Collin F. Lynch

ORCID

Publication Activity (10 Years)

Years Active: 2002-2024
Publications (10 Years): 84

Top Venues

Publications

Yingbo Ma, Yukyeong Song, Mehmet Celepkolu, Kristy Elizabeth Boyer, Eric N. Wiebe, Collin F. Lynch, Maya Israel
Automatically Detecting Confusion and Conflict During Collaborative Learning Using Linguistic, Prosodic, and Facial Cues. CoRR (2024)
Toni V. Earle-Randell, Joseph B. Wiggins, Julianna Martinez Ruiz, Mehmet Celepkolu, Kristy Elizabeth Boyer, Collin F. Lynch, Maya Israel, Eric N. Wiebe
Confusion, Conflict, Consensus: Modeling Dialogue Processes During Collaborative Learning with Hidden Markov Models. AIED (2023)
Muntasir Hoq, Yang Shi, Juho Leinonen, Damilola Babalola, Collin F. Lynch, Bita Akram
Detecting ChatGPT-Generated Code in a CS1 Course. LLM@AIED (2023)
Yingbo Ma, Mehmet Celepkolu, Kristy Elizabeth Boyer, Collin F. Lynch, Eric N. Wiebe, Maya Israel
How Noisy is Too Noisy? The Impact of Data Noise on Multimodal Recognition of Confusion and Conflict During Collaborative Learning. ICMI (2023)
Jessica Vandenberg, Collin F. Lynch, Kristy Elizabeth Boyer, Eric N. Wiebe
"I remember how to do it": exploring upper elementary students' collaborative regulation while pair programming using epistemic network analysis. Comput. Sci. Educ. 33 (3) (2023)
Yingbo Ma, Julianna Martinez Ruiz, Timothy D. Brown, Kiana-Alize Diaz, Adam M. Gaweda, Mehmet Celepkolu, Kristy Elizabeth Boyer, Collin F. Lynch, Eric N. Wiebe
It's Challenging but Doable: Lessons Learned from a Remote Collaborative Coding Camp for Elementary Students. SIGCSE (1) (2022)
Joseph B. Wiggins, Toni V. Earle-Randell, Dolly Bounajim, Yingbo Ma, Julianna Martinez Ruiz, Ruohan Liu, Mehmet Celepkolu, Maya Israel, Eric N. Wiebe, Collin F. Lynch, Kristy Elizabeth Boyer
Building the dream team: children's reactions to virtual agents that model collaborative talk. IVA (2022)
Zarifa Zakaria, Jessica Vandenberg, Jennifer Tsan, Danielle Cadieux Boulden, Collin F. Lynch, Kristy Elizabeth Boyer, Eric N. Wiebe
Two-Computer Pair Programming: Exploring a Feedback Intervention to improve Collaborative Talk in Elementary Students. Comput. Sci. Educ. 32 (1) (2022)
Bradley Erickson, Sarah Heckman, Collin F. Lynch
Characterizing Student Development Progress: Validating Student Adherence to Project Milestones. SIGCSE (1) (2022)
Niki Gitinabard, Sarah Heckman, Tiffany Barnes, Collin F. Lynch
Designing a Dashboard for Student Teamwork Analysis. SIGCSE (1) (2022)
Zhikai Gao, Sarah Heckman, Collin F. Lynch
Who Uses Office Hours?: A Comparison of In-Person and Virtual Office Hours Utilization. SIGCSE (1) (2022)
Zhikai Gao, Bradley Erickson, Yiqiao Xu, Collin F. Lynch, Sarah Heckman, Tiffany Barnes
Admitting you have a problem is the first step: Modeling when and why students seek help in programming assignments. EDM (2022)
Adam M. Gaweda, Collin F. Lynch
Exploration of the Week-by-Week ICAP Transitions by Students. SIGCSE (2) (2022)
Collin F. Lynch, Mirko Marras, Mykola Pechenizkiy, Anna N. Rafferty, Steven Ritter, Vinitra Swamy, Renzhe Yu
FATED 2022: Fairness, Accountability, and Transparency in Educational Data. EDM (2022)
Effat Farhana, Teomara Rutherford, Collin F. Lynch
Predictive Student Modelling in an Online Reading Platform. AAAI (2022)
Jessica Vandenberg, Arif Rachmatullah, Collin F. Lynch, Kristy Elizabeth Boyer, Eric N. Wiebe
Interaction effects of race and gender in elementary CS attitudes: A validation and cross-sectional study. Int. J. Child Comput. Interact. 29 (2021)
Adam M. Gaweda, Collin F. Lynch
Student Practice Sessions Modeled as ICAP Activity Silos. EDM (2021)
Zhikai Gao, Collin F. Lynch, Sarah Heckman, Tiffany Barnes
Automatically classifying student help requests: a multi-year analysis. EDM (2021)
Jessica Vandenberg, Zarifa Zakaria, Jennifer Tsan, Anna Iwanski, Collin F. Lynch, Kristy Elizabeth Boyer, Eric N. Wiebe
Prompting collaborative and exploratory discourse: An epistemic network analysis study. Int. J. Comput. Support. Collab. Learn. 16 (3) (2021)
Niki Gitinabard, Sarah Heckman, Tiffany Barnes, Collin F. Lynch
Designing a Dashboard for Student Teamwork Analysis. CoRR (2021)
Ruth Okoilu Akintunde, Ally Limke, Tiffany Barnes, Sarah Heckman, Collin F. Lynch
PEDI - Piazza Explorer Dashboard for Intervention. VL/HCC (2021)
Effat Farhana, Andrew Potter, Teomara Rutherford, Collin F. Lynch
Feedback and Self-Regulated Learning in Science Reading. EDM (2021)
Yingbo Ma, Joseph B. Wiggins, Mehmet Celepkolu, Kristy Elizabeth Boyer, Collin F. Lynch, Eric N. Wiebe
The Challenge of Noisy Classrooms: Speaker Detection During Elementary Students' Collaborative Dialogue. AIED (1) (2021)
Jennifer Tsan, Jessica Vandenberg, Zarifa Zakaria, Danielle Cadieux Boulden, Collin F. Lynch, Eric N. Wiebe, Kristy Elizabeth Boyer
Collaborative Dialogue and Types of Conflict: An Analysis of Pair Programming Interactions between Upper Elementary Students. SIGCSE (2021)
Jessica Vandenberg, Arif Rachmatullah, Collin F. Lynch, Kristy Elizabeth Boyer, Eric N. Wiebe
The Relationship of CS Attitudes, Perceptions of Collaboration, and Pair Programming Strategies on Upper Elementary Students' CS Learning. ITiCSE (2021)
Jennifer Tsan, Jessica Vandenberg, Zarifa Zakaria, Joseph B. Wiggins, Alexander R. Webber, Amanda E. Bradbury, Collin F. Lynch, Eric N. Wiebe, Kristy Elizabeth Boyer
A Comparison of Two Pair Programming Configurations for Upper Elementary Students. SIGCSE (2020)
Effat Farhana, Teomara Rutherford, Collin F. Lynch
Investigating Relations between Self-Regulated Reading Behaviors and Science Question Difficulty. EDM (2020)
Niki Gitinabard, Ruth Okoilu, Yiqiao Xu, Sarah Heckman, Tiffany Barnes, Collin F. Lynch
Student Teamwork on Programming Projects. What can GitHub logs show us? EDM (2020)
Preya Shabrina, Ruth Okoilu Akintunde, Mehak Maniktala, Tiffany Barnes, Collin F. Lynch, Teomara Rutherford
Peeking through the classroom window: a detailed data-driven analysis on the usage of a curriculum integrated math game in authentic classrooms. LAK (2020)
Adam M. Gaweda, Collin F. Lynch, Nathan Seamon, Gabriel Silva de Oliveira, Alay Deliwa
Typing Exercises as Interactive Worked Examples for Deliberate Practice in CS Courses. ACE (2020)
Ruth Okoilu Akintunde, Preya Shabrina, Veronica Cateté, Tiffany Barnes, Collin F. Lynch, Teomara Rutherford
Data-informed curriculum sequences for a curriculum-integrated game. LAK (2020)
Effat Farhana, Teomara Rutherford, Collin F. Lynch
Understanding Reading Behaviors of Middle School Students. L@S (2020)
Jessica Vandenberg, Jennifer Tsan, Madeline Hinckle, Collin F. Lynch, Kristy Elizabeth Boyer, Eric N. Wiebe
Gender Differences in Upper Elementary Students' Regulation of Learning while Pair Programming. ICER (2020)
Niki Gitinabard, Ruth Okoilu, Yiqiao Xu, Sarah Heckman, Tiffany Barnes, Collin F. Lynch
Student Teamwork on Programming Projects: What can GitHub logs show us? CoRR (2020)
Effat Farhana, Teomara Rutherford, Collin F. Lynch
Associations Between Self-Regulated Learning Strategies and Science Assignment Score in a Digital Literacy Platform. ICLS (2020)
Jessica Vandenberg, Jennifer Tsan, Danielle Boulden, Zarifa Zakaria, Collin F. Lynch, Kristy Elizabeth Boyer, Eric N. Wiebe
Elementary Students' Understanding of CS Terms. ACM Trans. Comput. Educ. 20 (3) (2020)
Linting Xue, Collin F. Lynch
Incorporating Task-specific Features into Deep Models to Classify Argument Components. EDM (2020)
Joseph B. Wiggins, Jamieka Wilkinson, Lara Baigorria, Yingwen Huang, Kristy Elizabeth Boyer, Collin F. Lynch, Eric N. Wiebe
From Doodles to Designs: Participatory Pedagogical Agent Design with Elementary Students. IDC (2019)
Niki Gitinabard, Tiffany Barnes, Sarah Heckman, Collin F. Lynch
What will you do next? A sequence analysis on the student transitions between online platforms in blended courses. EDM (2019)
Jennifer Tsan, Jessica Vandenberg, Xiaoting Fu, Jamieka Wilkinson, Danielle Boulden, Kristy Elizabeth Boyer, Collin F. Lynch, Eric N. Wiebe
Conflicts and Collaboration: A Study of Upper Elementary Students Solving Computer Science Problems. CSCL (2019)
Niki Gitinabard, Yiqiao Xu, Sarah Heckman, Tiffany Barnes, Collin F. Lynch
How Widely Can Prediction Models be Generalized? An Analysis of Performance Prediction in Blended Courses. CoRR (2019)
Zarifa Zakaria, Danielle Boulden, Jessica Vandenberg, Jennifer Tsan, Collin F. Lynch, Eric N. Wiebe, Kristy Elizabeth Boyer
Collaborative Talk Across Two Pair-Programming Configurations. CSCL (2019)
Niki Gitinabard, Sarah Heckman, Tiffany Barnes, Collin F. Lynch
What will you do next? A sequence analysis on the student transitions between online platforms in blended courses. CoRR (2019)
Zhongxiu Peddycord-Liu, Veronica Cateté, Jessica Vandenberg, Tiffany Barnes, Collin F. Lynch, Teomara Rutherford
A Field Study of Teachers Using a Curriculum-integrated Digital Game. CHI (2019)
Jessica Vandenberg, Jennifer Tsan, Zarifa Zakaria, Kristy Elizabeth Boyer, Collin F. Lynch, Eric N. Wiebe
The Development and Validation of Survey Items on Upper Elementary Students' Perspectives and Attitudes on CS. SIGCSE (2019)
Niki Gitinabard, Yiqiao Xu, Sarah Heckman, Tiffany Barnes, Collin F. Lynch
How Widely Can Prediction Models Be Generalized? Performance Prediction in Blended Courses. IEEE Trans. Learn. Technol. 12 (2) (2019)
Adam M. Gaweda, Collin F. Lynch
Giving Students Canned Code using Typing Exercises. SIGCSE (2019)
Yiqiao Xu, Niki Gitinabard, Collin F. Lynch, Tiffany Barnes
What You Say is Relevant to How You Make Friends: Measuring the Effect of Content on Social Connection. EDM (2019)
Rachel Harred, Christa Cody, Mehak Maniktala, Preya Shabrina, Tiffany Barnes, Collin F. Lynch
How Long is Enough? Predicting Student Outcomes with Same-Day Gameplay Data in an Educational Math Game. EDM (Workshops) (2019)
Jennifer Tsan, Jessica Vandenberg, Xiaoting Fu, Jamieka Wilkinson, Danielle Boulden, Kristy Elizabeth Boyer, Collin F. Lynch, Eric N. Wiebe
An Investigation of Conflicts Between Upper-Elementary Pair Programmers. SIGCSE (2019)
Adithya Sheshadri, Niki Gitinabard, Collin F. Lynch, Tiffany Barnes, Sarah Heckman
Predicting Student Performance Based on Online Study Habits: A Study of Blended Courses. CoRR (2019)
Hengxuan Li, Collin F. Lynch, Tiffany Barnes
Early Prediction of Course Grades: Models and Feature Selection. CoRR (2018)
Niki Gitinabard, Farzaneh Khoshnevisan, Collin F. Lynch, Elle Yuan Wang
Your Actions or Your Associates? Predicting Certification and Dropout in MOOCs with Behavioral and Social Features. CoRR (2018)
Adithya Sheshadri, Niki Gitinabard, Collin F. Lynch, Tiffany Barnes, Sarah Heckman
Predicting Student Performance Based on Online Study Habits: A Study of Blended Courses. EDM (2018)
Niki Gitinabard, Farzaneh Khoshnevisan, Collin F. Lynch, Elle Yuan Wang
Your Actions or Your Associates? Predicting Certification and Dropout in MOOCs with Behavioral and Social Features. EDM (2018)
Shitian Shen, Behrooz Mostafavi, Collin F. Lynch, Tiffany Barnes, Min Chi
Empirically Evaluating the Effectiveness of POMDP vs. MDP Towards the Pedagogical Strategies Induction. AIED (2) (2018)
Maria-Dorinela Sirbu, Mihai Dascalu, Scott A. Crossley, Danielle S. McNamara, Tiffany Barnes, Collin F. Lynch, Stefan Trausan-Matu
Exploring Online Course Sociograms Using Cohesion Network Analysis. AIED (2) (2018)
Zhongxiu Peddycord-Liu, Rachel Harred, Sarah Karamarkovich, Tiffany Barnes, Collin F. Lynch, Teomara Rutherford
Learning Curve Analysis in a Large-Scale, Drill-and-Practice Serious Math Game: Where Is Learning Support Needed? AIED (1) (2018)
Jennifer Tsan, Fernando J. Rodríguez, Kristy Elizabeth Boyer, Collin F. Lynch
"I Think We Should...": Analyzing Elementary Students' Collaborative Processes for Giving and Taking Suggestions. SIGCSE (2018)
Yiqiao Xu, Collin F. Lynch, Tiffany Barnes
How many friends can you make in a week?: evolving social relationships in MOOCs over time. EDM (2018)
Jennifer Tsan, Collin F. Lynch, Kristy Elizabeth Boyer
"Alright, what do we need?": A study of young coders' collaborative dialogue. Int. J. Child Comput. Interact. 17 (2018)
Scott A. Crossley, Maria-Dorinela Sirbu, Mihai Dascalu, Tiffany Barnes, Collin F. Lynch, Danielle S. McNamara
Modeling Math Success Using Cohesion Network Analysis. AIED (2) (2018)
Zhongxiu Peddycord-Liu, Christa Cody, Sarah Kessler, Tiffany Barnes, Collin F. Lynch, Teomara Rutherford
Using Serious Game Analytics to Inform Digital Curricular Sequencing: What Math Objective Should Students Play Next? CHI PLAY (2017)
Zhongxiu Liu, Christa Cody, Tiffany Barnes, Collin F. Lynch, Teomara Rutherford
The Antecedents of and Associations with Elective Replay in An Educational Game: Is Replay Worth It? EDM (2017)
Niki Gitinabard, Linting Xue, Collin F. Lynch, Sarah Heckman, Tiffany Barnes
A Social Network Analysis on Blended Courses. CoRR (2017)
Collin F. Lynch, Tiffany Barnes, Linting Xue, Niki Gitinabard
Graph-based Educational Data Mining. EDM (2017)
Guojing Zhou, Jianxun Wang, Collin F. Lynch, Min Chi
Towards Closing the Loop: Bridging Machine-induced Pedagogical Policies to Learning Theories. EDM (2017)
Linting Xue, Collin F. Lynch, Min Chi
Mining Innovative Augmented Graph Grammars for Argument Diagrams through Novelty Selection. EDM (2017)
Niki Gitinabard, Collin F. Lynch, Sarah Heckman, Tiffany Barnes
Identifying Student Communities in Blended Courses. CoRR (2017)
Joshua Cook, Collin F. Lynch, Andrew Hicks, Behrooz Mostafavi
Task and Timing: Separating Procedural and Tactical Knowledge in Student Models. EDM (2017)
Scott A. Crossley, Tiffany Barnes, Collin F. Lynch, Danielle S. McNamara
Linking Language to Math Success in a Blended Course. EDM (2017)
Niki Gitinabard, Collin F. Lynch, Sarah Heckman, Tiffany Barnes
Identifying student communities in blended courses. EDM (2017)
Jennifer Tsan, Kristy Elizabeth Boyer, Collin F. Lynch
How Early Does the CS Gender Gap Emerge?: A Study of Collaborative Problem Solving in 5th Grade Computer Science. SIGCSE (2016)
Collin F. Lynch, Linting Xue, Min Chi
Evolving Augmented Graph Grammars for Argument Analysis. GECCO (Companion) (2016)
Guojing Zhou, Collin F. Lynch, Thomas W. Price, Tiffany Barnes, Min Chi
The Impact of Granularity on the Effectiveness of Students' Pedagogical Decisions. CogSci (2016)
Zhongxiu Liu, Rebecca Brown, Collin F. Lynch, Tiffany Barnes, Ryan S. Baker, Yoav Bergner, Danielle S. McNamara
MOOC Learner Behaviors by Country and Culture; an Exploratory Analysis. EDM (2016)
Linting Xue, Collin F. Lynch, Min Chi
Unnatural Feature Engineering: Evolving Augmented Graph Grammars for Argument Diagrams. EDM (2016)
Linting Xue, Collin F. Lynch, Min Chi
Graph Grammar Induction via Evolutionary Computation. EDM (Workshops) (2015)
Guojing Zhou, Thomas W. Price, Collin F. Lynch, Tiffany Barnes, Min Chi
The Impact of Granularity on Worked Examples and Problem Solving. CogSci (2015)
Collin F. Lynch, Thomas W. Price, Min Chi, Tiffany Barnes
Using the Hint Factory to Compare Model-Based Tutoring Systems. EDM (Workshops) (2015)
Rebecca Brown, Collin F. Lynch, Yuan Wang, Michael Eagle, Jennifer L. Albert, Tiffany Barnes, Ryan Shaun Baker, Yoav Bergner, Danielle S. McNamara
Communities of Performance & Communities of Preference. EDM (Workshops) (2015)
Thomas W. Price, Collin F. Lynch, Tiffany Barnes, Min Chi
An Improved Data-Driven Hint Selection Algorithm for Probability Tutors. EDM (2015)
Behrooz Mostafavi, Guojing Zhou, Collin F. Lynch, Min Chi, Tiffany Barnes
Data-Driven Worked Examples Improve Retention and Completion in a Logic Tutor. AIED (2015)
Rebecca Brown, Collin F. Lynch, Michael Eagle, Jennifer L. Albert, Tiffany Barnes, Ryan S. Baker, Yoav Bergner, Danielle S. McNamara
Good Communities and Bad Communities: Does Membership Affect Performance? EDM (2015)
Collin F. Lynch, Kevin D. Ashley
Empirically Valid Rules for Ill-Defined Domains. EDM (2014)
Collin F. Lynch
AGG: Augmented Graph Grammars for Complex Heterogeneous Data. EDM (Workshops) (2014)
Vinay Sheshadri, Collin F. Lynch, Tiffany Barnes
InVis: An EDM Tool For Graphical Rendering And Analysis Of Student Interaction Data. EDM (Workshops) (2014)
Collin F. Lynch, Mohammad Hassan Falakmasir, Kevin D. Ashley
Matching Hypothesis Text in Diagrams and Essays. EDM (2014)
Collin F. Lynch, Kevin D. Ashley, Min Chi
Can Diagrams Predict Essay Grades? Intelligent Tutoring Systems (2014)
Veronica Cateté, Andrew Hicks, Tiffany Barnes, Collin F. Lynch
Snag'em: Graph Data Mining for a Social Networking Game. EDM (Workshops) (2014)
Collin F. Lynch, Kevin D. Ashley, Mohammad Hassan Falakmasir
Comparing Argument Diagrams. JURIX (2012)
Niels Pinkwart, Kevin D. Ashley, Collin F. Lynch, Vincent Aleven
Evaluating an Intelligent Tutoring System for Making Legal Arguments with Hypotheticals. Int. J. Artif. Intell. Educ. 19 (4) (2009)
Collin F. Lynch, Kevin D. Ashley, Niels Pinkwart, Vincent Aleven
Concepts, Structures, and Goals: Redefining Ill-Definedness. Int. J. Artif. Intell. Educ. 19 (3) (2009)
Kevin D. Ashley, Collin F. Lynch, Niels Pinkwart, Vincent Aleven
Toward Modeling and Teaching Legal Case-Based Adaptation with Expert Examples. ICCBR (2009)
Collin F. Lynch, Kevin D. Ashley, Niels Pinkwart, Vincent Aleven
Toward assessing law students' argument diagrams. ICAIL (2009)
Collin F. Lynch, Kevin D. Ashley, Niels Pinkwart, Vincent Aleven
Computational Argument as a Diagnostic Tool: The role of reliability. AAAI Fall Symposium: The Uses of Computational Argumentation (2009)
Collin F. Lynch, Kevin D. Ashley, Niels Pinkwart, Vincent Aleven
Argument Diagramming and Diagnostic Reliability. JURIX (2009)
Niels Pinkwart, Collin F. Lynch, Kevin D. Ashley, Vincent Aleven
Assessing Argument Diagrams in an Ill-defined Domain. AIED (2009)
Niels Pinkwart, Collin F. Lynch, Kevin D. Ashley, Vincent Aleven
Re-evaluating LARGO in the Classroom: Are Diagrams Better Than Text for Teaching Argumentation Skills?. Intelligent Tutoring Systems (2008)
Niels Pinkwart, Kevin D. Ashley, Vincent Aleven, Collin F. Lynch
Graph Grammars: An ITS Technology for Diagram Representations. FLAIRS Conference (2008)

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Publication Activity (10 Years)

Top Topics

Top Venues

Collin F. Lynch