Scott R. Hinze
Siqi Shen
Alyssa Friend Wise
Wesley Morris
Langdon Holmes
Scott R. Hinze
Scott A. Crossley
The Effects of AI Feedback on College Students' Reading and Writing Performance in an Intelligent Text Framework.
876-882
2026
LAK
https://doi.org/10.1145/3785022.3785082
conf/lak/2026
db/conf/lak/lak2026.html#ShenWMHHC26
Kathryn S. McCarthy
Laura K. Allen
Scott R. Hinze
Predicting Reading Comprehension from Constructed Responses: Explanatory Retrievals as Stealth Assessment.
197-202
2020
AIED (2)
https://doi.org/10.1007/978-3-030-52240-7_36
conf/aied/2020-2
db/conf/aied/aied2020-2.html#McCarthyAH20
Scott R. Hinze
Vickie M. Williamson
Mary Jane Shultz
Kenneth C. Williamson
Ghislain Deslongchamps
David N. Rapp
When do spatial abilities support student comprehension of STEM visualizations?
129-142
2013
14
Cogn. Process.
2
https://doi.org/10.1007/s10339-013-0539-3
https://www.wikidata.org/entity/Q46870149
db/journals/cp/cp14.html#HinzeWSWDR13
Scott R. Hinze
David N. Rapp
Vickie M. Williamson
Mary Jane Shultz
Kenneth C. Williamson
Ghislain Deslongchamps
Unlocking potential: Individual differences in the use of concurrent scientific visualizations.
2011
CogSci
https://mindmodeling.org/cogsci2011/papers/0628/index.html
conf/cogsci/2011
db/conf/cogsci/cogsci2011.html#HinzeRWSWD11
Laura K. Allen
Scott A. Crossley
Ghislain Deslongchamps
Langdon Holmes
Kathryn S. McCarthy
Wesley Morris
David N. Rapp
Siqi Shen
Mary Jane Shultz
Kenneth C. Williamson
Vickie M. Williamson
Alyssa Friend Wise