandra Okita, Jeremy Bailenson, & Daniel L. Schwartz. Cognitive Science Conference (2007).
Animations of thought: Interactivity in the teachable agents paradigm. Schwartz, D. L., Pilner, K. B., Biswas, G., Leelawong, K., & Davis, J. In R. Lowe & W.Schnotz (Eds.), Learning with Animation: Research and Implications for Design. UK: Cambridge University Press.
It is not television anymore: Designing digital video for learning and assessment. Daniel L. Schwartz, & K. Hartman. In R. Goldman, R. P Pea, B. Barron, & S. Derry (Eds.), Video research in the learning sciences.
Pedagogical agents for learning by teaching: Teachable Agents. Kristen Blair, Daniel L. Schwartz, Gautam Biswas, & Krittaya Leelawong. Educational Technology.
Reconsidering prior knowledge. Daniel L. Schwartz, David Sears, & Jammie Chang. In M. Lovett & P. Shah (Eds.), Thinking with Data. Mahwah, NJ: Erlbaum.

2006

It takes expertise to make expertise: Some thoughts about why and how and Reflections on the Themes in Chapters 15-18. John D. Bransford, & Daniel L. Schwartz. To appear in A. Ericsson (Ed.), Handbook of Expertise.
Designs for Knowledge Evolution: Towards a prescriptive theory for integrating first- and second-hand knowledge. Daniel L. Schwartz, Taylor Martin, & Na'ilah Nasir. In P. Gardenfors & P. Johansson (Eds.), Cognition, Education, and Communication Technology.
Young Children's Understanding of Animacy and Entertainment Robots. Sandra Okita, & Daniel L. Schwartz. In International Journal of Humanoid Robotics, 3.
Spatial representations and imagery in learning. Daniel L. Schwartz, & Julie Heiser. In K. Sawywe (Ed.), Handbook of the Learning Sciences (pp 283-298). Cambridge University Press.
Distributed learning and mutual adaptation. Daniel L. Schwartz, & Taylor Martin. Pragmatics & Cognition,14, 313-332.

2005

Efficiency and Innovation in Transfer. Daniel L. Schwartz, David Sears, & John D. Bransford. In J. Mestre (Ed.), Transfer of learning from a modern multidisciplinary perspective (pp. 1 ‐ 51). CT: Information Age Publishing.
How Mathematics Propels the Development of Physical Knowledge. Daniel L. Schwartz, Taylor Martin, & Jay Pfaffman. Journal of Cognition and Development.
Physically Distributed Learning: Adapting and Reinterpreting Physical Environments in the Development of Fraction Concepts. Taylor Martin, & Daniel L. Schwartz. Cognitive Science.
Learning by teaching: A new agent paradigm for educational software. Biswas, Schwartz, Leelawong, Vye, & TAG-V. Applied Artificial Intelligence, 19, 363-392.
Towards teacher's adaptive metacognition. Xiaodong Lin, Daniel L. Schwartz, & Giyoo Hatano. Educational Psychologist, 40, 245-256.

2004

Inventing to Prepare for Future Learning: The Hidden Efficiency of Encouraging Original Student Production in Statistics Instruction. Daniel L. Schwartz, & Taylor Martin. Cognition and Instruction.

Earlier Publications

The construction and analogical transfer of symbolic visualizations. Daniel L. Schwartz. Journal of Research in Science Teaching, 30, 1309-1325.
A time for telling. Daniel L. Schwartz, & John D. Bransford. Cognition & Instruction, 16, 475-522.
The productive agency that drives collaborative learning. Daniel L. Schwartz. Collaborative learning: Cognitive and computational approaches, pp. 197-218.
Rethinking transfer: A simple proposal with multiple implications. Daniel L. Schwartz, & John D. Bransford. Review of Research in Education, 24, 61-101.
Software for managing complex learning: An example from an educational psychology course. Daniel L. Schwartz, Sean Brophy, Xiaodong Lin, & John D. Bransford. Educational Technology Research and Development, 47, 39- 59.
The emergence of abstract representations in dyad problem solving. Daniel L. Schwartz. Journal of the Learning Sciences, 4, 321-354.
Reflection at the crossroads of cultures. Xiaodong Lin, & Daniel L. Schwartz. Mind, Culture, & Activity.
Tool use and the effect of action on the imagination. Daniel L. Schwartz, & Douglas L. Holton. Journal of Experimental Psychology: Learning, Cognition, and Memory.26, 1655-1665.
Inferences through imagined actions: knowing by simulated doing. Daniel L. Schwartz, & Tamara Black. Journal of Experimental Psychology: Learning, Memory, and Cognition, 25, 116-136.
The role of mathematics in explaining the material world: Mental models for proportional reasoning. Daniel L. Schwartz, & Joyce L. Moore. Cognitive Science, 22, 471-516.
Analog imagery in mental model reasoning: Depictive models. Daniel L. Schwartz, & John B. Black. Cognitive Psychology, 30, 154-219.
Shuttling between depictive models and abstract rules: Induction and fallback. Daniel L. Schwartz, & John B. Black. Cognitive Science, 20, 457-497.

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