Publications

Paper and pencilThe list of publications is organized by areas of scientific inquiry:

  1. Educational Intervention Science
  2. Understanding Online Learner Behavior and Motivation
  3. Student Choice and Information Ecosystems at Universities
  4. Instructor Presence in Video Lectures
  5. Social Influence in Networks

Electronic copies of papers are provided as a professional courtesy to ensure timely dissemination of academic work for individual, non-commercial purposes. Copyright resides with the respective copyright holders, as stated within each paper. These files may not be re-posted without permission.

Educational Intervention Science

Kizilcec, R. F., Saltarelli, A. J., Goudzwaard, M., Hamonic, E., Sharrock, & R. Bonfert-Taylor, P. (2020). Welcome to the Course: Early Social Cues Influence Women’s Persistence in Computer Science. In Proceedings of the SIGCHI Conference on Human Factors in Computing Systems (CHI). Honolulu, HI, USA.

Kizilcec, R. F. & Saltarelli, A. J. (2019). Can a diversity statement increase diversity in MOOCs? In Proceedings of the ACM Conference on Learning at Scale (L@S). Chicago, IL, USA.

Kizilcec, R. F. & Saltarelli, A. J. (2019). Psychologically Inclusive Design: Cues impact women’s participation in STEM education. In Proceedings of the SIGCHI Conference on Human Factors in Computing Systems (CHI). Glasgow, Scotland.

Varanasi, R. A., Kizilcec, R. F., Dell, N. (2019) How Teachers in India Reconfigure their Work Practices around a Teacher-Oriented Technology Intervention. Proceedings of the ACM: Human-Computer Interaction.

Davis, D., Kizilcec, R. F., Hauff, C., & Houben, G.-J. (2018). Scaling Effective Learning Strategies: Retrieval Practice and Long-Term Knowledge Retention in MOOCs. Journal of Learning Analytics, 5(3), 21–41.

Davis, D., Kizilcec, R. F., Hauff, C., & Houben, G.-J. (2018). The Half-Life of MOOC Knowledge: A Randomized Trial Evaluating the Testing Effect in MOOCs. In Proceedings of the 8th International Conference on Learning Analytics and Knowledge (LAK). Sydney, Australia.

Kizilcec, R. F., Saltarelli, A. J., Reich, J., & Cohen, G. L. (2017). Closing global achievement gaps in MOOCs. Science, 355(6322), 251-252. (Supporting Materials)

Kizilcec, R. F. & Cohen, G. L. (2017). Eight-minute self-regulation intervention improves educational attainment at scale in individualist but not collectivist cultures. Proceedings of the National Academy of Sciences (PNAS), 114(17), 4348–4353.

Kizilcec, R. F., Davis, G. M., & Cohen, G. L. (2017). Towards Equal Opportunities in MOOCs: Affirmation Reduces Gender & Social-class Achievement Gaps in China. In Proceedings of the Fourth ACM Conference on Learning at Scale (L@S). Cambridge, MA. (Best Paper Award)

Davis, D., Jivet, I., Kizilcec, R. F., Chen, G., Hauff, C., & Houben, G.-J. (2017). Follow the Successful Crowd: Raising MOOC Completion Rates through Social Comparison at Scale. In Proceedings of the 7th International Conference on Learning Analytics and Knowledge (LAK). Vancouver, Canada.

Kizilcec, R. F. & Brooks, C. (2017). Diverse Big Data and Randomized Field Experiments in MOOCs.In C. Lang, G. Siemens, A. Wise, D. Gašević (Eds.), Handbook of Learning Analytics (pp. 211-222). Society for Learning Analytics Research.

Kizilcec, R. F., Schneider, E., Cohen, G. L., & McFarland, D. A. (2014). Encouraging Forum Participation in Online Courses with Collectivist, Individualist, and Neutral Motivational Framings.eLearning Papers, 37, 13-22. ISSN: 1887-1542.

Understanding Online Learner Behavior and Motivation

Rizvi, S., Rienties, B., Rogaten, J., Kizilcec, R. F. (2019). Investigating Variation in Learning Processes in a FutureLearn MOOC. Journal of Computing in Higher Education.

Kizilcec, R. F. & Goldfarb, D. (2019). Growth Mindset Predicts Student Achievement and Behavior in Mobile Learning. In Proceedings of the ACM Conference on Learning at Scale (L@S). Chicago, IL, USA.

Maldonado-Mahauad, J., Pérez-Sanagustín, M., Kizilcec, R. F., Morales, N., & Munoz-Gama, J. (2018). Mining theory-based patterns from Big data: Identifying self-regulated learning strategies in Massive Open Online Courses. Computers in Human Behavior, 80, 179-196.

Kizilcec, R. F., Perez-Sanagustin, M., & Maldonado, J. J. (2017). Self-Regulated Learning Strategies Predict Learner Behavior and Goal Attainment in Massive Open Online Courses. Computers & Education, 104, 19-33.

Kizilcec, R. F., Perez-Sanagustin, M., & Maldonado, J. J. (2016). Recommending Self-Regulated Learning Strategies Does Not Improve Performance in a MOOC. In Proceedings of the Third ACM Conference on Learning at Scale, L@S 2016. Edinburgh, UK.

Kizilcec, R. F. (2016). How Much Information?: Effects of Transparency on Trust in an Algorithmic Interface. In Proceedings of the SIGCHI Conference on Human Factors in Computing Systems, CHI 2016. San Jose, CA.

Kizilcec, R. F. & Schneider, E. (2015). Motivation as a Lens to Understand Online Learners. ACM Transactions on Computer-Human Interaction (TOCHI), 22(2).

Kizilcec, R. F., & Halawa, S. A. (2015). Attrition and Achievement Gaps in Online Learning. In Proceedings of the Second ACM Conference on Learning at Scale, L@S 2015. Vancouver, Canada.

Kizilcec, R. F., Piech, C., & Schneider, E. (2013). Deconstructing Disengagement: Analyzing Learner Subpopulations in Massive Open Online Courses. In Proceedings of the Third International Conference on Learning Analytics and Knowledge, LAK 2013. Leuven, Belgium. | Recording of conference talk.

Kizilcec, R. F. (2013). Collaborative Learning in Geographically Distributed and In-person Groups.Proceedings of the 16th International Conference on Artificial Intelligence in Education, AIED 2013. Memphis, TN.

Thille, C., Schneider, D. E., Kizilcec, R. F., Piech, C., Halawa, S. A., & Greene, D. K. (2014). The Future of Data–Enriched Assessment. Research & Practice in Assessment, 9(2), 5-16.

Student Choice and Information Ecosystems at Universities

Chaturapruek, S., Dee, T. S., Johari, R., Kizilcec, R. F., & Stevens, M. L. (2018). How a data-driven course planning tool affects college students’ GPA: Evidence from two field experiments. In Proceedings of the Fifth ACM Conference on Learning at Scale (L@S). London, UK. (Best Paper Award)

Instructor Presence in Video Lectures

Li, J., Kizilcec, R. F., Bailenson, J. N., & Ju, W. (2016). Social Robots and Virtual Agents as Lecturers for Video Instruction. Computers in Human Behavior, 55(B), 1222-1230.

Kizilcec, R. F., Bailenson, J. N., & Gomez, C. J. (2015). The Instructor’s Face in Video Instruction: Evidence from Two Large-Scale Field Studies. Journal of Educational Psychology, 107(3), 724-739.

Kizilcec, R. F., Papadopoulos, K., & Sritanyaratana, L. (2014). Showing Face in Video Instruction: Effects on Information Retention, Visual Attention, and Affect. In Proceedings of the SIGCHI Conference on Human Factors in Computing Systems, CHI 2014. Toronto, Canada.

Social Influence in Networks

Kizilcec, R. F., Bakshy, E., Eckles, D., & Burke, M. (2018). Social Influence and Reciprocity in Online Gift Giving. In Proceedings of the SIGCHI Conference on Human Factors in Computing Systems (CHI). Montreal, Canada.

Eckles, D., Kizilcec, R. F., & Bakshy, E. (2016). Estimating peer effects in networks with peer encouragement designs. Proceedings of the National Academy of Sciences (PNAS), 113(27), 7316-7322. (Supporting Information)

Zhang, K. & Kizilcec, R. F. (2014). Anonymity in Social Media: Effects of Content Controversiality and Social Endorsement on Sharing Behavior. In Proceedings of the 8th International Conference on Weblogs and Social Media, ICWSM 2014. Ann Arbor, MI.