Johnson-Glenberg, M. C., Kosa, M. and O'Rourke H. P. (2022). STEM learning, science identity and immersivity: Giant screen films comparing 2D, 3D, and dome formats including a videogame assessment. Front. Educ. 7:1096889.
10.3389/feduc.2022.1096889
Johnson-Glenberg, M. C. (2022). Evaluating Embodied Immersive STEM VR: Quality of Education in Virtual Reality Rubric (QUIVRR). S. L. Macrine and J. Fugate (Eds.) Movement Matters: How Embodied Cognition Informs Teaching and Learning. Cambridge, MA: The MIT Press.
Ulrich, M., Evans, B., Liu, F. W., Johnson-Glenberg, M. C., & LiKamWa, R. (2021). AR-some Chemistry Models: Interactable 3D Molecules through Augmented Reality. MobileHCI '21 Adjunct: Adjunct Publication of the 23rd International Conference on Mobile Human-Computer Interaction. 20, 1-4. https://doi.org/10.1145/3447527.3474874
Johnson-Glenberg, M. C., Bartolomea, H., & Kalina, E. (2021). Platform is not destiny: Embodied learning effects comparing 2D desktop to 3D virtual reality STEM experiences. Journal of Computer Assisted Learning. https://onlinelibrary.wiley.com/doi/10.1111/jcal.12567
Huang, W., Roscoe, R. D., Craig, S. D., & Johnson-Glenberg, M. C. (2021). Extending the Cognitive-Affective Theory of Learning with Media in Virtual Reality Learning: A Structural Equation Modeling Approach. Journal of Educational Computing Research. https://doi.org/10.1177/07356331211053630
Johnson-Glenberg, M. C., Kosa, M., Balanzat, D., Nieland, R., Apostol, X., Rayan, J. A., Taylor, H., Bartolomea, H., & Kapadia, A. (2021). COVIDCampus Game: Making Safer Choices. Proceedings of the International Conference on Immersive Learning Network 2021 (ILRN).
DiBenigno, M., Kosa, M., & Johnson-Glenberg, M. C. (2021). Flow Immersive: A Multiuser, Multidimensional, Multiplatform Interactive Covid-19 Data Visualization Tool. Frontiers in Psychology, 12. https://www.frontiersin.org/articles/10.3389/fpsyg.2021.661613/full
Ioannou, A. Bhagat, K. K., Johnson-Glenberg, M. C. (2021). Learning Experience Design: Embodiment, Gesture, and Interactivity in XR: Editorial. Educational Technology & Society.
Johnson-Glenberg, M. C., Jehn, M., Cheung, R., Nieland Zavala, R., Apostal, X., Rayan, J., & Bartolomea, H. (2021) Genesis of the Interactive CovidClassroom Simulation. Frontiers in Communication. https://www.frontiersin.org/articles/10.3389/fcomm.2021.657756/full
Huang, W., Roscoe, R., Johnson-Glenberg, M. C., & Craig, S, (2020). Motivation, engagement, and performance across multiple virtual reality sessions and levels of immersion. Journal of Computer Assisted Learning, 37, 3 745-758.
https://doi.org/10.1111/jcal.12520
Johnson-Glenberg, M.C., Su, M., Bartolomeo, H., Ly, V., Nieland Zavala, R., Kalina E. (2020). Embodied Agentic STEM Education: Effects of 3D VR Compared to 2D PC. Immersive Learning Research Network. Proceedings of 6th International Conference, iLRN 2020, Online, June 21-25, 2020. Immersive Learning Research Network. ISBN 978-1-7348995-0-4.
Ioannou, M., Georgiou, Y., Ioannou, A., & Johnson-Glenberg, M. C. (2019). On the understanding of students’ learning and perceptions of technology integration in low- and high-embodied group learning. In Lund, K., Niccolai, G. P., Lavoué, E., Hmelo-Silver, C., Gweon, G., and Baker, M. (Eds.). A Wide Lens: Combining Embodied, Enactive, Extended, and Embedded Learning in Collaborative Settings, 13th International Conference on Computer Supported Collaborative Learning (CSCL), V. 2. Lyon, France: International Society of the Learning Sciences.
Johnson-Glenberg, M. C. (2019). The Necessary Nine: Design Principles for Embodied VR and Active STEM Education (pp. 83-112). In P. Diaz, A. Ioannou, K.K. Bhagat, & J.M. Spector (Eds.), Learning in a Digital World: Perspective on Interactive Technologies for Formal and Informal Education. Singapore, Springer. https://link.springer.com/chapter/10.1007/978-981-13-8265-9_5
Johnson-Glenberg, M. C. (2018). Immersive VR and education: Embodied design principles that include gesture and hand controls. Frontiers in Robotics and AI, 5, 81. Open source https://doi.org/10.3389/frobt.2018.00081
Poppelaars, A., Scholten, H., Granic, I, Veling, H., Johnson-Glenberg, M.C., & Luijten, M. (2018). When winning is losing: A randomized controlled trial testing a video game to train food-specific inhibitory control. Appetite, 129, 143-154. https://doi.org/10.1016/j.appet.2018.06.039. (http://www.sciencedirect.com/science/article/pii/S0195666317317592)
Hermans, R.C. J, van den Broek, N., Nederkoorn, C., Otten, R., Ruiter, E.L.M., & Johnson-Glenberg, M. C. (2018). Feed the Alien! The effects of a nutrition instruction game on children’s nutritional knowledge and food intake. Games for Health Journal, 7, 3, 164-174.
Johnson-Glenberg, M. C. (2017). Embodied education in mixed and virtual realities: Results and principles for content design. In Liu, D., Dede, C., Huang, R ., & Richards J. (Eds). Virtual, Augmented, and Mixed Realities in Education.
Johnson-Glenberg, M. C., & Megowan-Romanowicz, C. (2017). Embodied science and mixed reality: How gesture and motion capture affect physics education. Cognitive Research: Practices and Implications. 2, 24. 10.1186/s41235-017-0060-9. https://cognitiveresearchjournal.springeropen.com/articles/10.1186/s41235-017-0060-9
Johnson-Glenberg, M. C. Birchfield, D., Megowan-Romanowicz, C. & Savio-Ramos, C. (2016). Effects of embodied learning and digital platform on the retention of physics content: Centripetal force. Frontiers in Psychology. http://dx.doi.org/10.3389/fpsyg.2016.01819
Johnson-Glenberg, M. C., Birchfield, D., Megowan-Romanowicz, C., & Snow, E. L. (2015). If the gear fits, spin it! Embodied education and in-game assessments. International Journal of Gaming and Computer-based Simulations. 7, 4.
Johnson-Glenberg, M.C., Savio-Ramos, C., & Henry, H. (2014). “Alien Health”: A Nutrition Instruction Exergame using the Kinect Sensor. Games for Health Journal. Open Access. http://online.liebertpub.com/doi/pdfplus/10.1089/g4h.2013.0094
Johnson-Glenberg, M. C., Savio-Ramos, C., Perkins, K.K., Moore, E.B., Robb Lindgren, R., Clark, D., Brady, C., Sengupta, P., Martinez-Garza, M., Killingsworth, S., Adams, D., Gaydos, M., Barany, A., & Squire, K. (2014). Science Sims and Games: Best Design Practices and Fave Flops. Proceedings from the International Conference of the Learning Sciences (ICLS): Learning and becoming in practice, Boulder, CO. 3, 1201-1202. June 2014.
Johnson-Glenberg, M. C. (2014). Embodied Cognition for Education. In Denis, P. (Ed.) Encyclopedia of Educational Theory and Philosophy. Sage Publications.
Johnson-Glenberg, M. C., Birchfield, D. A., Tolentino, L., & Koziupa, T. (2013).Collaborative Embodied Learning in Mixed Reality Motion-Capture Environments: Two Science Studies. Journal of Educational Psychology. 106, 1, 86-104. doi: 10.1037/a0034008
Lindgren, R. & Johnson-Glenberg, M. C. (2013). Emboldened by Embodiment: Six Precepts regarding the Future of Embodied Learning and Mixed Reality Technologies. Educational Researcher. 42, 8, 445- 452. doi: 10.3102/0013189X13511661
Johnson-Glenberg. M. C., & Hekler, E. (2013). Alien health game: An embodied, exergame to instruct in nutrition and MyPlate . Games for Health Journal: Research, Development, and Clinical Applications, 2, 6, 354-361. http://online.liebertpub.com/doi/full/10.1089/g4h.2013.0057. doi: 10.1089/g4h.2013.0057.
Johnson-Glenberg, M. C., & the EGL Lab Group. (2013). Using motion sensing for learning: A serious nutrition game. In R. Shumaker (Ed.): Human Computers and Interactions International VAMR/HCII 2013, Part II, LNCS 8022, . 380–389. Springer-Verlag Berlin Heidelberg.
Cohen, T., Portiz, P., Kahol, K., MacKenzie, J. Olson, C., Johnson-Glenberg, M., & Patel, V. (2012). Avatar–Based Simulation in the Evaluation of Diagnosis & Management of Mental Health. Disorders in Primary Care. Journal of Biomedical Informatics. doi: 10.1016/j.jbi.2012.07.009
Abrahamson, D., Black, J. B., DeLiema, D. J., Enyedy, N., Hoyer, D., Fadjo, C. L., Gutiérrez, J. F., Martin, H. T., Petrick, C. J., Steen, F. F., Trninic, D. Johnson-Glenberg, M. C. (2012). In D. Abrahamson (Chair & Organizer). You’re it! Body, action, and object in STEM learning. Proceedings of the International Conference of the Learning Sciences: Future of Learning (ICLS) (Vol. 1, pp. 283-290). Sydney: University of Sydney / ISLS.
Johnson-Glenberg, M. C., Birchfield, D., Koziupa, T., Savio-Ramos, C. & Cruse , J. (July, 2012). Seeing It versus Doing It: Lessons from Mixed Reality STEM Education. Proceedings of the International Conference for the Learning Sciences (ICLS), 2, Sydney, Australia.
Johnson Glenberg, M.,C. & Cruse, J. (June, 2012) Serious Games in Technology-enabled Embodied Learning Environments: Two Games for Health with the Kinect. Proceedings from Games Learning and Society (GLS). Madison, WI.
Johnson-Glenberg, M. C. & the EGL Group (Embodied Games for Learning). (April, 2012). Learning in the K-12 Classroom: a Taxonomy. Symposium and Proceedings from the Annual Conference of the American Education Research Association (AERA), Vancouver, British Columbia.
Johnson-Glenberg, M. C., Koziupa, T., Birchfield, D. & Li, K., (2011). Games for Learning in Embodied Mixed-Reality Environments: Principles and Results. Proceedings for Games, Learning, and Society Conference, Madison, WI.
Johnson-Glenberg, M. C., Birchfield, D., Savvides, P., & Megowan-Romanowicz, C. (2011). Semi-virtual Embodied Learning – Real World STEM Assessment. In L. Annetta & S. Bronack (eds.)
Serious Educational Game Assessment: Practical Methods and Models for Educational Games, Simulations and Virtual Worlds. pp. 241-258. Rotterdam: Sense Publications.
Birchfield, D., & Johnson-Glenberg, M. C. (2010). A next gen Interface for embodied learning: SMALLab and the geological layer cake. International Journal of Gaming and Computer-mediated Simulation, 2, 1, 49-58.
Johnson-Glenberg, M. C. (2010). Embedded Formative e-Assessment: Who Benefits, Who Falters? Educational Media International, 47, 2, 153-171.
Birchfield, D., Campana, E., Hatton, S., Johnson-Glenberg, M., Kelliher, A., Olson, L., Martinez, C. Savvides, P. & Tolentino, L. (2009). Embodied and mediated learning in SMALLab: A student-centered mixed-reality environment. ACM SIGGRAPH Emerging Technologies, SIGGRAPH.
Johnson-Glenberg, M. C., Birchfield, D., & Uysal, S. (2009). SMALLab: Virtual Geology Studies using Embodied Learning with Motion, Sound, and Graphics. Educational Media International, 46, 4, 267-280.
Johnson-Glenberg, M. C., Birchfield, D., Megowan-Romanowicz, C., Tolentino, L., & Martinez, C. (2009). Embodied Games, Next Gen Interfaces, and Assessment of High School Physics. International Journal of Learning and Media,1, 2. Access at http://ijlm.net/node/12813
Tolentino, L., Birchfield, D., Megowan-Romanowicz, C., Johnson-Glenberg, M. C., Kelliher, A., & Martinez, C. (2009). Teaching and learning in the mixed-reality science classroom. Journal of Science Education and Technology. 18, 6, 501-517. doi: 10.1007/s10956-009-9166
Buckley, S., & Johnson-Glenberg, M. C. (2008). Increasing literacy learning for individuals with Down syndrome and fragile X syndrome. In S.F. Warren & M.E. Fey (Series Eds.) & J.E. Roberts, R.S. Chapman, & S.F. Warren (Vol. Eds.), Communication and language intervention series: Speech and language development and intervention in Down syndrome and fragile X syndrome (pp. 233-254). Baltimore: Paul H. Brookes Publishing Co.
Johnson-Glenberg, M. C. (2007b). Web-based Reading Comprehension Instruction: Three studies of 3D-Readers. In D. McNamara (ed.) Reading Comprehension Strategies: Theory, Interventions, and Technologies. Mahwah, New Jersey: Lawrence Erlbaum Publishers.
Johnson-Glenberg, M. C. (2005) Web-based training of metacognitive strategies for text comprehension: Focus on poor comprehenders. Reading and Writing: An Interdisciplinary Journal. 18:1 - 33, 755-786.
Johnson-Glenberg, M. C., & Chapman, R. S. (2004). Predictors of parent-child linguistic tuning and label requests during play: A comparison between children who are typically developing and individuals with Down syndrome. Journal of Intellectual Disabilities Research, 48, 3, 225-238.
Johnson-Glenberg, M. C. (2000). Training reading comprehension in adequate decoders/poor comprehenders: Verbal vs. visual strategies. Journal of Educational Psychology, 92, 4, 772-782.
