First Author

• Bradbury A., Schertz, S., Wiebe, E. (2022). How does virtual reality compare? The effects of avatar appearance and medium on self-disclosure. In Proceedings of the Human Factors and Ergonomics Society Annual Meeting. Atlanta, USA.

• Bradbury, A., Wiebe, E., Vandenberg, J., Tsan, J., Lynch, C., Boyer, K. (2019). The interface design of a collaborative computer science learning environment for elementary-aged students. In Proceedings of the Human Factors and Ergonomics Society Annual Meeting. Seattle, USA.

• Bradbury, A. E., Taub, M., & Azevedo, R (2017). The effects of autonomy on emotions and learning in game-based learning environments. In Proceedings of the 39th Annual Conference of the Cognitive Science Society (pp. 1666-1671). London, UK: Cognitive Science Society

 

Contributing Author

• Book Chapters

  • Azevedo, R., Taub, M., Mudrick, N. V., Millar, G. C., Bradbury, A. E., & Price, M. J. (2017). Using data visualizations to foster emotion regulation during self-regulated learning with advanced learning technologies. In Informational environments (pp. 225-247). Springer, Cham.

  • Taub, M., Azevedo, R., Bradbury, A., & Mudrick, N.V. (2020). The importance of self-regulation and reflection during game-based learning. In Plass., J (Eds.), MIT handbook of games. 

  • Azevedo, R., Mudrick, N., Taub, M., & Bradbury, A. (2019). Self-Regulation in Computer-Assisted Learning Systems. In J. Dunlosky & K. Rawson (Eds.), The Cambridge Handbook of Cognition and Education (Cambridge Handbooks in Psychology, pp. 587-618). Cambridge: Cambridge University Press. doi:10.1017/9781108235631.024

• Manuscripts

  • Taub, M., Azevedo, R., Bradbury, A. E., Millar, G. C., & Lester, J. (2018). Using sequence mining to reveal the efficiency in scientific reasoning during STEM learning with a game-based learning environment. Learning and Instruction, 54, 93-103.​