2024
McCreery, M. P., Head, D. L., Leif, S. A., Fiorentini, J., Krach, S. K., & Leung, Z. K. (2024). Examining player estimates of prior video gaming experience: comparing single-item and multiple-item measures. Multimedia Tools and Applications. https://doi.org/10.1007/s11042-023-17919-w
2023
McCreery, M. P., & Krach, S. K. (Eds.). (2023). Games as Stealth Assessments: IGI Global. https://doi.org/10.4018/979-8-3693-0568-3
Bacos, C. A., McCreery, M. P., & Boone, R. (2023). Using Eye-Tracking Methods for Social Attention Research and Interventions. Journal of Special Education Technology, 01626434231210986. https://doi.org/10.1177/01626434231210986
McCreery, M. P., & Krach, S. K. (2023). How Black Teachers Evaluate Black Children? Comparing Behavioral Data Across ClassDojo, Report Cards, and Prosocial Ratings. Contemporary School Psychology. https://doi.org/10.1007/s40688-023-00473-5
Schrader, P. G., & Carroll, M. (2023). THE REALITY OF RESEARCH IN VIRTUAL AND GLOBALIZING WORLDS: DIGITAL GAMES AS A PETRI DISH FOR LEARNING, TECHNOLOGY AND METHODOLOGY. EDULEARN23 Proceedings, 723–723. https://doi.org/10.21125/edulearn.2023.0283
Schrader, P. G., Carroll, M., & Shaw, S. A. (2023). COMMUNITY GENERATED, SOCIALLY VALIDATED HYPOTHESIS TESTING WITH LEARNING ANALYTICS. In 15th International Conference on Education and New Learning Technologies. 775–782. https://doi.org/10.21125/edulearn.2023.0294
Carroll, M. & Schrader, P.G. (2023). AGNOSTIC DATA ACQUISITION AND INTERPRETATION FROM NOVEL CONTEXTS: EDUCATIONAL DATA MINING FOR ONLINE GAMES. In 15th International Conference on Education and New Learning Technologies. https://doi.org/10.21125/edulearn.2023.0293
Krach, S. K., & Corcoran, S. (2023). Will Computers Replace School Psychologists? An Analysis of Tech-Based Tools for Assessment, Consultation, and Counseling. Contemporary School Psychology. https://doi.org/10.1007/s40688-023-00455-7
Leif, S. A., Head, D. L., & Fiorentini, J. P. (2023). Towards a Living Systematic Review: Updating Trends of Psychometric Analysis Evidence in Game-Based Assessments. In M. P. McCreery & S. K. Krach (Eds.), Advances in Educational Technologies and Instructional Design (pp. 25–60). IGI Global. https://doi.org/10.4018/979-8-3693-0568-3.ch002
2022:
Krach, S. K., McCreery, M. P., Monk, M. M., & Bagneris, J. R. (2022). Fidelity in School‐Based Positive Behavioral Interventions and Supports: Current Status of Compliance. Journal of School Health, josh.13286. https://doi.org/10.1111/josh.13286
McCreery, M., Head, D., & Leif, S. (2022). A Hardcore Look at the Casual Measurement of Gamer Experience. In International Organization of Social Sciences and Behavioral Research Fall Conference. Las Vegas, Nevada.
McCreery, M. P., Krach, S. K., Bacos, C. A., Laferriere, J. R., & Head, D. L. (2022). Can Video Games Be Used as a Stealth Assessment of Aggression?: A Criterion-Related Validity Study. In I. R. Management Association (Ed.), Research Anthology on Game Design, Development, Usage, and Social Impact (pp. 774–784). IGI Global. https://doi.org/10.4018/978-1-6684-7589-8.ch038
McCreery, M. P., Head, D. L., Krach, S. K., Leif, S. A., & Fiorentini, J. P. (2022). Data-Triangulation Through Multiple Methods: The Case for Stealth Assessment. In J. Keengwe (Ed.), Advances in Educational Technologies and Instructional Design (pp. 90–115). IGI Global. https://doi.org/10.4018/978-1-6684-2468-1.ch005
McCreery, M. P., Head, D. L., Leif, S. A., Fiorentini, J. P., Bacos, C. A., Laferriere, J. R., Kathleen Krach, S., & Cole, L. Q. L. (2022). Examining the Influence of Cognitive Ability on Situating to a Video Game: Expanded Discussion. In D. Ifenthaler, P. Isaías, & D. G. Sampson (Eds.), Orchestration of Learning Environments in the Digital World (pp. C1–C1). Springer International Publishing. https://doi.org/10.1007/978-3-030-90944-4_6
Schrader, P. G. (2022). Studying Player Actions in League of Legends: Game Analytics Techniques in Nontraditional Learning Contexts (Poster 12). Proceedings of the 2022 AERA Annual Meeting. 2022 AERA Annual Meeting. https://doi.org/10.3102/1895301
2021:
Schrader, P. G., Fasching-Varner, K. J., & McCreery, M. P. (2021). Narrative, Video Games, and Performance In Situ. In C. Aprea & D. Ifenthaler (Eds.), Game-based Learning Across the Disciplines (pp. 363–382). Springer International Publishing. https://doi.org/10.1007/978-3-030-75142-5_16
Fiorentini, J. P., McCreery, M. P., Cole, L. Q. L., Leif, S. A., Monk, M. M., Bagneris, J. R., & Head, D. L. (2021). Transformative Social and Emotional Learning: Examining Learning Management Systems Through the Pairing of Digital Learning Environments. In C. M. Crawford & M. A. Simons (Eds.), Advances in Educational Technologies and Instructional Design (pp. 180–202). IGI Global. https://doi.org/10.4018/978-1-7998-6956-6.ch009
Krach, S. K., & Kern, L. R. (2021). Technology-Based Classroom Management. In T. A. Collins & R. O. Hawkins (Eds.), Peers as Change Agents (pp. 238–248). Oxford University Press. https://doi.org/10.1093/med-psych/9780190068714.003.0020
2020:
McCreery, M., Cole, L., Head, D., Fiorentini, J., Leif, S., Krach, K., Bacos, C., & Laferriere, J. (2020). Time to acclimate: Examining the influence of cognitive ability on situating to a video game. In 17th International Conference on Cognition and Exploratory Digital Learning. Lisbon.
Leif, S., Head, D., McCreery, M., Fiorentini, J., & Cole, L. (2020). Acclimation by Design: Using 4C/ID to Scaffold Digital Learning Environments. SITE Interactive 2020. Online.
Krach, S. K., McCreery, M. P., Doss, K. M., & Highsmith, D. M. (2020). Can Computers Teach Social Skills to Children? Examining the Efficacy of “The Social Express” in an African-American Sample. Contemporary School Psychology, 25(3), 321–331. https://doi.org/10.1007/s40688-019-00270-z
Zhang, S., Li, C., Carroll, M., & G. Schrader, P. (2020). Doctoral Program Design Based on Technology-Based Situated Learning and Mentoring: A Comparison of Part-Time and Full-Time Doctoral Students. International Journal of Doctoral Studies, 15, 393–414. https://doi.org/10.28945/4598
Bacos, C. A. (2020). Enhancing Social Attention Using Eye-Movement Modeling and Simulated Dyadic Social Interactions. Extended Abstracts of the 2020 CHI Conference on Human Factors in Computing Systems, 1–6. https://doi.org/10.1145/3334480.3381448
Bacos, C. A. (2020). Machine Learning and Education in the Human Age: A Review of Emerging Technologies. In K. Arai & S. Kapoor (Eds.), Advances in Computer Vision (pp. 536–543). Springer International Publishing. https://doi.org/10.1007/978-3-030-17798-0_43
2019:
Krach, S. K., McCreery, M. P., Dennis, L., Guerard, J., & Harris, E. L. (2020). Independent evaluation of Q‐Interactive: A paper equivalency comparison using the PPVT‐4 with preschoolers. Psychology in the Schools, 57(1), 17–30. https://doi.org/10.1002/pits.22325
Schrader, P. G., McCreery, M. P., Carroll, M. C., Head, D. L., & Laferriere, J. R. (2019). Assessing Learning from, with, and in Games Revisited: A Heuristic for Emerging Methods and Commercial Off-the-Shelf Games. In D. Ifenthaler & Y. J. Kim (Eds.), Game-Based Assessment Revisited (pp. 13–35). Springer International Publishing. https://doi.org/10.1007/978-3-030-15569-8_2
McCreery, M. P., Schrader, P. G., Krach, S. K., Laferriere, J. R., Bacos, C. A., & Fiorentini, J. P. (2019). Examining Designed Experiences: A Walkthrough for Understanding Video Games as Performance Assessments. In D. Ifenthaler & Y. J. Kim (Eds.), Game-Based Assessment Revisited (pp. 105–119). Springer International Publishing. https://doi.org/10.1007/978-3-030-15569-8_6
Schrader, P. G., Carroll, M. C., McCreery, M. P., & Head, D. L. (2019). Mixed Methods for Human–Computer Interactions Research: An Iterative Study Using Reddit and Social Media. Journal of Educational Computing Research, 58(4), 818–841. https://doi.org/10.1177/0735633119878066
McCreery, M., Krach, K., Bacos, C., Laferriere, J., & Head, D. (2019). Can Video Games be Used as a Stealth Assessment of Aggression?: A Criterion-Related Validity Study. International Journal of Gaming and Computer-Mediated Simulations. https://doi.org/10.4018/978-1-6684-7589-8.ch038
Bacos, C. (2019). Counterfactual Thinking and Interactive Narratives: How Changing the Narrative Leads to Thinking About Better Outcomes. Proceedings of the 2019 AERA Annual Meeting. 2019 AERA Annual Meeting. https://doi.org/10.3102/1428781
2018:
Bacos, C. A., McCreery, M. P., & Laferriere, J. R. (2018). Interactive Narratives, Counterfactual Thinking and Personality in Video Games. In C. Stephanidis (Ed.), HCI International 2018 – Posters’ Extended Abstracts (pp. 340–347). Springer International Publishing. https://doi.org/10.1007/978-3-319-92270-6_49
Bacos, C., & Carroll, M. (2018). Kinematics for E-Learning: Examining Movement and Social Interactions in Virtual Reality. World Conference on E-Learning.
2017:
McCreery, M. P., & Kathleen Krach, S. (2017). How the human is the catalyst: Personality, aggressive fantasy, and proactive-reactive aggression among users of social media. Personality and Individual Differences, 133, 91–95. https://doi.org/10.1016/j.paid.2017.06.037
Krach, S. K., McCreery, M. P., Wilcox, R., & Focaracci, S. D. (2017). Positive Behavioral Supports: Empirically Supported Use of Behavioral Logs. Intervention in School and Clinic, 53(2), 67–73. https://doi.org/10.1177/1053451217693366
Krach, S. K., McCreery, M. P., & Guerard, J. (2017). Cultural-linguistic test adaptations: Guidelines for selection, alteration, use, and review. School Psychology International, 38(1), 3–21. https://doi.org/10.1177/0143034316684672
Krach, S. K., & Hanline, M. F. (2017). Teaching Consultation Skills Using Interdepartmental Collaboration and Supervision with a Mixed-Reality Simulator. Journal of Educational and Psychological Consultation, 28(2), 190–218. https://doi.org/10.1080/10474412.2017.1301818
