Alejandra Magana
Deputy Editor for the Journal of Engineering Education
Co-Editor of the Education Department for IEEE Computer Graphics & Applications
Associate Editor for Computer Applications in Engineering Education
Editorial Board Member for the Journal of Science Education and Technology
Research interests:
https://circlcenter.org/meet-ale-magana/
Director of ROCkETEd Lab:
https://polytechnic.purdue.edu/rocketed
Member of the Purdue Cyberlearning Consortium:
https://polytechnic.purdue.edu/cyberlearning-consortium
Web Of Science Researcher Profile:
https://www.webofscience.com/wos/author/record/W-2852-2019
Google Scholar Profile:
Education:
Academic Degrees
- Post-doc (Engineering Education), School of Engineering Education and Network for Computational Nanotechnology, Purdue West Lafayette, IN, 2010.
- Ph.D. (Engineering Education), School of Engineering Education, Purdue University West Lafayette, IN, 2009.
- MS (Educational Technology), Curriculum and Instruction, Purdue University West Lafayette, IN, 2007.
- MS (Electronic Commerce), Computer Science Department, Instituto Tecnologico y de Estudios Superiores de Monterrey D.F., Mexico City, 2003.
- BS (Information Systems Engineering), Computer Science Department, Instituto Tecnologico y de Estudios Superiores de Monterrey D.F., Mexico City, 2000.
Research Interests
- Identify how computational model-based reasoning can effectively support scientific inquiry learning, problem-solving, and innovation processes in the context of authentic modeling and simulation practices.
- Identify how embodied-based learning can enable students to attain, retain, and apply threshold concepts in STEM by integrating visual and haptic modalities.
- Identify how students develop computer and data science self-regulated learning skills enabled via a computational cognitive apprenticeship.
- Characterize the role of sociology in computing learning within the context of technology-enabled environments.
- Leverage the affordances of learning analytics and AI to support student learning in computing-intensive domains.
Honors
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2024 - Conferred the grade of Fellow Member for the American Society for Engineering Education (ASEE).
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2024 - Fulbright Specialists Czech Technical University
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2023 - Seeds for Success Award.
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2022 - Inducted into the Purdue University Teaching Academy.
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2021 - Purdue Polytechnic Charles B. Murphy Outstanding Undergraduate Teaching Award
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2020 - Appointed as the W.C. Furnas Professor in Enterprise Excellence for being very active in research.
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2018 - Purdue Polytechnic Institute Outstanding Faculty Discovery Award for research contributions in the area of modeling and simulation in STEM educational research.
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2017 - Department of Computer and Information Technology Outstanding Faculty Discovery Award for research contributions in the area of modeling and simulation in STEM educational research.
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2016 - Purdue University Faculty Scholar for being on an accelerated path toward academic distinction.
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2014 - International Conference of the Learning Sciences 2014 Early Career Workshop Award for the quality of research in learning-science related areas.
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2014 - Purdue University College of Technology Good to Great Award for conducting endeavors that improve the college’s public image, show a commitment to excellence, and demonstrate impact.
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2013 - Department of Computer and Information Technology Outstanding Faculty Discovery Award for research contributions in the area of STEM-based computing educational research.
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2012 - ASEE-ERM Apprentice Faculty Grant - For having demonstrated impressive credentials in both technical accomplishments and educational goals and achievements with potential for substantial contributions to the field of engineering education research and the Educational Research Methods (ERM) Division of the American Society of Engineering Education (ASEE).
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2010 - Awarded the AERA Division C New Faculty Mentoring Fellowship April 30-May 4, 2010 in Denver, Colorado, for relevance of research interests pertinent to the mission of Division C (Learning and Instruction).
Awards
Inclusive teaching and learning strategies for computer science, data science, and AI education.
Creating a High-Performance Computing Virtual Environment for Artificial Intelligence Education [DUE 2309564] (June 2023 - Aug. 2026; $400,000) PI:Popescu, Co-PIs:Magana, Benes. The project will support learning in AI with the scaffolding of interactive visualization, according to tenets of embodied cognition theories. The envisioned tool will be designed from the ground up to best support AI education through interactive visualization that is either immersive, using virtual reality headsets, or non-immersive, on conventional displays. The project will focus on foundational topics in AI and will contribute to discipline-based education research in AI education.
Role: ROcKETEd investigators will lead the design of the embodied learning experiences and will guide the design of the research interventions.
Fostering Culturally Relevant Programming Learning Experiences by Learnersourcing Contextualized Worked-Out Examples [DUE 2315683] (June 2023 - Aug. 2026; $400,000) PI:Li, Co-PI: Magana. The project will identify how crowdsourcing-enabled pedagogy influences the engagement and learning outcomes of female students and will develop culturally relevant learning activities that can benefit all computing students. The project has the potential to engage women as they are learning course material and building culturally relevant examples that could engage classmates.
Role: ROcKETEd investigators will contribute with expertise in the design of worked-out examples and will assist in the design and implementation of the classroom studies..
Computation for problem solving and design in disciplinary undergraduate education.
BII: Emergent Mechanisms in Biology of Robustness, Integration & Organization (EMBRIO) [BII 2120200] (Aug. 2021 - Aug. 2026; $12,500,000). PI: Umulis. SP: Magana. This research will determine how living systems employ signaling molecules and intracellular second messengers (e.g., calcium), from cellular to organismal levels, to integrate signals and develop a coordinated, whole-system response to perturbations.
Role: ROcKETEd investigators will implement and validate a computational cognitive apprenticeship as a mechanism to facilitate faculty and trainee development of integrated knowledge and research approaches, which will prepare students to be competitive in the STEM workforce and contribute to new discoveries in Integrative Biology.
CAREER: Authentic Modeling and Simulation Practices for Enhancing Model-Based Reasoning in Engineering Education [EEC 1449238] (Jan. 2015- Dec. 2020; $500,000). PI:Magana This CAREER project seeks to understand and enhance modeling and simulation practices in undergraduate engineering education. Specifically, this project will identify and validate pathways that students may follow as they progress toward mastery of modeling and simulation skills now needed for workplace engineering readiness. Outcomes will also include factors that contribute to or prevent, effective teaching and learning with modeling and simulation.
Role: ROcKETEd investigators will engage engineering faculty, undergraduate and graduate students in classroom design-based research and also provide outreach and dissemination through the professional development of K-12 teachers and instructors at community colleges.
Computational Worked Examples for Scaffolding Student Representational Fluency [EEC 1329262]; (Aug. 2013-July 2016; $313,889). PI:Magana; Co-PIs:Falk, Garcia. The goal for this Research in Engineering Education project is to identify how computational worked examples coupled with a fading strategy can effectively scaffold student development of representational fluency across qualitative and quantitative representations in engineering.
Role: ROcKETEd has been in charge of the discovery component of this project. We are leading the design of the learning materials and the design of the research component of this project.
Research Initiation Grant: Integrating Computation into the Materials Science and Engineering Core [EEC 1137006]; (Sept. 2011-Aug. 2014; $150,000).PI:Falk; Co-PI:Magana. This engineering education research initiation grant looks at how programming skills taught in a material science context help students learn material science concepts. The proposed research investigates the impact the intervention has on both students and faculty at the participating institution.
Role: ROcKETEd is in charge of the discovery component of this project. We have designed all the research studies and have led the data analysis and interpretation of the findings.
Mathworks Proposals for Innovative Curricula: Integrating Computation into Mechanical Engineering Core; (May 2013-May 2014; $40,000). PI:Nauman; Co-PI: Magana. The goal of this proposal is to simultaneously assess (1) the increase in computational literacy achieved by upper-level undergraduate students who develop computational simulation tools for an undergraduate statics course, and (2) the ability of these computational simulation tools to improve student understanding of statics.
Role: ROcKETEd is in charge of designing the course and the research component of this study.
Purdue PRF: Investigating the Role of Computation for Conceptual Understanding and Problem Solving in Engineering and Computing Education; (June 2013- May 2014; $17,241). PI:Magana. The goal of this proposal is to examine: What are the practices from worked examples and pair programming that can effectively support the integration of computation with disciplinary undergraduate courses in Material Science and Engineering?
Role: ROcKETEd is in charge of the discovery component of this project. We lead the conceptual aspects and theoretical aspects of the research.
Intelligent systems affordances for learning and engagement in STEM fields.
An AI-Augmented Phenomenographic Approach to Conceptualizing Undergraduate Students Experiences of Intercultural Team Cognition in STEM [DGE 2219271]; (Oct. 2022 - Sept. 2025; $350,000). PI: Magana. Three specific objectives guide this project: (1) develop the principal investigator’s STEM education research skills and expertise relating to artificial intelligence enabled methods of analysis, (2) carry out a fundamental STEM education research project that will examine the ways undergraduate students experience intercultural team cognition in the context of solving computational challenges, and (3) engage in phenomenographic research that employs both traditional coding methods and artificial intelligence-augmented techniques to analyze qualitative data.
Role: ROCkETEd is leading all components of this project.
Productive Online Teamwork Engagement Through Intelligent Mediation [IIS 2113991]; (Oct. 2021 - Sept. 2024; $850,000). PI: Magana; Co-PIs: Benes, Kao, Richardson. This design-based research project will develop the PECAS Mediator, an educational innovation that provides (1) AI-enabled monitoring, (2) productive and unproductive interaction detection, and (3) faculty mediation via just-in-time guidance.
Role: ROCkETEd is leading the cyberlearning and the design-based research components of this project.
Haptic-Based Learning Experiences as Cognitive Mediators for Conceptual Understanding and Representational Fluency in Engineering Education [EEC 1606396]; (Jun. 2016-Jul 2019; $325,000). PI:Magana; Co-PIs: Benes, Berger, Ngambeki. This research advances understanding of haptic-mediated learning by exploring specific affordances and constraints of visuo-haptic simulations in a laboratory experiment emphasizing statics misconceptions. Following a design-based research approach, this project investigates how we can best use touch technologies to help students connect system behaviors in terms of governing forces and their different representational forms.
Role: ROCkETEd is leading the cyberlearning and the design-based research components of this project.
Collaborative Research: SmartCAD: Guiding Engineering Design with Science Simulations [DRL 1503436]; (Aug. 2015-Jul. 2019; $3M). PI:Xie; Co-PIs: Magana and Chiu. Concord Consortium, Purdue, and UVA got awarded an NSF a $3M, four year DR K-12 project to conduct research and development on SmartCAD, an intelligent learning system for supporting engineering design learning based on automatic feedback generated using computational analysis of student work.
Role: ROCkETEd will lead all the research carried out at Purdue University.
Collaborative Proposal Category 1: Learning Quantum Mechanics through Modeling-Based Instruction: Advancing STEM Education across Scale and Disciplines; (Jan. 2014-May 2016; $430,000). PI:Magana; Co-PIs: Bryan, Garcia. The primary goal for this proposal is to design curricular innovations that will include evidence-based pedagogical methods, learning strategies, cyberlearning technologies, and teacher professional development to effectively infuse modern science and engineering into K-14 classrooms.
Role: ROCkETEd is leading the cyberlearning and the design-based research components of this project.
FIRE: Conceptualizing Non-Contact Forces: The Efficacy of Visuohaptic Simulations [DRL 1043026]. PI:Tan; Co-PI:Jones; Collaborator:Magana. The project investigates the efficacy of real-time, interactive visuohaptic (visualization and force feedback) simulations for teaching STEM concepts. It focuses on the learning of non-contact forces, where conceptualization of force fields, traditionally represented visually by field lines, may be enhanced by the ability to feel the forces directly.
Role: ROCkETEd has lead all the research carried out at Purdue University.
Computer-based curriculum, assessment, and learning strategies to appropriately support learning processes.
FMRG: Manufacturing USA: Cyber: Privacy-Preserving Tiny Machine Learning Edge Analytics to Enable AI-Commons for Secure Manufacturing [CMMI 2134667] (Aug. 2021 - Aug. 2025; $3,000,000). PI: Shakouri, Co-PI:Magana. This Future Manufacturing Research Grant (FMRG) project is a fundamental reimagination of distributed AI/ML techniques to transform the future of manufacturing by establishing an AI-Commons that bridges multiple sites and companies using secure, distributed machine learning (ML), incentivized information sharing, and continuous quality improvement and training.
Role: ROcKETEd investigators will collaborate with disciplinary experts to introduce AI in manufacturing curricula and its integration with workforce development.
Planning Grant: Engineering Research Center for Resilient AI Network (RAIN) for next-generation manufacturing. [EEC 2124295] (Aug. 2021 - Aug. 2022; $100,000). The vision of the proposed Resilient AI Network (RAIN) for next-generation manufacturing ERC is to empower U.S. manufacturers to increase resiliency and international competitiveness by successfully adopting privacy-preserving, scalable, certify-as-you-build AI/ML practices to erase the digital-divide and accrue the benefit of economy-of-scale without centralization.
Role: ROcKETEd investigators with assist with the planning of educational efforts of undergraduate students and training opportunities for current employees within manufacturing.
Research: A Mixed-Methods Approach to Characterizing Engineering Students' Computational Habits of Mind [EEC 1826099]; (Aug. 2018- Aug. 2021; $350,000). PI:Boutin; CoPIs: Magana, Douglas. This project studies undergraduate engineering students' habits of mind related to computing. The novelty of the proposed approach is that the data collection and analysis methods integrate machine learning with methods traditionally used in education to analyze data.
Role: ROCkETEd will participate in the implementation of classroom experiments that will integrate computation.
Research Initiation: Investigating Engineering Students Habits of Mind: A Case Study Approach [EEC 1544244]; (Sept. 2015-Aug. 2017; $150,000). PI:Boutin; Co-PI:Magana. This project is an interdisciplinary study that aims to characterize undergraduate engineering students' "habits of mind", which are modes of thinking required for engineering students to become effective problem solvers capable of transferring such skills to new contexts.
Role: ROCkETEd will mentor the PI in educational research methods and will develop expertise in machine learning.
Li-Ion Battery Ceramics: Structural and Microstructural Evolution Mechanisms of Processing under an Electric Field [DMR 1305694]; (Jun. 2013-Jul. 2016; $350,000). PI:Stanciu; Co-PIs:Garcia, Magana. This project explores the fundamental hypothesis that applying an electric field during processing of ceramics, in particular lithium-ion battery relevant ceramics, has a significant effect on their porosity, densification, and ultimately on the reliability of the battery itself.
Role: ROCkETEd is in charge of the educational component of this project. We will design and implement the learning modules using nanoHUB.org as a dissemination mechanism. We will also conduct assessments of the effectiveness of the learning module.
Engaged interdisciplinary learning in sustainability [subcontract to DUE 1023054]; (May 2013-Dec. 2013; $75,000). PI:Shakouri; Co-PIs: Yazawa, Magana. This subcontract to UC-Santa Cruz applies new pedagogical approaches in courses, laboratory exercises, internships, workshops and careful assessment of instructor and student achievements. The project includes elements of STEM education, cyberlearning, and technological and social literacy elements, directed toward education of skilled professionals.
Role: ROCkETEd is leading the design and evaluation of the cyberlearning component of this project.
Journals
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Acevedo, P., Magana, A.J., Benes, B., and Mousas, C. (Accepted). A systematic review of immersive virtual reality in STEM education: Advantages and disadvantages on learning and user experience. IEEE Access.
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Sirnoorkar, A., Zollman, D., Laverty, J.T., Magana, A.J., Rebello, S. and Bryan, L.A. (2024). Student and AI responses to physics problems examined through the lenses of sensemaking and mechanistic reasoning. Computers & Education: Artificial Intelligence. https://doi.org/10.1016/j.caeai.2024.100318
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Romero, J.D., Feijoo-Garcia, M., Nanda, G., Newell, B., and Magana, A.J. (2024). Evaluating the performance of topic modeling techniques with human validation to support qualitative analysis. Big Data and Cognitive Computing. 8 (1) 132. https://doi.org/10.3390/bdcc8100132
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Magana, A.J., Mubarrat, S. T., Kao, D., and Benes, B. (2024). AI-based automatic detection of online teamwork engagement in higher education. IEEE Transactions on Learning Technologies. 17, 2091-2106. https://doi.org/10.1109/TLT.2024.3456447
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Zhang, Y., Feijoo-Garcia, M.A., Gu, Y., Popescu, V., Benes, B. and Magana, A.J. (2024). Virtual and augmented reality in science, technology, engineering, and mathematics (STEM) education: An umbrella review. Information (15) 515. https://doi.org/10.3390/info15090515
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Acevedo, P., Magana, A.J., Walsh, Y., Pinto, H. W., Benes, B., and Mousas, C. (2024). Embodied immersive virtual reality to enhance the conceptual understanding of charged particles: A qualitative study. Computers & Education: X Reality. 5:100075 https://doi.org/10.1016/j.cexr.2024.100075
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Magana, A.J., Arigye, J. Udosen, A., Lyon, J.A., Joshi, P. and Pienaar. E. (2024). Scaffolded team-based computational modeling and simulation projects for promoting representational competence and regulatory skills. International Journal of STEM Education. 11:34 https://doi.org/10.1186/s40594-024-00494-3
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Bosman, L. and Magana, A.J. (2024). Using evidence-based decision-making and a cognitive apprenticeship approach to develop students’ entrepreneurial mindset. Computer Applications in Engineering Education. https://doi.org/10.1002/cae.22779
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Magana, A.J. (2024). Conjecture maps as a cognitive tool for connecting engineering education research and practice. International Journal of Engineering Education. 40 (4), p. 1-19. https://www.ijee.ie/1atestissues/Vol40-4/06_ijee4468.pdf
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Neri, L., Noguez, J., Escobar-Castillejos, D., Robledo-Rella, V., Garcia-Castelan, R.M.A., Gonzalez-Nucamendi, A., Magana, A.J., and Benes, B. (2024). Enhancing buoyant force learning through a visuo-haptic environment: A case study. Frontiers in Robotics and AI. 11 p. 1-21. https://doi.org/10.3389/frobt.2024.1276027
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Aggrawal, S. and Magana, A.J. (2024). Teamwork conflict management training and conflict resolution practice via Large Language Models. Future Internet. 16(5), 177; https://doi.org/10.3390/fi16050177
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Vieira, C. Magana, A.J., Ortega-Alvarez, J.D., and Boutin, M. (2024). Beyond analytics: Using computer-aided methods in educational research to extend qualitative data analysis. Computer Applications in Engineering Education. https://doi.org/10.1002/cae.22749
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Feijoo-Garcia, M.A., Holstrom, M.S., Magana, A.J. and Newell, B.A. (2024). Simulation-based learning and argumentation to promote informed design decision-making processes within a first-year engineering technology course. Sustainability. 16(7), 2633; https://doi.org/10.3390/su16072633
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Wiese, L. Will Pinto, H.E, and Magana, A.J. (2024). Undergraduate and graduate students' conceptual understanding of model classification outcomes under the lens of scientific argumentation. Computer Applications in Engineering Education. 32(4), e22734 https://doi.org/10.1002/cae.22734
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Espinal, A., Vieira, C., and Magana, A.J. (2024). Professional Development in computational thinking: A Systematic literature review. ACM Transactions on Computing Education. 24(2) Article No. 27 p. 1-24. https://dl.acm.org/doi/10.1145/3648477
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Yuksel, T., Bryan, L.A, and Magana, A.J. (2024). Undergraduate students’ models of single- and multi-electron atoms. International Journal of Science Education. p. 1-23. https://doi.org/10.1080/09500693.2023.2297754
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Arigye, J., Lyon, J.A., Magana, A.J., and Pienaar, E. (2024). The reflective modeling practitioner: Promoting reflective practices through computational modeling assignments. International Journal of Engineering Education. 40 (1), 179–195. https://www.ijee.ie/latestissues/Vol40-1/19_ijee4423.pdf
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Magana, A.J. Jaiswal, A., Amuah, T., Zamora, M., Shams Duha, M., and Richardson, J. (2024). Characterizing team cognition within software engineering teams in an undergraduate course. IEEE Transactions on Education. 67(1), 87-99. https://doi.org/10.1109/TE.2023.3327059
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Chiu, J. Bywater, J.P., Karabiyik, T., Magana, A.J., Schimpf, C. and Seah, Y.Y. (2024). Comparing optimization practices across engineering learning contexts using process data. Journal of Science Education and Technology. 33, 143–155. https://doi.org/10.1007/s10956-023-10080-x
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Magana, A.J., Amuah, T., Aggrawal, S. and Patel, D. (2023). Teamwork dynamics in the context of large-size software development courses. International Journal of STEM Education. 10, 57. https://doi.org/10.1186/s40594-023-00451-6
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Kotla, B., Bosman, L. Chelberg, K. Magana, A.J., and Guzey, S. (2023). Lessons learned from remotely onboarding undergraduates into applied energy and entrepreneurship research. Journal of College Student Retention: Research, Theory & Practice. https://doi.org/10.1177/15210251231192865
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Nanda, G., Jaiswal, A., Castellanos, H., Zhou, Y., Choi, A., and Magana, A.J. (2023). Evaluating the coverage and depth of Latent Dirichlet Allocation Topic Model in comparison with human coding of qualitative data: The case of education research. Machine Learning and Knowledge Extraction. 5(2), 473-490. https://doi.org/10.3390/make5020029
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Walsh, Y., and Magana, A.J. (2023). Learning statics through physical manipulative tools and visuohaptic simulations: The effect of visual and haptic feedback. Electronics. 12(7), 1659. https://www.mdpi.com/2079-9292/12/7/1659
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Bahrami, P., Kim, Y., Jaiswal, A., Patel, D., Aggrawal, S., and Magana, A.J. (2023). Information technology undergraduate students’ intercultural value orientations and their beliefs about the influence of such orientations on teamwork interactions. Trends in Higher Education. 2(2), 270-282. https://doi.org/10.3390/higheredu2020014
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Sanchez-Pena, M., Vieira C., and Magana, A.J. (2022). Data Science Knowledge Integration: Affordances of a computational cognitive apprenticeship on student conceptual understanding. Computer Applications in Engineering Education. http://doi.org/10.1002/cae.22580
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Jaiswal, A., Magana, A.J., and Ward, M.D. (2022). Characterizing the identity formation and sense of belonging of the students enrolled in a data science learning community. Education Sciences. 12, 731, https://doi.org/10.3390/educsci12100731
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Lyon, J.A., Magana, A.J., and Streveler, R. (2022). Characterizing computational thinking in the context of model-planning activities. Modelling. 3(3), 344–358. https://doi.org/10.3390/modelling3030022
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Garces, S. Vieira, C., Ravai, G. and Magana, A.J. (2022). Engaging students in active exploration of programming worked examples. Education and Information Technologies. https://doi.org/10.1007/s10639-022-11247-6
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Karabiyik, T., Magana, A.J., Parsons, P., and Seah, Y.Y. (2022). Pedagogical approaches for eliciting students’ design thinking strategies: Tell-and-practice vs. contrasting cases. International Journal of Technology and Design Education. https://doi.org/10.1007/s10798-022-09757-y
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Karabiyik, T., Magana, A.J., and Newell, B. (2022). First-year undergraduate students' economic decision outcomes in engineering design. The Engineering Economist. https://doi.org/10.1080/0013791X.2022.2065395
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Gutierrez, R.R. Escusa, F., Lyon, J.A., Magana, A.J. et al., (2022). Combining hands‐on and virtual experiments for enhancing fluid mechanics teaching: A design‐based research study. Computer Applications in Engineering Education. 30(6), p. 1701-1724. https://doi.org/10.1002/cae.22551
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Magana, A.J., Hwang, J., Feng, S., Rebello, S., Zu, T., and Kao, D. (2022). Emotional and cognitive effects of learning with computer simulations and computer videogames. Journal of Computer Assisted Learning. 38(3), 875-891. https://onlinelibrary.wiley.com/doi/10.1111/jcal.12654
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Azofeifa, J.D., Noguez, J., Ruiz, S., Molina-Espinosa, J.M., Magana, A.J., and Benes. B. (2022). Systematic Review of Multimodal Human-Computer Interaction. Informatics. 9(1), 13. https://doi.org/10.3390/informatics9010013
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Singh, J. Perera, V., Magana, A.J., Newell, B., Wei-Kocsis, J., Seah, Y.Y., Strimel, G.J. and Xie, C. (2022). Using machine learning to predict engineering technology students' success with computer-aided design. 30(3), 852-862. Computer Applications in Engineering Education. https://doi.org/10.1002/cae.22489
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Magana, A.J., Karabiyik, T., Thomas, P., Jaiswal, A., Perera, V., and Dworkin, J. (2022). Teamwork facilitation and conflict resolution training in online and hybrid courses during the Covid-19 pandemic. Journal of Engineering Education. 111(2), 446-473. https://doi.org/10.1002/jee.20450
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Magana, A.J., (2022). The role of frameworks in engineering education research. Journal of Engineering Education. 111(1), 9-13. https://doi.org/10.1002/jee.20443
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Jaiswal, A., Lyon, J., Yiqun, Z., and Magana, A.J., (2021). Supporting the student reflective practices through modeling-based learning assignments. European Journal of Engineering Education. 46(6), 987-1006. https://doi.org/10.1080/03043797.2021.1952164
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Karabiyik, T., Kao, D., and Magana, A.J. (2021). First-year exploratory studies students’ career awareness, persuasion and decision processes and the impact of data-driven decision making. The Educational Review, USA. 5(11), paper ID: ER-21090701. http://dx.doi.org/10.26855/er.2021.11.003
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Jaiswal, A., Magana, A.J., Lyon, J.A., Gundlach, E., Ward, M.D. (2021). Student experiences within a data science learning community: A Communities of Practice perspective. Learning Communities Research and Practice. 9(1) article 2: https://washingtoncenter.evergreen.edu/lcrpjournal/vol9/iss1/2/
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Jaiswal, A., Karabiyik, T., Thomas, P. and Magana, A.J. (2021). Characterizing team orientations and academic performance in cooperative project-based learning environments. Education Sciences. 11(9), 520-538. https://doi.org/10.3390/educsci11090520
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Thomas, P., Patel, D., and Magana, A.J. (2021). Characterizing student proficiency in software modeling in terms of functions, structures, and behaviors. ACM Transactions on Computing Education. 21(3) 1-25. https://dl.acm.org/doi/abs/10.1145/3458039
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Magana, A.J., Chiu, J., Seah, Y.Y., Bywater, J.P., Schimpf, C., Karabiyik, T., Rebello, S., and Xie, C. (2021). Classroom orchestration of computer simulations for science and engineering learning: a multiple-case study approach. International Journal of Science Education. 47(7), 1140-1171. https://doi.org/10.1080/09500693.2021.1902589
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Magana, A.J., Jaiswal, A., Madamanchi, A., Parker, L.C., Gundlach, E. and Ward, M.D. (2021). Characterizing the psychosocial effects of participating in a year-long residential research-oriented learning community. Current Psychology. https://doi.org/10.1007/s12144-021-01612-y
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Cruz-Castro, L., Magana, A.J., Douglas, K., and Boutin, M. (2021). Case Study: Analyzing Students' Computational Thinking Practices in a First-Year Engineering Course. IEEE Access. 9, 33041-33050, https://doi.org/10.1109/ACCESS.2021.3061277
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Walsh, Y., Magana, A.J., Will, H., Yuksel, T., Bryan, L., Berger, E., and Benes, B. (2021). A learner‐centered approach for designing visuohaptic simulations for conceptual understanding of truss structures. Computer Applications in Engineering Education. 29(6), 1567-1588. https://doi.org/10.1002/cae.22410
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Madamanchi, A., Thomas, M., Magana, A.J., Heiland, R. and Macklin, P. (2021). Supporting computational apprenticeship through educational and software infrastructure. A case study in a mathematical oncology research lab. Problems, Resources, and Issues in Mathematics Undergraduate Studies (PRIMUS). 32(3), 446-467. https://www.tandfonline.com/doi/full/10.1080/10511970.2021.1881849
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Dasgupta C., Magana, A.J., and Kirkham, L (2021). Investigating teachers’ enactment of engineering design practices in a CAD simulation-enhanced learning environment. Computer Applications in Engineering Education. 29(6), 1465-1479. https://doi.org/10.1002/cae.22400
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Vieira, C., Magana, A.J., Roy, A. and Falk, M.L. (2021). Providing students with agency to self-scaffold in a computational science and engineering course. Journal of Computing in Higher Education. 33, 328–366. https://doi.org/10.1007/s12528-020-09267-7
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Lyon, J.A. and Magana, A.J. (2021). The use of engineering model-building activities to elicit computational thinking: A design-based research study. Journal of Engineering Education. 110(1), 184-206. https://doi.org/10.1002/jee.20372
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Karabiyik, T., Jaiswal, A., Thomas, P., and Magana, A.J. (2020). Understanding the Role of Scrum Master and Team Members: A Game-Theoretic Approach. Mathematics. 8 (9), 1553, 1-21. doi.org/10.3390/math8091553. https://www.mdpi.com/2227-7390/8/9/1553/pdf
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Escobar-Castillejos, D., Noguez, J., Bello, F., Neri, L., Magana, A.J., and Benes, B. (2020). A review of training and guidance systems in medical surgery. Applied Sciences. https://doi.org/10.3390/app10175752
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Lyon, J.A. and Magana, A.J. (2020). Computational thinking in higher education: A review of the literature. Computer Applications in Engineering Education. 28 (5), 1174-1189. https://doi.org/10.1002/cae.22295
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Magana, A.J., Vieira, C., Fennell, H., Roy, A., and Falk, M.L. (2020). Undergraduate engineering students' types and quality of knowledge used in synthetic modeling. Cognition and Instruction. 38(4), 503-537. https://doi.org/10.1080/07370008.2020.1792912
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Walsh, Y., Magana, A.J., and Feng, S. (2020). Investigating students' explanations about friction concepts after interacting with a visuohaptic simulation with two different sequenced approaches. Journal of Science Education and Technology. 29, 443–458. https://doi.org/10.1007/s10956-020-09829-5
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Lyon, J., Fennell, H., and Magana, A.J. (2020). Characterizing students' arguments and explanations of a discipline-based computational modeling activity. Computer Applications in Engineering Education. 28(4), 837-852. https://doi.org/10.1002/cae.22256
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Fennell, H. W., Lyon, J. A., Madamanchi, A., & Magana, A. J. (2020). Toward computational apprenticeship: Bringing a constructivist agenda to computational pedagogy. Journal of Engineering Education, 109(2), 170-176. https://doi.org/10.1002/jee.20316
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Coutinho, G., Mello, A.S., and Magana, A.J. (2020). Developing virtual equipment to enhance learning of structures and material science in an aeronautics and astronautics engineering program. Global Journal of Engineering Sciences. 4(4), p. 1-6. https://doi.org/10.33552/GJES.2020.04.000593
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Lyon, J. and Magana, A.J. (2020). A Review of mathematical modeling in engineering education. International Journal of Engineering Education. 36(1A), p. 101–116. https://www.ijee.ie/1atestissues/Vol36-1A/09_ijee3860.pdf
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Yuksel, T., Walsh, Y., Magana, A.J., Nova, N., Krs, V., Ngambeki, I., Berger, E., and Benes, B. (2019). Visuohaptic experiments: Exploring the effects of visual and haptic feedback on students’ learning of friction concepts. Computer Applications in Engineering Education. 27(6) p. 1376-1401. https://doi.org/10.1002/cae.22157
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Yellamraju, T., Magana, A.J., and Boutin, M. (2019). Investigating students' habits of mind in a course on digital signal processing. IEEE Transactions on Education. 62(4), p. 312 - 324. https://doi.org/10.1109/TE.2019.2924610
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Magana, A.J., Fennell, H., Vieira, C., and Falk, M.L. (2019). Characterizing the interplay of cognitive and metacognitive knowledge in computational modeling and Simulation practices. Journal of Engineering Education. 108(2), p. 276-303. https://doi.org/10.1002/jee.20264
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Magana, A.J., Elluri, S., Dasgupta, C., Seah, Y.Y., Madamanchi, A. and Boutin, M. (2019). The role of computer-based and teacher feedback on middle school students’ self-generated heuristics in the context of a design challenge. Journal of Science Education and Technology. 28(4), p. 382–398. https://doi.org/10.1007/s10956-019-09775-x
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Magana, A.J., Serrano, M., and Rebello, N.S. (2019). A sequenced multimodal learning approach to support students' development of conceptual learning. Journal of Computer Assisted Learning. 35(4) p. 516–528. https://doi.org/10.1111/jcal.12356. https://rdcu.be/bxFar
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Dasgupta, C., Magana, A.J. and Vieira, C. (2019). Investigating the affordances of a CAD enabled learning environment for promoting integrated STEM learning. Computers & Education. 129, p. 122-142. https://doi.org/10.1016/j.compedu.2018.10.014
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Seah, Y.Y. and Magana, A.J. (2019). Exploring students' experimentation strategies in engineering design using an educational CAD tool. Journal of Science Education and Technology. 28(3), p. 195-208. https://doi.org/10.1007/s10956-018-9757-x
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Koretsky, M.D. and Magana, A.J. (2019). Using technology to enhance learning and engagement in engineering. Advances in Engineering Education. Invited Manuscript for Special Issue on Innovation through Propagation: A Roadmap for Engineering Education. 7(1) p. 1-53. https://advances.asee.org/using-technology-to-enhance-learning-and-engag...
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Vieira C., Magana, A.J., Roy, A. and Falk M.L. (2019). Student explanations in the context of computational science and engineering education. Cognition & Instruction. 37(2) p. 201-231. https://doi.org/10.1080/07370008.2018.1539738
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Vieira, C., Seah, Y. Y., and Magana, A. J. (2018) Students’ Experimentation Strategies in Design: Is process data enough? Computer Applications in Engineering Education. 26(5), p. 1903-1914. https://doi.org/10.1002/cae.22025.
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Ortega-Alvarez, J. Sanchez, W. and Magana, A.J. (2018). Exploring undergraduate students’ computational modeling abilities and conceptual understanding of electric circuits. IEEE Transactions on Education. Special issue on Computing in Engineering. 61(3), p. 204-213. https://doi.org/10.1109/TE.2018.2822245.
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Magana, A.J. and de Jong, T. (2018). Modeling and simulation practices in engineering education. Computer Applications in Engineering Education. Guest Editorial for Special Issue in Modeling and Simulation in Engineering Education. 26(4), 731-738. https://doi.org/10.1002/cae.21980.
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Vieira, C., Magana, A.J. and Boutin, M. (2018). Add-on Preferential Groups (APG): Analyzing student preferences of teaching methods. Computer Applications in Engineering Education. Special issue on Innovations in Engineering Education with Digital Technologies. 26(4), 1020-1032. https://doi.org/10.1002/cae.21953.
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Magana, A.J., Seah, Y.Y. and Thomas, P. (2018). Fostering cooperative learning with agile approaches to teaching and learning. Journal of Information Systems Education (JISE). Special Issue on Agile in Teaching and Learning. 29(2), 75-92. http://jise.org/Volume29/n2/JISEv29n2p75.html
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Taleyarkhan, M., Dasgupta, C., Mendoza, J. and Magana, A.J. (2018). Investigating the impact of using a CAD simulation tool on students' learning of design thinking. Journal of Science Education and Technology (JOST). 27(4), 334–347. https://link.springer.com/article/10.1007/s10956-018-9727-3
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Vieira, C., Magana, A.J., Garcia, R.E., Jana, A. and Krafcik, M. (2018). Integrating computational science tools into a Thermodynamics course. Journal of Science Education and Technology (JOST). 27(4), 322–333. http://rdcu.be/FqUy
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Magana, A. J., Vieira, C. and Boutin, M. (2018). Characterizing engineering learners preferences of active and passive learning activities. IEEE Transactions on Education. 61(1), p. 46 - 54. https://doi.org/10.1109/TE.2017.2740203
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Vieira, C., Magana, A.J., Falk, M.L. and Garcia, R.E. (2017). Writing in-code comments to self-explain in computational science and engineering education. ACM Transactions on Computing Education (TOCE). 17(4). https://doi.org/10.1145/3058751
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Magana, A.J., Sanchez, K.L., Shaikh, U.A.S., Jones, M.G., Tan, H.Z., Guayaquil, A., and Benes B. (2017). Exploring multimedia principles for supporting conceptual learning of electricity and magnetism with visuohaptic simulations. Computers in Education Journal. 8(2), 8-23.
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Magana, A.J. and Balachandran, S. (2017). Unpacking Students’ Conceptualizations through Haptic Feedback. Journal of Computer Assisted Learning. https://doi/10.1111/jcal.12198. http://onlinelibrary.wiley.com/doi/10.1111/jcal.12198/full
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Magana, A.J. (2017). Modeling and Simulation in Engineering Education: A Learning Progression. Journal of Professional Issues in Engineering Education and Practice. 143(4), 1-19.
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Shaikh, U.A.S., Magana, A.J., Neri, L., Escobar-Castillejos, D., Noguez, J., and Benes, B. (2017). Undergraduate Students' Conceptual Interpretation and Perceptions of Haptic-enabled Learning Experiences. International Journal of Educational Technology in Higher Education. 14(15). https://doi.org/10.1186/s41239-017-0053-2. http://educationaltechnologyjournal.springeropen.com/articles/10.1186/s41239-017-0053-2
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Magana, A.J., Falk, M.L., Vieira, C., Reese Jr., M.J., Alabi, O., and Patinet, S. (2017) Affordances and challenges of computational tools for supporting modeling and simulation practices. Computer Applications in Engineering Education. 25(3), 352–375. http://onlinelibrary.wiley.com/doi/10.1002/cae.21804/full
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Magana, A.J. and Balachandran, S. (2017). Students' development of representational competence through the sense of touch. Journal of Science Education and Technology (JOST). 26(3), 332-346. http://rdcu.be/oMI1
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Magana, A.J., and Coutinho, G.S. (2017). Modeling and simulation practices for a computational thinking-enabled engineering workforce. Computer Applications in Engineering Education. 25(1), p. 62-78.
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Magana, A.J., Ortega-Alvarez, J.D., Lovan, R., Gomez, D., Marulanda, J. and Dyke, S. (2017). Virtual, local and remote laboratories for conceptual understanding of dynamic systems. International Journal of Engineering Education. 33(1-A), p. 91–105.
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Vieira, C., Goldstein, M. H., Purzer, Ş. and Magana, A. J. (2016). Using Learning Analytics to Characterize Student Experimentation Strategies in the Context of Engineering Design. Journal of Learning Analytics. 3(3), p. 291–317.
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Vieira, C. Aguas, R., Purzer, Ş., Goldstein, M. H., and Magana, A. J. (2016). Introducing Engineering Design Process into Colombian Engineering Programs, International Journal of Engineering Education. 32(5), p. 1-13.
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Vieira, C., Penmetcha, M., Magana, A.J., and Matson, E. (2016). Computational Thinking as a Practice of Representation: A Proposed Learning and Assessment Framework. Journal of Computational Science Education. 7(1), p.21-23.
- Magana, A.J., Falk, M.L., Vieira, C., and Reese, M.J. (2016). A Case Study of Undergraduate Engineering Students’ Computational Literacy and Self-Beliefs about Computing in the Context of Authentic Practices. Computers in Human Behavior. 61, 427-442. https://doi.org/10.1016/j.chb.2016.03.025
- Uribe, M.R., Magana, A.J., Bakh, J.H., Shakouri, A. (2016). Computational Simulations as Virtual Laboratories for Online Engineering Education: A Case Study in the Field of Thermoelectricity. Computer Applications in Engineering Education Journal. https://doi.org/10.1002/cae.21721
- Escobar-Castillejos, D., Noguez, J., Neri, L., Magana, A.J., and Benes, B. (2016). A Review of Simulators with Haptic Devices for Medical Training. Journal of Medical Systems. 40(4). https://doi.org/10.1007/s10916-016-0459-8
- Vieira, C., Magana, A.J., Roy, A., Falk, L.M. & Reese, J.M. (2016). Exploring Undergraduate Students' Computational Literacy in the Context of Problem Solving. Computers in Education Journal. 7(1), 100-112.
- Alabi, O., Magana, A.J. and Garcia, R.E. (2015). Gibbs, computational simulation as a teaching tool for students’ understanding of thermodynamics of materials concepts. Journal of Materials Education. 37(5-6), 239-260.
- Vieira, C. Yan, J. and Magana, A.J. (2015). Exploring design characteristics of worked examples to support programming and algorithm design. Journal of Computational Science Education. 6(1), 2-15.
- Bryan, L.A., Magana, A.J. and Sederberg, D. (2015). Review of Published Research on Pre-College Students’ and Teachers’ Nanoscale Science, Engineering, and Technology Learning. Nanotechnology Reviews. 4(1), 7-32.
- Bagiati, A., Yoon Yoon, S., Evangelou, D., Magana, A.J., Kaloustiane, G. and Zhu, J. (2015). The International Landscape of PreK-12 Engineering Online Resources for Teachers: Global Trends. The International Journal of STEM Education. https://doi.org/10.1186/s40594-014-0015-3
- Magana, A.J., Taleyarkhan, M., Rivera-Alvarado, D., Springer, J., Kane, M., & Clase, K. (2014). A survey of scholarly literature describing the field of bioinformatics education and bioinformatics educational research. CBE-Life Sciences Education, 13(4), 1-33.
- Bot, R.L., Uribe, M.R., Magana, A.J., Mustillo, T.J., & Springer, J.A. (2014). A study of perceptions, usability and future adoption of a web-based learning tool. International Journal of Technology Diffusion (IJTD) 5(3), 86-108.
- Magana, A.J. (2014). Learning Strategies and Multimedia Techniques for Scaffolding Size and Scale Cognition. Computers & Education, 72(1), 376-377.
- Vasileska, D., Klimeck, G., Magana, A.J. & Goodnick, S.M. (2013). Tool-Based Curricula and Visual Learning. Electronics. 17(2), 95-104.
- Magana, A.J., Falk, L.M. and Reese, J.M. (2013). Introducing Discipline-Based Computing in Undergraduate Engineering Education. ACM Transactions on Computing Education. 13(4), 16:1-16:22.
- Ringenberg T. and Magana, A.J. (2013). STEM-Based Computing Educational Resources on the Web. Journal of Computational Science Education. 4(1), 16-23.
- Brophy, S. Magana, A.J. and Strachan, A. (2013). Lectures and Simulation Laboratories to Improve Learners Conceptual Understanding. Advances in Engineering Education, 3(3), 1-27.
- Magana, A.J., Brophy, S.P. and Bryan L. (2012). An integrated knowledge framework to characterize and scaffold size and scale cognition (FS2C). International Journal of Science Education, 34(14), 2181-2203.
- Magana, A. J., Newby T. and Brophy, S.P. (2012). Comparing Novice and Expert Perceptions of Interactive Multimedia Tools for Conveying Conceptions of Size and Scale. Journal of Technology and Teacher Education. 20(4), 441-465.
- Magana, A.J., Brophy, S.P. and Bodner, G.M. (2012). An Exploratory Study of Engineering and Science Students' Perceptions of nanoHUB.org Simulation Tools. International Journal of Engineering Education. 28(5). 1019-1032.
- Magana, A.J., Brophy, S.P. and Bodner, G.M. (2012). Student Views of Engineering Professors Technological Pedagogical Content Knowledge for Integrating Computational Simulation Tools in Nanoscale Science and Engineering. International Journal of Engineering Education. 28(5). 1033-1045.
- Yang, D., Streveler, R.A., Miller, R.L., Slotta, J.D., Matusovich, H.M., & Magana, A. J. (2012). Using computer-based online learning modules to promote conceptual change: Helping students understand difficult concepts in thermal and transport science. International Journal of Engineering Education. 28(3). 686-700.
- Magana, A.J., Brophy, S.P. and Bodner, G.M. (2012). Instructors Intended Learning Outcomes for Using Computational Simulations as Learning Tools. Journal of Engineering Education. 101(2). 220-243
- Magana, A.J. and Mathur, J. (2012). Motivation, Awareness and Perceptions of Computational Science. Computing in Science and Engineering (CiSE). IEEE Computer Society. 14(1). 74-79.
- Malik, Q.H., Perova, N. Hacker, T.J. Streveler, R.A. Magana, A.J., Vgot, P.L. and Bessenbacher, A.M. (2011). Creating a Virtual Community with HUB Architecture: CLEERhub as a Case Study of User Adoption. Knowledge Management and E-Learning: An International Journal. 3(4). 665-681.
- Marepalli, P., Magana, A.J., Taleyarkhan, M., Sambamurthy, N. and Clark, J. (2011). SugarAid 0.2: An Online Learning Tool for Improving Engineering Exam Scores. Journal of Online Engineering Education. 2(1).
Book or e-Book Contributions
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Magana, A.J. (2024). Teaching and Learning in STEM with Computation, Modeling, and Simulation Practices: A Guide for Practitioners and Researchers. Purdue University Press. https://docs.lib.purdue.edu/purduepress_ebooks/74/
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Vieira, C., & Magana, A. J. (2021) Educación STEM a Través de Herramientas de Simulación. In C. Ricardo, J. Cano, C. Astorga, M. Borjas & V. Navarro (Eds.), Ambientes De Aprendizaje Enriquecidos Con Tic En Educación Infantil. (pp. 233-25). Editorial Uninorte
- Bryan L.A., and Magana, A.J. (2020). Research on Pre-college Nanoscale Science, Engineering, and Technology Learning. Sattler, K (Ed.). 21st Century Nanoscience – A Handbook: Public Policy, Education, and Global Trends (Volume Ten). CRC Press, Taylor & Francis Group; Boca Raton, FL.
- Falk, M.L., Magana, A.J., Reese Jr. M. (2019). Navigating strategies in enacting evidence-based teaching of introductory computing for engineers. Reinvention Collaborative RC20/20 Project. Retrieved from: https://rc-2020.squarespace.com/falkmaganareese
- Jones, M.G. and Magana, A.J. (2015). Haptic Technologies to Support Learning. In. M. Spector (Ed.). Encyclopedia of Educational Technology. SAGE Publications; Thousand Oaks, CA.
- Magana, A.J. (2015). Cyberinfrastructure for STEM Learning and Instruction. In. M. Spector (Ed.). Encyclopedia of Educational Technology. SAGE Publications; Thousand Oaks, CA.
Peer-Reviewed Conference Proceedings
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Acevedo, P., Choi, M., Magana, A., Benes, B., Mousas, C. (2024). The Effects of Immersion and Dimensionality in Virtual Reality Science Simulations: The Case of Charged Particles. 2024 IEEE International Symposium on Mixed and Augmented Reality. Greater Seattle Area, October 21-25, 2024.
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Acevedo, P., Jimenez, A., Magana, A., Benes, B., Mousas, C. (2024). An Exploration of the Effects of in-VR Assessment Format on User Experience and Performance. 2024 IEEE International Symposium on Mixed and Augmented Reality (ISMAR-Adjunct). Greater Seattle Area, October 21-25, 2024.
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Wiese, L. and Magana, A.J. (2024). A Department’s Syllabi Review for LLM Considerations Prior to University-standard Guidance. In Proceedings of the 2024 ASEE Annual Conference & Exposition. Portland, Oregon. June 24-26, 2024
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Udosen, A., Magana. A.J. and Pienaar, E. (2024). Characterizing Teamwork Dynamics and Computational Model-Based Reasoning in Biomedical Engineering Projects. In Proceedings of the 2024 ASEE Annual Conference & Exposition. Portland, Oregon. June 24-26, 2024
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Aggrawal, S., Bosman, L., and Magana, A.J. (2024). Exploring Teamwork Experiences in Collaborative Undergraduate Research (REU) Programs through Tuckman's Group Development Theory. In Proceedings of the 2024 ASEE Annual Conference & Exposition. Portland, Oregon. June 24-26, 2024
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James. T., and Magana. A.J. (2024). Evaluating the Impact of Additional Examples and Explanation on Student Outcomes in a Free Online Python Course. In Proceedings of the 2024 ASEE Annual Conference & Exposition. Portland, Oregon. June 24-26, 2024.
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James. T., and Magana. A.J. (2024). Investigating How Student Attributes and Behaviors Relate to Learning Outcomes in a Free Online Python Programming Course. In Proceedings of the 2024 ASEE Annual Conference & Exposition. Portland, Oregon. June 24-26, 2024.
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Aggrawal, S. and Magana, A.J. (2024). Effectiveness of Scrum in Enhancing Feedback Accessibility among Undergraduate Research Students: Insights from Integrated Feedback Dynamics Framework. In Proceedings of the 2024 ASEE Annual Conference & Exposition. Portland, Oregon. June 24-26, 2024.
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Wiese, L. and Magana, A.J. (2024). Applied Ethics via Encouraging Intuitive Reflection and Deliberate Discourse. In Proceedings of the 2024 ASEE Annual Conference & Exposition. Portland, Oregon. June 24-26, 2024.
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Feijoo-Garcia, M.A., Newell, B., Magana, A.J. and Holstrom, M. (2024). Argumentation Framework as an Educational Approach for Supporting Critical Design Thinking in Engineering Education. In Proceedings of the 2024 ASEE Annual Conference & Exposition. Portland, Oregon. June 24-26, 2024.
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Ali, S. F., Bang, D., Magana, A.J., and Anwar, S. (2023). Impact of instructional activities on students' positivity, participation, and perceived value in a systems analysis and design course. In Proceedings of the 2023 IEEE ASEE Frontiers in Education Conference. College Station, Texas. October 18–21, 2023.
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Hensista, S., Guddeti, S., Patel, D.A., Aggrawal, S., Nanda, G., and Magana, A.J. (2023). Transformative pedagogy as a reflective approach for promoting intercultural self-awareness In the context of teamwork. In Proceedings of the 2023 IEEE ASEE Frontiers in Education Conference. College Station, Texas. October 18–21, 2023.
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Caratozzolo, P. Azofeifa, J.A., Mejía-Manzano, L.A., Rueda-Castro, V., Noguez, J., Magana, A.J., and Benes, B. (2023). A matrix taxonomy of knowledge, skills, and abilities (KSA) shaping 2030 labor market. In Proceedings of the 2023 IEEE ASEE Frontiers in Education Conference. College Station, Texas. October 18–21, 2023.
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Castellanos, H., Vieira, C., and Magana, A.J. (2023). A topic modeling approach to characterizing Colombian teachers' conceptions of computational thinking. In Proceedings of the 2023 IEEE ASEE Frontiers in Education Conference. College Station, Texas. October 18–21, 2023.
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Arigye, J., Udosen, A.N., Pravin, J.P., and Magana, A.J. (2023). The evolution of team coordination commitments in the context of computational projects. In Proceedings of the 2023 IEEE ASEE Frontiers in Education Conference. College Station, Texas. October 18–21, 2023.
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Aggrawal, S., Cristancho A.J., Patel, D.A., and Magana, A.J. (2023). Cooperative learning and co-regulation: Exploring students' teamwork strategies in higher education. In Proceedings of the 2023 IEEE ASEE Frontiers in Education Conference. College Station, Texas. October 18–21, 2023.
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Liu, X., Castellanos, H., Wiese, L. and Magana, A.J. (2023). Exploring machine learning methods to identify similar code groups for programming course feedback. In Proceedings of the 2023 IEEE ASEE Frontiers in Education Conference. College Station, Texas. October 18–21, 2023.
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Popescu, V., Magana, A. J., & Benes, B. (2023). Towards immersive visualization for large lectures: Opportunities, challenges, and possible solutions. In Proceedings of the 44th Eurographics 2023 Conference. Saarbrücken, Germany. May 8-12.
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Arigye, J., Magana, A.J., Lyon, J.A., and Pienaar, E. (2023). Biomedical and agricultural engineering undergraduate students programming self-beliefs and changes resulting from computational pedagogy. In Proceedings of the 2023 ASEE Annual Conference & Exposition. Baltimore MD. June 25 - 28.
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Aggrawal S., and Magana, A.J. (2023). Undergraduate Student experience with research facilitated by project management and self-regulated learning processes. Proceedings of the 2023 ASEE Annual Conference & Exposition. Baltimore MD. June 25 - 28.
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James, T. and Magana, A.J., (2023). Evaluating self-paced computational notebooks vs. instructor-led online lectures for introductory computer programming. Proceedings of the 2023 ASEE Annual Conference & Exposition. Baltimore MD. June 25 - 28.
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Bosman, L. Shirey, K., Magana, A.J., and Duval-Couetil, N. (2023). Engineering faculty professional development: Scholarship of teaching and learning (SOTL) dissemination for curriculum integrating entrepreneurial mindset, STEAM, and bio-inspired design. Proceedings of the 2023 ASEE Annual Conference & Exposition. Baltimore MD. June 25 - 28.
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Coutinho, G., Magana, A.J., and Dias, V. (2023). A framework for the development of online virtual labs for engineering education. Proceedings of the 2023 ASEE Annual Conference & Exposition. Baltimore MD. June 25 - 28.
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Kim, E., Wiese, L. Will, H., Magana, A.J., and Jun, M. (2023). Taking an experiential learning approach to industrial IoT implementation for smart manufacturing through course work and university-industry partnerships. Proceedings of the 2023 ASEE Annual Conference & Exposition. Baltimore MD. June 25 - 28. Best Paper Award Manufacturing Division
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Fiock, T., Mohn, J., Mack, J., Mousoulis, C., Kim, E., Wiese, L., Jun, M., Magana, A.J., and Shakouri, A. (2023). Data analytics short courses for reskilling and upskilling Indiana's manufacturing workforce. Proceedings of the 2023 ASEE Annual Conference & Exposition. Baltimore MD. June 25 - 28.
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Acevedo, P., Magana, A.J., Mousas, C., Walsh, Y., Pinto, H. W., & Benes, B. (2022). Effects of Tactile Feedback on Conceptual Understanding of Electromagnetism in a Virtual Reality Experience. 2022 IEEE International Symposium on Mixed and Augmented Reality Adjunct (ISMAR-Adjunct), 588–593. https://doi.org/10.1109/ISMAR-Adjunct57072.2022.00122
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Bosman, L., Magana, A.J., and Kotla, B. (2022). Promoting evidence-based decision making practices to develop the entrepreneurial mindset enabled by Microsoft Power BI Desktop. Proceedings of the Frontiers in Education Conference (FIE), Uppsala, Sweden. October 8-11, 2022.
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Jaiswal, A., Karabiyik, T., Thomas, P., and Magana, A.J. (2022). Operationalizing team commitment in a project-based learning environment. Proceedings of the Frontiers in Education Conference (FIE), Uppsala, Sweden. October 8-11, 2022.
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Espinal, A., Magana, A.J., and Vieira, C. (2022). Assessment of a professional development program on computational thinking for disciplinary teachers. In Proceedings of the 129th ASEE Annual Conference and Exposition. Minneapolis, Minnesota, June 26-29, 2022.
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Jaiswal, A., Patel, D., Zhu, Y., Lee, J., & Magana, A.J. (2022). A Reflection on Action Approach to Teamwork Facilitation. In Proceedings of the 129th ASEE Annual Conference and Exposition. Minneapolis, Minnesota, June 26-29, 2022.
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Jaiswal, A., Patel, K., Patel, D., & Magana, A.J. (2022). Perceived Scrum Values, Conflict Resolution Ability, and Cultural Self-Awareness among System Design and Analysis Students. In Proceedings of the 129th ASEE Annual Conference and Exposition. Minneapolis, Minnesota, June 26-29, 2022.
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Lyon, J.A., Jaiswal, A., Magana, A.J., Gundlach, E., and Ward, M.D., (2021). Student Challenges, Strategies, and Learning within a Data Science Learning Community. In Proceedings of the Frontiers in Education Conference. Lincoln, Nebraska. October 13-16, 2021.
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Feng, S., Kao, D., and Magana, A.J. (2021). A Systematic Review of Literature on the Effectiveness of Intelligent Tutoring Systems in STEM. In Proceedings of the Frontiers in Education Conference. Lincoln, Nebraska. October 13-16, 2021.
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Feng, S., and Magana, A.J. (2021). The Effect of ElectronixTutor on Undergraduate Students’ Acquisition of Conceptual Learning, Problem Solving, and Model Building. In Proceedings of the Frontiers in Education Conference. Lincoln, Nebraska. October 13-16, 2021.
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Espinal Duque, A., Vieira, C. and Magana, A.J. (2021) Professional Development in Computational Thinking for teachers in Colombia. In Proceedings of the Frontiers in Education Conference. Lincoln, Nebraska. October 13-16, 2021.
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Kao, D., Ratan, R., Mousas, C., and Magana, A.J. (2021). The Effects of a Self-Similar Avatar Voice in Educational Games. In Proceedings of the ACM Computer-Human Interaction in Play (CHI PLAY). Virtual Meeting. October 18-21, 2021.
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Kao, D. Magana, A.J. and Mousas, C. (2021). Evaluating Tutorial-based Instructions for Controllers in Virtual Reality Games. In Proceedings of the ACM Computer-Human Interaction in Play (CHI PLAY). Virtual Meeting. October 18-21, 2021
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Huang, K., Karabiyik, T., Madamanchi, A., and Magana, A.J. (2021). An Agent-Based Modeling Approach for Informing the U.S. Plastic Waste Management Process. In Proceedings of the 13th International Conference on Advances in System Simulation. Barcelona, Spain. October 3-7, 2021.
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Jaiswal, A., Thomas, P., Karabiyik, T., Perera, V. and Magana, A.J. (2021). Assessing the Impact of Transition from Face-to-Face to Online Instruction on Team Cooperation. In Proceedings of the 128th ASEE Annual Conference and Exposition, Virtual Meeting. July 26-29, 2021.
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Jaiswal, A., Lyon, J.A., Perera, V., Magana, A.J., Gundlach, E. and Ward, M.D. (2021) Work in Progress: Evaluating Student Experiences in a Residential Learning Community: A Situated Learning Perspective. In Proceedings of the 128th ASEE Annual Conference and Exposition, Virtual Meeting. July 26-29, 2021.
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Seah, Y. Y., Karabiyik, T., Magana, A. J. (2021). Managing uncertainty in CAD-enabled engineering design tasks. In Proceedings of the 128th ASEE Annual Conference and Exposition, Virtual Meeting. July 26-29, 2021.
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Karabiyik, T., Seah, Y. Y., Magana, A. J., Huang, X., Sung, S., Xie, C. (2021). Assessing the engineering identity in CAD simulated engineering design challenge. In Proceedings of the 128th ASEE Annual Conference and Exposition, Virtual Meeting. July 26-29, 2021.
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Kao, D., Mousas, C., Magana, A.J., Harrell, D.F., Ratan, R., Melcer, E.F., Sherrick, B., Parsons, P., and Gusev, D.A. (2020). Hack.VR: A Programming Game in Virtual Reality. In Proceedings of the ACM Foundations of Digital Games (FDG), Malta, Virtual Meeting. September 15-18, 2020.
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Vieira, C., Magana, A.J., & Madamanchi, A. (2020). Computational methods for qualitative educational research: A hands-on workshop. 48th Annual Conference of the European Society for Engineering Education. Enschede, Netherlands, September 2020.
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Seah, Y. Y., Magana, A. J., & Rebello, C. M. (2020). Fostering informed design decision-making using argumentation. In Proceedings of the NARST 2020 Annual International Conference, Portland, OR. March 15-18, 2020
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Karabiyik, T., Magana, A. J., Parsons, P., & Seah, Y. Y. (2020). Characterizing students’ design strategies during simulation-based engineering of sustainable buildings. In Proceedings of the 127th ASEE Annual Conference and Exposition, Montréal, Quebec. June 22-26, 2020.
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Seah, Y. Y., Karabiyik, T., & Magana, A. J. (2020). The interplay between design strategies use and design performance. In Proceedings of the 2020 International Conference of the Learning Sciences (ICLS), Nashville, TN. June 19-23, 2020.
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Lyon, J. A., Jaiswal, A., & Magana, A. J. (2020). The use of MATLAB Live as a technology-enabled learning environment for computational modeling activities within a capstone engineering course. In Proceedings of the 127th Annual American Society of Engineering Education. Montreal, Canada. June 20-26, 2020.
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Garces, S., Ravai, G., Vieira, C., and Magana, A.J. (2019). Effects of Self-explanations as Scaffolding Tool for Learning Computer Programming. In Proceedings of the 49th IEEE-ERM Frontiers in Education Conference (FIE), Cincinnati, OH, USA. October 16-19, 2019.
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Vieira, C., Magana, A.J., and Boutin, M. (2019). Using Computational Methods to Analyze Educational Data. In Proceedings of the 49th IEEE-ERM Frontiers in Education Conference (FIE), Cincinnati, OH, USA. October 16-19, 2019.
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Madamanchi, A., Ngambeki, I., Ely, D., and Magana, A.J. (2019). A qualitative study of integrated computing experiences and career development in community college engineering students. In Proceedings of the 49th IEEE-ERM Frontiers in Education Conference (FIE), Cincinnati, OH, USA. October 16-19, 2019.
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Fennell, H.W., Lyon, J.A., Magana, A.J., Rebello, S., Rebello, C., and Piedrahita, Y. (2019) Designing hybrid physics labs: combining simulation and experiment for teaching computational thinking in first-year engineering. In Proceedings of the 49th IEEE-ERM Frontiers in Education Conference (FIE), Cincinnati, OH, USA. October 16-19, 2019.
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Madamanchi, A., Heiland, R., Macklin, P., and Magana, A.J. (2019). Students' Use of Metacognitive Skills in Undergraduate Research Experiences in Computational Modeling. In Proceedings of the 49th IEEE-ERM Frontiers in Education Conference (FIE), Cincinnati, OH, USA. October 16-19, 2019.
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Lyon, J. and Magana, A.J., (2019). WIP: Designing modeling-based learning environments within a capstone engineering course. In Proceedings of the 126th Annual American Society of Engineering Education, Tampa, FL.
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Reese, M. J., Falk, M., Selinski, J., More, S., Darvish, A., Sekyonda, I., Brusini, A., Magana, A.J., Ibrahim, A., Graham, N., & Huckett, P. (2019). Rethinking the gateway computing curriculum across engineering disciplines. In Proceedings of the 126th Annual American Society of Engineering Education, Tampa, FL.
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Walsh, Y., Meza, C., & Magana, A.J. (2018). Perceptions about causes and ways to mitigate climate change and its relationship with energy consumption in the residential sector. In Proceedings of the Congreso Iberoamericano de Ciudades Inteligentes. Soria, España: September 26-27.
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Walsh, Y., Magana, A. J., Quintana, J. P., Krs, V., Silva Coutinho, G., Berger, E. J., Ngambeki, I., Efendy, E., & Benes, B. (2018). Designing visuohaptic simulations for promoting graphical representations and conceptual understanding of structural analysis. In Proceedings of the IEEE-ERM 48th Annual Frontiers in Education (FIE) Conference. San Jose, California. October 3-6, 2018.
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Magana, A. J., & Boutin, M. (2018). A principled approach to using machine learning in qualitative education research. In Proceedings of the IEEE-ERM 48th Annual Frontiers in Education (FIE) Conference. San Jose, California. October 3-6, 2018.
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Neri, L., Magana, A. J., Walsh, Y., Noguez, J., Gonzalez-Nucamendi, A., Robledo-Rella, V. & Benes, B. (2018). Visuo-haptic simulations to improve students' understanding of friction concepts. In Proceedings of the IEEE-ERM 48th Annual Frontiers in Education (FIE) Conference. San Jose, California. October 3-6, 2018.
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Felkel, P., Magana, A.J., Folta, M., Sears, A.G., and Benes, B., (2018) I3T: Using interactive computer graphics to teach geometric transformations. Paper to appear in proceedings of Eurographics 2018 Conference, Education track. Delft, ND.
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Rebello, C.M., Piedrahita Uruena, Y., Dasgupta, C., Magana, A., Rebello, S. N. (2018). Contrasting designs and argumentation scaffolds impact pre-service elementary teachers' science ideas in engineering design tasks. Paper to appear in proceedings of the 2018 National Association for Research in Science Teaching (NARST) Annual International Conference. Atlanta, GA.
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Coutinho, G., Stites, N. & Magana, A.J. (2017). Understanding faculty decisions about the integration of laboratories into engineering education. In proceedings of the 2017 Frontiers in Education Conference (FIE). Indianapolis, IN.
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Yuksel, T., Walsh, Y., Krs, V., Benes, B., Ngambeki, I., Berger, E., & Magana, A. J. (2017). Exploration of affordances of visuohaptic simulations to learn the concept of friction. In proceedings of the 2017 Frontiers in Education Conference (FIE). Indianapolis, IN.
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Vieira, C., Magana, A.J., and Boutin, M. (2017). Using pattern recognition techniques to analyze educational data. In proceedings of the 2017 Frontiers in Education Conference (FIE). Indianapolis, IN.
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Piedrahita Uruena, Y., Rebello, C.M., Dasgupta, C., Magana, A., Rebello, S. N. (2017). Impact of contrasting designs and argumentation scaffolds on elementary pre-service teachers’ use of science ideas in engineering design tasks. In proceedings for the 2017 Physics Education Research Conference. Cincinnati, Ohio.
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Vieira, C. Magana, A. J., Purzer, S. (2017). Identifying engineering students’ design practices using process data. 2017 Research in Engineering Education Symposium (REES2017), Bogota, Colombia.
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Dasgupta, C., Magana, A. J., & Chao, J. (2017). Investigating teacher's technological pedagogical content knowledge in a CAD-enabled learning environment. Proceedings from the 124th ASEE Annual Conference and Exposition, Colombus, OH.
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Fennell, H., Coutinho, G. S., Magana, A. J., Restrepo, D., & Zavattieri, P. (2017). Enhancing student meaning-making of threshold concepts via computation: The case of Mohr's Circle. Proceedings from the 124th ASEE Annual Conference and Exposition, Colombus, OH.
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Walsh, Y., Magana, A. J., Yuksel, T., Krs, V., Ngambeki, I., Berger, E., & Benes, B. (2017). Identifying affordances of physical manipulative tools for the design of visuo-haptic simulations. Proceedings from the 124th ASEE Annual Conference and Exposition, Colombus, OH.
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Yellamraju, T., Magana, A. J., & Boutin, M. (2017). Investigating engineering students’ habits of mind: A case study approach. Proceedings from the 124th ASEE Annual Conference and Exposition, Colombus, OH.
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Dasgupta, C., Magana, A.J. & Chao, J. (2017). Scaffolding teachers for maximizing student learning of engineering design practices in formal classrooms. Paper to be presented at the 2017 National Association for Research in Science Teaching.
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Taleyarkhan, M. R., Dasgupta, C., Mendoza-Garcia, J. A., Magana, A. J., & Purzer, S. (2016). Investigating the impact of an educational CAD modeling tool on student design thinking. Proceedings of 2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana. 10.18260/p.25485
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Koretsky, M., Magana, A. J., & Shuman, L. J. (2016). Innovation through propagation: Using technology to enhance learning and propagation. Paper presented at the 123th ASEE Annual Conference and Exposition, New Orleans, LA.
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Vieira, C., Roy, A., Magana, A.J., Falk, L.M. & Reese, J.M. (2016). In-code comments as a self-explanation strategy for computational science education. Proceedings of the 123rd ASEE Annual Conference & Exposition. New Orleans, Louisiana June 26 - 29, 2016.
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Fennell, H, Vieira, C., Silva, G, Magana, A.J., & Garcia, R. E. (2016). The interplay between engineering students' modeling and simulation practices and their use of external representations: An exploratory study. Proceedings of the 123rd ASEE Annual Conference & Exposition. New Orleans, Louisiana June 26 - 29, 2016.
- Sanchez, W., Magana, A. J., & Bermel, P. (2016). Undergraduate engineering students’ representational competence of circuits analysis and optimization: An exploratory study. Proceedings of the 123rd ASEE Annual Conference & Exposition, New Orleans, Louisiana June 26 - 29, 2016.
- Serrano Anazco, M. I., Magana, A. J., & Yang, B. (2016). Employing model-eliciting activities in cybersecurity education. Paper presented at the 123th ASEE Annual Conference and Exposition, New Orleans, LA.
- Seah, Y. Y., Vieira, C., Dasgupta, C., & Magana, A. J. (2016). Exploring students' experimentation strategies in engineering design using an educational CAD tool. Proceedings of the 46th Annual Frontiers in Education (FIE) Conference. Erie, PA. October 12-14, 2016.
- Neri, L., Escobar-Castillejos, D., Noguez, J., Shaikh, U.A.S., Magana, A.J. and Benes, B. (2015). Improving the learning of physics concepts using haptic devices. Proceedings of the 45th Annual Frontiers in Education (FIE) Conference. El Paso, Texas. October 21-24, 2015.
- Vieira, C., Magana, A.J., Roy, A., Falk, L.M. & Reese, J.M. (2015). Exploring undergraduate students' computational literacy in the context of problem solving. Proceedings of the 122th ASEE Annual Conference and Exposition. Seattle, Washington. June 2015.
- Shaikh U.A.S., Magana A.J., Vieira, C., & Garcia, R. E. (2015). An exploratory study of the role of modeling and simulation in supporting or hindering engineering students' problem solving skills. Proceedings of the 2015 ASEE Annual Conference and Exposition. Seattle, Washington. June 2015.
- Gong, Y., Yuksel, T., Magana, A.J., & Bryan, L.A. (2015). Engineering and physics students' perceptions about learning quantum mechanics via computer simulations. Proceedings of the 2015 ASEE Annual Conference and Exposition. Seattle, Washington. June 2015.
- Clark, Q. and Magana, A.J. (2015). Hybrid learning styles. Proceedings of the 2015 ASEE Annual Conference and Exposition. Seattle, Washington. June 2015.
- Clark, Q. and Magana, A.J. (2015). Learning styles dynamics. Proceedings of the 2015 ASEE Annual Conference and Exposition. Seattle, Washington. June 2015.
- Hacker T.J., & Magana, A. (2014). A framework for measuring the impact and effectiveness of the NEES cyberinfrastructure for earthquake engineering. Proceedings of the 6th IEEE International Conference on Cloud Computing Technology and Science (CloudCom 2014), Singapore, December 2014.
- Taleyarkhan, M., Alabi, O., Magana, A.J., & Hacker, T.J. (2014). An exploratory survey on user perceptions and adoption of NEES.org. Proceedings of the 121th ASEE Annual Conference & Exposition. Indianapolis, IN. June 2014.
- Alabi, O., Magana, A.J., & Garcia, R.E. (2014). Exploring student computational practices in solving complex engineering design problems. Proceedings of the 121th ASEE Annual Conference & Exposition. Indianapolis, IN. June 2014.
- Streveler, R.A., Miller, R.L., Perova, N., Pitterson, N., Denick, D., Magana, A.J., Santiago Román, A.I., Yang, D., & Fayyaz, F. (2013). Can "emergent" language serve as an indicator of conceptual change? Bi-annual conference of the European Association for Research in Learning and Instruction (EARLI). Munich, Ge. August, 2013.
- Magana, A.J. and Dyke, S.D. (2013). A cyber-physical learning environment for networked scaffolding in engineering and science. World Engineering Education Forum (WEEF). Cartagena, Colombia. September 24-27, 2013.
- Ogunwuyi, O., Magana, A.J. and Garcia, R.E. (2013). Work in progress: Exploring student representational approaches in solving rechargable battery design problems. Frontiers in Education Conference. Oklahoma City, OK. October 23-26, 2013.
- Vieira, C. and Magana, A.J. (2013). Using backwards design process for the design and implementation of computer science (CS) principles: A case study of a colombian elementary and secondary teacher development program. Frontiers in Education Conference. Oklahoma City, OK. October 23-26, 2013.
- Magana, A.J., Vieira, C., Polo, F.G. Yan, J. and Sun, X. (2013). An exploratory survey on the use of computation in undergraduate engineering education. Frontiers in Education Conference. Oklahoma City, OK. October 23-26, 2013.
- Zea, C., Magana, A.J., Lalinde, J.G. and Bueno, N. (2013) An engineering approach for continuous improvement in engineering education. 2nd ASEE International Forum. Atlanta, Georgia. June 22, 2013.
- Magana, A.J., Falk, L.M., Reese, M. and Vieira, C. (2013). Materials science students perceptions and usage intentions of computation. 120th ASEE Annual Conference & Exposition. Atlanta, GA. June 23-26, 2013.
- Sanchez, K., Magana, A.J., Sederberg, D., Richards, G. Jones, G. and Tan, H. (2013). Investigating the impact of visuohaptic simulations for conceptual understanding in electricity and magnetism. 120th ASEE Annual Conference & Exposition. Atlanta, GA. June 23-26, 2013.
- Vieira, C. and Magana A.J. (2013) Colombian elementary students performance and perceptions of computing learning activities with Scratch. 120th ASEE Annual Conference & Exposition. Atlanta, GA. June 23-26, 2013.
- Santiago-Roman, A., Ponce, A. Yang, D., Magana, A.J., Streveler, R. and Miller, R. (2012). A cross-cultural comparison study: The effectiveness of Schema Training modules among Hispanic students. Frontiers in Education Annual Conference. Seattle, WA.
- Harriger, A, Magana, A.J. Lovan, R. (2012). Identifying the impact of SPIRIT program in student knowledge, attitudes, and perceptions toward computing careers. Frontiers in Education Annual Conference. Seattle, WA.
- Ringenberg, T., and Magana, A.J. (2012). Work in progress: STEM-based computing educational resources on the web. Frontiers in Education Annual Conference. Seattle, WA.
- Magana, A.J., Vasileska, D. and Ahmed, Sh. (2011). Work in progress: A transparency and scaffolding framework for computational simulation tools. Proceedings of the Frontiers in Education Conference. October 12 - 15, Rapid City, South Dakota.
- Magana, A.J., Marepalli, P. and Clark, J.V. (2011). Work in progress: integrating computational and engineering thinking through online design and simulation of multidisciplinary systems. Proceedings of the Frontiers in Education Conference. October 12 - 15, Rapid City, South Dakota.
- Magana, A.J., Streveler, R. and Barrett, N. (2011). Making sense of manoscale phenomena: A proposed model of knowledge and thinking. Proceedings of the 118th ASEE Annual Conference & Exposition. June 26 - 29, Vancouver, BC, Canada.
- Magana, A.J. and Benes, B. (2011). A guided inquiry-based learning approach to high performance computer graphics education. Proceedings of the 118th ASEE Annual Conference & Exposition. June 26 - 29, Vancouver, BC, Canada.
- Magana, A.J., Santiago-Roman, A. Santiago-Santiago, N., Aceros, C., Marshall, B. and Matson, E. (2011). Students understanding of computational problem-solving tasks. Proceedings of the 118th ASEE Annual Conference & Exposition. June 26 - 29, Vancouver, BC, Canada.
- Bagiati, A., Yoon Yoon, S., Evangelou, D., Kaloustian, D., Cekic, O., Zhu, J., and Magana, A.J. (2011) Engineering in early education: A multicultural comparison of web resources. Proceedings of the American Society for Engineering Education Annual Conference, Vancouver, Canada, June 26-29, 2011.
- Marepalli, P., Magana, A.J., Taleyarkhan, M.R., Sambamurthy, N., and Clark, J.V. (2010). SugarAid 0.2: An online learning tool for STEM. Proceedings of the 3rd International Conference on Information Technology in Education (CITE) Wuhan, China. December 10-11.
- Vasileska, D., Klimeck, G., Magana, A.J. and Goodnick, S.M. (2010). Tool-based curricula and visual learning. Proceedings of the 9th European Conference on e-Learning (ECEL) Porto, Portugal. November 4-5.
- Streveler, R. and Magana, A. J. (2010). Thinking in a brand new way: Exploring the epistemology of nanotechnology researchers. Proceedings of the Frontiers in Education (FIE) Annual Conference, Washington, D.C. October 27-30.
- Magana, A. J. and Riley, D. (2010). First-year students' perceptions of the societal and ethical implications of manotechnology. Proceedings of the 117th Annual Conference of the American Society of Engineering Education (ASEE), Louisville, Kentucky, June 20 - 23.
- Magana, A. J. and Garcia, R. E. (2010). FiPy and OOF: Computational simulations for modeling and simulation of computational materials. Proceedings of the 117th Annual Conference of the American Society of Engineering Education (ASEE), Louisville, Kentucky, June 20 - 23.
- Streveler, R. A., Magana, A. J., Smith, K. and Clarke-Douglas, T. (2010). CLEERhub.org: Creating a digital habitat for engineering education researchers. Proceedings of the 117th Annual Conference of the American Society of Engineering Education (ASEE), Louisville, Kentucky, June 20 - 23.
- Magana, A.J., Brophy, S. and Bodner G. (2010). The transparency paradox: computational simulations as learning tools for engineering graduate education. Presentation at the Annual AERA Meeting: Understanding complex Ecologies in a Changing World. April 30-May 4. Denver, Colorado.
- Magana, A.J., Brophy, S. and Bodner, G.M. (2009), Are simulation tools developed and used by experts appropriate experimentation tools for educational contexts? Proceedings of the 116th Annual Conference of the American Society of Engineering Education (ASEE), Austin Texas. June 14-17.
- Magana, A.J., Brophy, S. and Newby T. (2009) Pre-service teachers perceptions of web-based interactive media: Three different tools one learning goal. Proceedings of the 20th Annual SITE International Conference. March 2 - 6, 2009. Charleston, South Carolina. Outstanding Paper Award.
- Magana, A.J., Brophy, S. and Bodner, G.M. (2008), Professors instructional approaches and students perceptions of nanoHUB simulations as learning tools. Proceedings of the 115th Annual ASEE Conference and Exposition. June 22-25.
- Magana, A.J., Brophy, S. and Newby T. (2008), Scaffolding students conceptions of proportional size and scale cognition with analogies and metaphors. Proceedings of the 115th Annual ASEE Conference and Exposition. June 22-25.
Invited Scholarly Presentations
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Magana, A.J. (2024). Teaching and Learning with Computation, Modeling, and Simulation. Invited research seminar at the Czech Technical University, Department of Computer Graphics and Interaction. May 15, 2024.
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Magana, A.J. (2022). Scaffolding Students' Development of Computational Adaptive Expertise. IFE Living Lab & Data Hub Seminar. Technologico y de Estudios Superiores de Monterrey. August 8th, 2022.
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Magana, A.J. (2022). Toward a computational cognitive apprenticeship for promoting model-based reasoning. Spring 2022 Distinguished Lecture of The Grainger College of Engineering at the University of Illinois Urbana-Champaign. April 22nd, 2022.
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Magana, A.J. (2022). Promoting model-based reasoning through computational modeling and simulation practices. Plenary session at the Spring 2022 Meeting of the Illinois Section of the AAPT. April 9th, 2022.
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Magana, A.J. (2022). Promoting teamwork skills in large class size courses. Purdue Week of SEISMIC: Lightning Talks on Classroom Innovations. Purdue University. April 5th, 2022.
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Magana, A.J. (2021). An Engineering Education Perspective to Assessment of Computation. April 17 Workshop on Assessment in Computational Physics. Online. April 17th, 2021.
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Magana, A.J. (2020). Computational thinking in higher education. XIII Simposio Las Sociedades ante el Reto Digital Educacion STEM y Pensamiento Computacional. Barranquilla, Colombia, October 21st, 2020.
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Magana, A.J. (2020). Cognitive consequences of haptic-enabled instruction in complex STEM topics. Industrial Innovation and Partnerships. Directorate for Engineering. National Science Foundation. March 11th, 2020.
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Magana, A.J. (2020). Promoting model-based reasoning through computational modeling and simulation practices. University of Nebraska Lincoln. February 6th, 2020.
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Magana, A.J. (2019). Promoting model-based reasoning through computational modeling and simulation practices. Department of Mechanical Engineering, Tufts University. September 11th, 2019.
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Magana, A.J. (2018). The role of touch in STEM learning: Exploring visuohaptic simulations for conceptual learning. Department of Instructional Technology, University of Twente, the Netherlands. April 17th, 2018.
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Falk, M. and Magana, A.J. (2017). Bringing modeling and simulation into my classroom. Faculty professional development workshop at the Materials Research Society (MRS) Fall Meeting. November 29, 2017. Boston, Massachusetts. https://www.youtube.com/watch?v=CVpyqBKv9I4
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Magana, A.J. (2017). Unpacking Students’ Conceptualizations through Haptic Feedback. Cyberlearning Summit 2017 Gallery Walk. Cyberlearning 2017: What’s next? Making connections to shape the future. Arlington, Virginia, April 18-19, 2017.
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Magana, A.J., (2017). Opportunities and Challenges of Visuohaptic Simulations for Conceptual Learning. Laboratoire d'Informatique en Image et Systèmes d'information (Laboratory of informatics in Image and Information Systems). Université Lumière Lyon 2 (University of Lumiere Lyon 2). April 28th, 2017
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Magana, A.J., (2017). Opportunities and Challenges of Visuohaptic Simulations for Conceptual Learning. Katedra Počítačové Grafiky a Interakce (Department of computer graphics and interaction), České vysoké učení technické v Praze (Czech Technical University in Prague). June 5th, 2017.
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Magana, A.J. (2016). Toward a Framework for Integrating Modeling and Simulation Practices in Undergraduate Engineering Education. Engineering education research seminar at the University of Illinois at Urbana-Champaign. September 23rd, 2016.
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Magana, A.J. (2016). Characterizing Modeling and Simulation Practices in Science and Engineering Education. Speaker at the Modeling and Model-Based Reasoning in STEM Conference. West Lafayette, IN. August 26th, 2016. https://polytechnic.purdue.edu/modeling-in-stem-conference/
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Magana, A.J. (2015). Modeling and Simulation Practices for Science and Engineering Education. Keynote speaker at the Interactive Collaborative and Blended Learning (ICBL 2015). Mexico City, Mexico. December 10th, 2015. http://icbl-conference.org/2015/keynotes.php
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Magana, A.J. (2014). Characterizing and Enhancing Computational Literacy in Undergraduate Engineering Education. SES Annual Technical Meeting. West Lafayette, IN. October 1st, 2014.
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Magana, A.J. (2014). Haptic technology for teaching and learning. ITaP Wireless Wednesday (mobile tech and social media) Users Group Meeting. October 29th, 2014.
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Magana, A.J. (2014). Cyberlearning and haptic technology: opportunities and challenges. Research Seminar presented at Instituto Tecnologico y de Estudios Superiores de Monterrey (ITESM) at Mexico City. March 26th, 2014.
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Falk, M.L. and Magana, A.J. (2014). The Impact of Contextualized Computing for Materials Students. Professional Development Webinar presented at the Minerals, Metals and Materials Society (TMS). November 6th, 2014. http://www.tms.org/pd/webinars/impact-of-Contextualized-Computing-for-Ma...
- Magana, A.J. (2013). Towards an Educational Framework for the Integration of Discipline-Based Computing into Undergraduate Engineering Education. Research Seminar at the Materials Science and Engineering Department at Johns Hopkins University. October 23rd, 2013.
- Sanchez, K. and Magana, A.J. (2013). Investigating the Efficacy of Visuohaptic Simulations for Conceptual Understanding in Electricity and Magnetism. Physics Education Research Seminar at Purdue University. September 27th, 2013.
- Magana, A.J. (2013). Opportunities and Challenges for integrating Computational Simulations for Nanotechnology Undergraduate Education. Chemical Education Research Seminar at the Department of Chemistry at Purdue University. September 4th, 2013.
- Magana, A.J. (2013). Towards an Educational Framework for the Integration of Discipline-Based Computing into Undergraduate Engineering and Science Education. Computing Research Seminar at the Department of Computer and Information Technology at Purdue University. August 26th, 2013.
- Magana, A.J. (2013). Research and Vision on Student Learning and Engagement and Novel Curricular Approaches in the Context of Nanotechnology and Cyberinfrastructure Colombia-US workshop on Nanotechnology in Energy and Medical Application. Medellín, Colombia. March 11 -13, 2013 (More than 200 attendees).
- Falk, M., Magana, A.J. and Reese, M. (2013). Building Computation into the Core of Materials Science and Engineering Education. Presentation at the 4th NAMES: Materials Education Symposia. Philadelphia, PA. March 14-15, 2013. 4.
- Falk, M., Magana, A. J., & Reese, M. (2013). Building Computation into the Core of Materials Science and Engineering Education. Presentation at the 2013 MRS Spring Meeting & Exhibit, San Francisco, CA. April 1-5, 2013.
- Magana, A.J. (2012). A Framework of Transparency and Scaffolding for Simulation-Based Engineering and Science: Toward Personalized Learning. Research Seminar. University of Puerto Rico at Mayaguez. Aguadilla, Puerto Rico. March 27 and 28, 2012.
- Magana, A.J. (2011). Computational Simulation Tools for Education. Research Seminar Universidad EAFIT. Medellin, Colombia. Proyecto 50 Seminar Series. October 5, 2011.
- Magana, A.J. (2011). Computational Simulation Tools for Education. Research Seminar Universidad Nacional de Colombia. Bogota, Colombia. Proyecto 50 Seminar Series. October 7, 2011.
- Magana, A.J. (2011). Teaching and Learning with nanoHUB Simulation Tools. Research Colloquium at Arizona State University. March 29, 2011.
- Magana, A.J. (2010). Teaching and Learning with nanoHUB Simulation Tools: Transforming Research Findings into Instructional Approaches. Presentation at the Engineering Education Research Seminar Series. Purdue University West Lafayette, IN., September 30, 2010.
- Magana, A.J. (2010). Computational Simulations for Teaching and Learning. Research Colloquium at Ball State University at the Department of Physics and Astronomy. Ball State University Muncie, IN. March 25, 2010.
- Magana, A.J. (2009). Characterizing and scaffolding students' conceptions of size and scale. Presentation at the Engineering Education Research Seminar Series. Purdue University West Lafayette, IN., September 10, 2009.
Professional Affiliations:
- 2014 – Present, International Society of the Learning Sciences.
- 2012 – Present, National Center for Women in Information Technology Academic Alliance.
- 2009 – Present, American Society of Engineering Education.
- 2009 – Present, American Educational Research Association.
National and International Service and Leadership Activities
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Co-organizer of the Symposium on Teaching and Learning Evidence-Based Practices in STEM took place at the Czech Technical University on May 10th, 2024. https://polytechnic.purdue.edu/teaching-and-learning-evidence-based-prac...
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Eurographics Education Board Member (2023-Present). https://dcgi.fel.cvut.cz/home/zara/eg-edu/EduBoardNEW.htm
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Education International Programme Committee (IPC) member for the Eurographics 2024 Conference. Limassol, Cyprus, https://eg2024.cyens.org.cy/education-papers-ipc/
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Vice-Chair for Programs ASEE 2024 Annual Conference and Exposition. Education Research Methods Division.
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Program Committee Member for the CIRCLS 2023 Convening: Shaping AI and Emerging Technologies to Empower Learning Communities. Arlington, Virginia, November 2-3, 2023. https://circls.org/circls23
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Co-Chair for the 2023 Purdue System-Wide Virtual Forum: Reimagining Higher Education with Artificial Intelligence. September 21, 2023 Virtual. https://www.purdue.edu/provost/events/forum/index.html
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Education International Programme Co-chair for the Eurographics 2023 Conference. Saarbruken, Germany, https://eg2023.saarland-informatics-campus.de/education-papers/
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Board of Directors for the Institute for Future Intelligence (2020-Present). https://intofuture.org/index.html
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Vice-chair for the 2019 ASEE-IEEE Frontiers in Education Conference (FIE).
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Education International Programme Committee (IPC) member for the Eurographics 2018 Conference. Delft, The Netherlands, https://www.eurographics2018.nl/
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Co-chair for the Modelling and Simulation in Engineering Education Track for the 2018 Summer Simulation Multi-Conference. The Society for Modeling and Simulation International. Bordeaux, France. http://scs.org/summersim/
- Program Committee Member for the Cyberlearning Summit 2017: What’s next? Making connections to shape the future. Arlington, Virginia, April 18-19, 2017. http://circlcenter.org/events/cyberlearning-2017/
- Education International Programme Committee (IPC) member and session chair for the Eurographics 2017 Conference. Lyon, France, 2017. http://liris.cnrs.fr/eg2017/
- Chair for the Modeling and Model-Based Reasoning in STEM Conference. Purdue University, West Lafayette, IN, August 26-27, 2016. https://polytechnic.purdue.edu/modeling-in-stem-conference.
Teaching and Learning in STEM With Computation, Modeling, and Simulation Practices: A Guide for Practitioners and Researchers
Computation, modeling, and simulation practices are commonplace in the STEM workplace, yet formal training embedded in disciplinary practices is not as standard in the undergraduate classroom. Teaching and Learning in STEM With Computation, Modeling, and Simulation Practices: A Guide for Practitioners and Researchers gives instructors a handbook to ensure their curriculum bridges the gap between the classroom and workplace by equipping students with computational skills and preparing them for a rewarding career in STEM. Grounded in theory and supported by fifteen years of education research at the undergraduate level, this book provides instructional, pedagogical, and assessment guidance for integrating modeling and simulation practices into the undergraduate classroom.