Valerie J. Shute

Journal Articles and Book Chapters

IN PRESS

Van Eck, R. N., Shute, V. J. & Rieber, L. P. (in press). Designing educational videogames: Balancing learning, assessment, and fun. To appear in R. Reiser & A. Carr-Chellman (Eds.), Trends and issues in instructional design and technology (5th ed.). New York, NY: Routledge.

Rahimi, S., & Shute, V. J. (in press). Personalized learning in educational games using stealth assessment. In M. L. Bernacki, & C. Walkington (Eds.), Handbook of personalized learning (Part I). New York, NY: Routledge.

2023

Shute, V. J., Fulwider, G. C., Liu, Z., & Rahimi, S. (2023). Machine Learning. In R. Tierney, F. Rizvi, & K. Ercikan (Eds.), International encyclopedia of education (4th Edition) (pp. 83-91). Oxford, UK: Elsevier Publishers. https://doi.org/10.1016/B978-0-12-818630-5.14013-8

Shute, V. J. (2023). History of stealth assessment and a peek into its future. In M. P. McCreery, & S. K., Krach (Eds.), Games as stealth assessments, (pp. 1-23). Hershey, PA: IGI Global. https://doi.org/10.4018/979-8-3693-0568-3.ch001

Rahimi, S., Almond, R., & Shute, V. J. (2023). Stealth assessment’s technical architecture. In M. P. McCreery, & S. K., Krach (Eds.), Games as stealth assessments , (pp. 61-80). Hershey, PA: IGI Global. https://doi.org/10.4018/979-8-3693-0568-3.ch003

Rahimi, S., Almond, R., Shute, V. J., Sun, C. (2023). Getting the first and second decimals right: Psychometrics of stealth assessment. In M. P. McCreery, & S. K., Krach (Eds.), Games as stealth assessments, (pp. 125-153). Hershey, PA: IGI Global. https://doi.org/10.4018/979-8-3693-0568-3.ch006

Smith, G., Shute, V. J., Rahimi, S., Kuba, R., & Dai, C.-P. (2023). Stealth assessment and digital learning game design. In M. P. McCreery, & S. K., Krach (Eds.), Games as stealth assessments , (pp. 81-100). Hershey, PA: IGI Global. https://doi.org/10.4018/979-8-3693-0568-3.ch004

Rahimi, S., & Shute, V. J. (2023). Stealth assessment: A theoretically grounded and psychometrically sound method to assess, support, and investigate learning in technology-rich environments. Educational Technology Reserach and Development, 1-25. https://doi.org/10.1007/s11423-023-10232-1

Stewart, A. E. B., Rao, A., Michaels, A., Sun, C., Duran, N., Shute, V. J., & D'Mello, S. K. (2023). CPSCoach: The design and implementation of intelligent collaborative problem solving feedback. Paper presented at Artificial Intelligence in Education , (pp. 1-6). Tokyo, Japan.

2022

Bainbridge, K., Smith, G., Shute, V. J. & D'Mello, S. (2022). Designing and testing affective supports in an educational game. International Journal of Game-Based Learning, 12(1),pp. 1-32. http://doi.org/10.4018/IJGBL.304434

Sun, C., Shute, V. J., Stewart, A. E. B., Beck-White, Q., Reinhart, C. R., Duran, N., & D'Mello, S.(2022). The relationship between collaborative problem-solving processes and objective outcomes in a game-based learning environment. Computers in Human Behavior, 128, 1-14.

Shute, V. J. & Rahimi, S. (2022). Stealth assessment: A Primer. Rapid Community Report Series. Digital Promise and the International Society of the Learning Sciences. https://repository.isls.org//handle/1/7671, pp. 1-11.

Rahimi, S., Shute, V. J., Fulwider, G. C., Bainbridge, K., Kuba, R., Yang, X., Smith, G., Baker, R., D’Mello, S. K. (2022). Timing of learning supports in educational games can impact students’ outcomes.. Computers & Education, 190 (1-19). doi:https://doi.org/10.1016/j.compedu.2022.104600

Bainbridge, K., Shute, V. J., Rahimi, S., Liu, X., Slater, S., Baker, R. S., & D'Mello, S. (2022). Does embedding learning supports enhance transfer during game-based learning? A case study with Physics Playground. Learning & Instruction, 77, 1-11. doi:https://doi.org/10.1016/j.learninstruc.2021.101547

Yang, X., Rahimi, S., Fulwider, C., & Smith, G., Shute, V. J. (2022). Exploring students’ behavioral patterns when playing educational games with learning supports at different timings. Educational Technology Research and Development, 1-31. https://doi.org/10.1007/s11423-022-10125-9

Rahimi, S., Fulwider, C., Jiang, S. & Shute, V. J. (2022). Predicting learning gains in an educational game using feature engineering and machine learning. In C. Chinn, E. Tan, C. Chan, & Y Kali (Eds.), ICLS Proceedings--International Collaboration toward Educational Innovation for All, (pp. 2124-2125).

Smith, G., Fulwider, G. C., Liu, Z., Lu, X., Li, J., & Shute, V. J. (2022). Examining students' perceived competence, gender, and ethnicity in a digital STEM learning game. International Journal of Game-Based Learning, 12(1), 1-17. http://doi.org/10.4018/IJGBL.294013

Slater, S., Baker, R., Shute, V. J., & Bowers, A. (June, 2022). Engagement-based player typologies describe game-based learning outcomes. Paper presented at the Artificial Intelligence in Education conference, Durham UK, pp. 1-4.

2021

Rahimi, S., & Shute, V. J. (2021). Learning analytics dashboards in educational games.. In S. Muhittin & D. Ifenthaler (Eds.), Visualizations and dashboards for learning analytics (pp. 527-546). Cham, Switzerland: Springer. https://doi.org/10.1007/978-3-030-81222-5_24

Rowe, E., Asbell-Clarke, J., Almeda, M. V., Gasca, S., Edwards, T., Bardar, E., Shute, V., & Ventura, M. (2021). Interactive Assessments of CT (IACT): Digital Interactive Logic Puzzles to Assess Computational Thinking in Grades 3–8. International Journal of Computer Science Education in Schools, 5(2), 28-73. https://doi.org/10.21585/ijcses.v5i1.149

Rahimi, S., & Shute, V. J. (2021). First inspire, then instruct to improve students’ creativity. Computers & Education, 174, 1-27. https://doi.org/10.1016/j.compedu.2021.104312

Rahimi, S., & Shute, V. J. (2021). The effects of video games on creativity: A systematic review. In S. W. Russ, J. D. Hoffmann, & J. C. Kaufman (Eds.), Handbook of lifespan development of creativity (pp. 368-392). Cambridge: Cambridge University Press.

Shute, V. J., & Rahimi, S. (2021). Stealth assessment of creativity in a physics video game. Computers in Human Behavior, 116, 1-13. https://doi.org/10.1016/j.chb.2020.106647

Rahimi, S., Shute, V. J., Kuba, R., Dai, C-P., Yang, X., Smith, G., & Alonso Fenandez, C. (2021). The effects of incentive systems on learning and performance in educational games. Computers & Education, 165, 1-17. https://doi.org/10.1016/j.compedu.2021.104135

Yang, X., Rahimi, S., Shute, V. J., Kuba, R., Smith, G., & Alonso Fernadndez, C. (2021). The relationship among prior knowledge, accessing learning supports, learning outcomes, and game performance in educational games. Educational Technology Research and Development, 69, 1055-1075. https://doi.org/10.1007/s11423-021-09974-7

Shute, V. J., Lu, X., & Rahimi, S. (2021). Stealth assessment. In J. M. Spector (Ed.), The Routledge Encyclopedia of Education (pp. 1-9). London, UK: Taylor & Francis group.

Kuba, R., Rahimi, S., Smith, G., Shute, V. J., & Dai, C-P. (2021). Using the first principles of instruction and multimedia learning principles to design and develop in-game learning support videos. Educational Technology Research and Development, 69 , 1201–1220. https://doi.org/10.1007/s11423-021-09994-3

Rahimi, S., Shute, V. J., & Zhang, Q. (2021). The effects of game and student characteristics on persistence in educational games: A hierarchical linear modeling approach. International Journal of Technology in Education and Science, 5(2), 141-165. https://doi.org/10.46328/ijtes.118

Shute, V. J.(2021). Shute's Fruits: Four decades of research (1981-2021). Retirement video.

2020

Shute, V. J., Rahimi, S., Smith, G., Ke, F., Almond, R., Dai, C-P, Kamikabeya, R., Liu, Z., Yang, X., & Sun, C. (2020). Maximizing learning without sacrificing the fun: Stealth assessment, adaptivity, and learning supports in educational games. Journal of Computer-Assisted Learning , 127-141. doi: 10.1111/jcal.12473

Almond, R. G., Shute, V. J., Tingir, S., & Rahimi, S. (2020). Identifying observable outcomes in game-based assessments. In R. Lissitz and H. Jiao (Eds.), Innovative psychometric modeling and methods (pp. 163-192). Charlotte, NC: Information Age Publishing.
Shute, V. J., Smith, G., Kamikabeya, R., Dai, C-P., Rahimi, S., Liu, Z., & Almond, R. G. (2020). The design, development, and testing of learning supports for the Physics Playground game. International Journal of Artificial Intelligence in Education, https://doi.org/10.1007/s40593-020-00196-1

2019

Shute, V. J., Ke, F., Almond, R. G., Rahimi, S., Smith, G., & Lu, X. (2019). How to increase learning while not decreasing the fun in educational games. In R. Feldman (Ed.), Learning Science: Theory, Research, and Practice (pp. 327-357). New York, NY: McGraw Hill.

Eloy, L., Stewart, A., Amon, M. J., Reinhardt, C., Michaels, A., Sun, C., Shute, V. J., Duran, N., & D'Mello, S. K. (2019). Modeling team-level multimodal dynamics during multiparty collaboration. In L. Wang & X. Chai (Ed.), International Conference on Multimodal Interaction (pp. 244-258).

Ke, F., Shute, V. J., Clark, K. M., & Erlebacher, G. (2019). Interdisciplinary design of game-based learning platforms: A phenomenological examination of the integrative design of game, learning, and assessment. . Switzerland: Springer International Publishing. 10.1007/978-3-030-04339-1.

Sun, C., Shute, V. J., Stewart, A., Yonehiro, J., Duran, N., & D'Mello, S. (2019). Towards a generalized competency model of collaborative problem solving. Computers & Education, 143, 1-17. https://doi.org/10.1016/j.compedu.2019.103672

Karumbaiah, S. C., Baker, R. S., Barany, A., & Shute, V. J. (2019). Using Epistemic Networks with automated codes to understand why players quit levels in a learning game. In Proceedings of the International Conference on Quantitative Ethnography, pp. 106-116.

Zhao, W., & Shute, V. J. (2019). Can playing a video game foster computational thinking skills?. Computers & Education, 141, 1-13. doi:https://doi.org/10.1016/j.compedu.2019.1

Stewart, A. E. B., Vrzakova, H., Sun, C., Yonehir, J., Stone, C., Duran, N., Shute, V. J., & D'Mello, S. K. (2019). I say, you say, we say: Using spoken language to model socio-cognitive processes during computer-supported collaborative problem solving. In Proceedings of the 22nd ACM Conference on Computer-Supported Cooperative Work and Social Computing (pp. 106-116).

Smith, G., Shute, V. J., & Muenzenberger, A. (2019). Designing and validating a stealth assessment for calculus competencies. Journal for Applied Testing Technology, 20 (S1), 1-8.

Shute, V. J. & Sun, C. (2019). Games for assessment. In J. L. Plass, R. E. Mayer, & B. D. Homer (Eds.), Handbook of Game-based Learning (pp. 491-512). Cambridge, MA: MIT Press.

Shute, V. J., Rahimi, S., & Lu, X. (2019). Supporting learning in educational games: Promises and challenges. In P. Diaz, A. Ioannou, K. K. Bhagat, & J. M. Spector (Eds.), Learning in a Digital World - Smart Computing and Intelligence (pp. 59-81). Singapore: Springer. Retrieved from https://doi.org/10.1007/978-981-13-8265-9_4

Shute, V. J., Rahimi, S., & Smith, G. (2019). Game-based learning analytics in Physics Playground. In M. Chang & A. Tlili (Eds.), Data analytics approaches in educational games and gamification systems. (pp. 69-93). New York, NY: Springer.

Spann, C. A., Shute, V. J., Rahimi, S., & D'Mello, S. K. (2019). The productive role of cognitive reappraisal in regulating frustration during game-based learning. Computers in Human Behavior. https://doi-org.proxy.lib.fsu.edu/10.1016/j.chb.2019.03.002

2018

Shute, V. J. & Emihovich, B. (2018). Assessing problem-solving skills in immersive environments. In J. Voogt, G. Knezek, R. Christensen, & K-W, Lai (Eds.), International handbook of information technology in primary and secondary education. Cham, Switzerland: Springer.

Karumbaiah, S., Baker, R. S., & Shute, V. J. (2018). Predicting quitting in students playing a learning game. In 11th International Conference on Educational Data Mining, (pp. 1-10). Buffalo, NY.

Shute, V. J., Rahimi, S., & Emihovich, B. (2018). Assessment for learning in immersive environments. In D. Lui, C. Dede, R. Huang, & J. Richards (Eds.), Virtual, augmented, and mixed realities in education (pp. 71-89). Heidelberg, Germany: Springer-Verlag.

Karumbaiah, S., Rahimi, S., Baker, R. S., Shute, V. J., & D'Mello, S. (2018). Is student frustration in learning games more associated with game mechanics or conceptual understanding?. In J. Kay, R. Luckin, M. Mavrikis, & K. Porayska-Pomsta (Eds.), International Conference of Learning Sciences (pp. 1-2). London, UK.

2017

Shute, V. J., Sun, C., & Asbell-Clarke, J. (2017). Demystifying computational thinking. Educational Research Review, 22, 142-158.

Shute, V. J. & Rahimi, S. (2017). Review of computer-based assessment for learning in elementary and secondary education. Journal of Computer Assisted Learning, 33 , 1-19.

Van Eck, R. N., Shute, V. J. & Rieber, L. P. (2017). Leveling up: Game design research and practice for instructional designers. In R. Reiser & J. Dempsey (Eds.), Trends and issues in instructional design and technology (4th ed.) (pp. 227-285). New York, NY: Pearson, Inc.

Shute, V. J., Ke, F., & Wang, L. (2017). Assessment and adaptation in games. In P. Wouters & H. van Oostendorp (Eds.), Instructional techniques to facilitate learning and motivation of serious games (pp. 59-78). New York, NY: Springer.

Shute, V. J., Jeong, A. C., & Zapata-Rivera, D. (2017). Visualizing the processes of change in learner beliefs. In H. Jiao & R. W. Lissitz (Eds.), Technology enhanced innovative assessment: Development, modeling, and scoring from an interdisciplinary perspective (pp. 267-297). Charlotte, NC: Information Age Publisher.

Shute, V. J., Rahimi, S., & Sun, C. (2017). Measuring and supporting learning in educational games. In M. F. Young, & S. T. Slota (Eds.), Exploding the castle: Rethinking how video games and game mechanics can shape the future of education (pp. 192-210). Charlotte, NC: Information Age Publishing.

DiCerbo, K., Shute, V. J. & Kim, Y. J. (2017). The future of assessment in technology rich environments: Psychometric considerations. In J. M. Spector, B. Lockee, & M. Childress (Eds.), Learning, design, and technology: An international compendium of theory, research, practice, and policy (pp. 1-21). New York, NY: Springer.

Shute, V. J. & Moore, G. R. (2017). Consistency and validity in game-based stealth assessment. In H. Jiao & R. W. Lissitz (Eds.), Technology enhanced innovative assessment: Development, modeling, and scoring from an interdisciplinary perspective (pp. 31-51). Charlotte, NC: Information Age Publisher.

Slater, S., Bowers, A., Kai, S., & Shute, V. J. (2017). A typology of players in the game Physics Playground. In Proceedings of the Digital Games Research Association conference (DiGRA) (pp. 1-12). Melbourne, Australia.

2016

Shute, V. J., Leighton, J. P., Jang, E. E., & Chu, M-W. (2016). Advances in the science of assessment. Educational Assessment, 21(1), 34-59.

Kim, Y. J., Almond, R. G., & Shute, V. J. (2016). Applying Evidence-Centered Design for the development of game-based assessments in Physics Playground. International Journal of Testing, 16(2), 142-163.

Shute, V. J., Wang, L., Greiff, S., Zhao, W., & Moore, G. R. (2016). Measuring problem solving skills via stealth assessment in an engaging video game. Computers in Human Behavior, 63, 106-117.

Bosch, N., D'Mello, S. K., Ocumpaugh, J., Baker, R. S., & Shute, V. J. (2016). Using video to automatically detect learner affect in computer-enabled classrooms. ACM Transactions on Interactive Intelligent Systems, 6(2), 1-26. DOI: http://dx.doi.org/10.1145/2946837

Moore, G. R. & Shute, V. J. (2016). Improving learning through stealth assessment of conscientiousness. In A. Marcus-Quinn, & T. Hourigan (Eds.), Handbook for digital learning in K-12 schools, (pp. 355-369). New York, NY: Springer.

Shute, V. J. & Wang, L. (2016). Assessing and supporting hard-to-measure constructs. In A. A. Rupp, & J. P. Leighton (Eds.), The handbook of cognition and assessment: Frameworks, methodologies, and application, (pp. 535-562). Hoboken, NJ: John Wiley & Sons, Inc.

Bosch, N., D'Mello, S. K., Baker, R. S., Ocumpaugh, J., Shute, V. J., Ventura, M., Wang, L., & Zhao, W. (2016). Detecting student emotions in computer-enabled classrooms. Proceedings of the 25th International Joint Conference on Artificial Intelligence (pp. 4125-4129). Menlo Park, CA: AAAI Press.

Malkiewich, L., Baker, R. S., Shute, V. J., Kai, S., & Paquette, L. (2016). Classifying behavior to elucidate elegant problem solving in an educational game. In T. Barnes, M. Chi, & M. Feng (Eds.), Proceedings of the Ninth International Conference on Educational Data Mining, (pp. 448-453). Raleigh, NC: EDM.

2015

Shute, V. J., Ventura, M., & Ke, F. (2015). The power of play: The effects of Portal 2 and Lumosity on cognitive and noncognitive skills. Computers & Education, 80, 58-67.

Shute, V. J., D'Mello, S. K., Baker, R., Cho, K., Bosch, N., Ocumpaugh, J., Ventura, M., & Almeda, V. (2015). Modeling how incoming knowledge, persistence, affective states, and in-game progress influence student learning from an educational game. Computers & Education, 86, 224-235.

Bosch, N., Chen, H., Baker, R., Shute, V. J., & D'Mello, S. (2015). Accuracy vs. availability heuristic in multimodal affect detection in the wild. Proceedings of the 17th International Conference on Multimodal Interaction (ICMI), Seattle, WA.

Kim, Y. J., & Shute, V. J. (2015). The interplay of game elements with psychometric qualities, learning, and enjoyment in gamebased assessment. Computers & Education, 87, 340-356.

Bosch, N., D'Mello, S., Baker, R., Ocumpaugh, J., Shute, V., Ventura, M., Wang, L., & Zhao, W. (2015). Automatic detection of learning-centered affective states in the wild. Proceedings of the 2015 International Conference on Intelligent User Interfaces. New York, NY: ACM.

Shute, V. J., Moore, G. R., & Wang, L. (2015). Measuring problem solving skills in Plants vs. Zombies 2. Proceedings of the 8th International Conference on Educational Data Mining (EDM 2015). Madrid, Spain.

Kim, Y. J. & Shute, V. J. (2015). Opportunities and challenges in assessing and supporting creativity in video games. In G. Green & J. Kaufman (Eds.), Research frontiers in creativity (pp. 100-121). San Diego, CA: Academic Press.

Kai, S., Paquette, L., Baker, R., Bosch, N., D'Mello, S., Ocumpaugh, J., Shute, V., & Ventura, M. (2015). A comparison of face-based and interaction-based affect detectors in Physics Playground.. Proceedings of the 8th International Conference on Educational Data Mining (EDM 2015). Madrid, Spain.

Wang, L., Shute, V., & Moore, G. (2015). Lessons learned and best practices of stealth assessments. International Journal of Gaming and Computer Mediated Simulations, 74(4), 66-87. DOI: 10.4018/IJGCMS.2015100104

Shute, V. J. (2015). Stealth assessment. Stealth assessment. In J. M. Spector (Ed.), Encyclopedia of educational technology (pp. 675-678). Thousand Oaks, CA: Sage Publications, Inc.

Shute, V. J. & Wang, L. (2015). Measuring problem solving skills in Portal 2. In P. Isaias, J. M. Spector, D. Ifenthaler, & D. G. Sampson (Eds.), E-learning systems, environments and approaches: Theory and implementation (pp. 11-24).New York, NY: Springer.

Ke, F. F., & Shute, V. J. (2015). Design of game-based stealth assessment and learning support. In C. Loh, Y. Sheng, & D. Ifenthaler (Eds.), Serious games analytics (pp. 301-318). New York, NY: Springer.

Bosch, N., D'Mello, S., Baker, R., Ocumpaugh, & J., Shute, V. (2015). Temporal generalizability of face-based affect detection in noisy classroom environments. Proceedings of the Artificial Intelligence in Education conference (AIED 2015). Berlin, Springer-Verlag.

Zhao, W., Shute, V. J., & Wang, L. (2015). Stealth assessment of problem-solving skills from gameplay. Proceedings of the Interservice/Industry Training, Simulation, and Education Conference, (pp. 2226-2236). Orlando, FL. http://www.iitsecdocs.com/volumes/2015

Andres, J. M. L., Rodrigo, M. M., Baker, R., Paquette, L., Shute, V. J., & Ventura, M. (2015). Analyzing student action sequences and affect while playing Physics Playground. AIED Workshop Proceedings, Vol. 7 (pp. 24-33). Berlin, Springer-Verlag. http://ceur-ws.org/Vol-1432/amadl_proc.pdf

2014

Ventura, M., Shute, V. J., & Small, M. (2014). Assessing persistence in educational games. In R. Sottilare, A. Graesser, X. Hu, & B. Goldberg (Eds.), Design recommendations for adaptive intelligent tutoring systems: Learner modeling, Volume 2. (pp. 93-101). Orlando, FL: U.S. Army Research Laboratory.

Shute, V. J., Ventura, M., Kim, Y. J. & Wang, L. (2014). Video games and learning. In W. G. Tierney, Z. Corwin, T. Fullerton, and G. Ragusa (Eds.), Postsecondary play: The role of games and social media in higher education. (pp. 217-235). Baltimore, MD: John Hopkins University Press.

Almond, R. G., Kim, Y. J. Velasquez, G., & Shute, V. J. (2014). How task features impact evidence from assessments embedded in simulations and games. Measurement: Interdisciplinary Research and Perspectives, 12(1-2), 1-33.

Almond, R. G., Kim, Y. J. Velasquez, G., & Shute, V. J. (2014). Rejoinder to comments on task features in simulations and games. Measurement: Interdisciplinary Research and Perspectives, 12(3), 118-124.

Novak, E., Johnson, T. E., Tenebaum, G., & Shute, V J. (2014). Effects of an instructional gaming characteristic on learning effectiveness, efficiency, and engagement: Using a storyline for teaching basic statistical skills. Interactive Learning Environments, 1-16.

Andres, J. M. L., Rodrigo, M. M., Sugay, J. O., Baker, R. S., Paquette, ,L., Shute, V. J., Ventura, M., & Small, M. (2014). An exploratory analysis of confusion among students using Newton's Playground. In C.-C. Liu et al. (Eds.), Proceedings of the 22nd International Conference on Computers in Education (pp. 65-70). Japan: Asia-Pacific Society for Computers in Education.

2013

Shute, V. J. & Ventura, M. (2013). Measuring and supporting learning in games: Stealth assessment. Cambridge, MA: The MIT Press.

Ventura, M., & Shute, V. J. (2013). The validity of a game-based assessment of persistence. Computers in Human Behavior, 29, 2568-2572.

Shute, V. J., Ventura, M., & Kim, Y. J. (2013). Assessment and learning of qualitative physics in Newton's Playground. The Journal of Educational Research, 106, 423-430.

Dawkins, J. D., & Shute, V. J. (2013). Stars vs. clouds: Crafting creative collaborative commons. International Journal of Designs for Learning, 4(2), 15-29.

Ventura, M., Shute, V. J., Wright, T. & Zhao, W. (2013). An investigation of the validity of the virtual spatial navigation assessment. Frontiers in Psychology, 4:, 53-59, doi:10.3389/fpsyg.2013.00852

Shute, V. J., Ventura, M., & Torres, R. (2013). Formative evaluation of students at Quest to Learn. International Journal of Learning and Media, 4(1), 55-69.

Shute, V. J., & Kim, Y. J. (2013). Formative and stealth assessment. In J. M. Spector, M. D. Merrill, J. Elen, & M. J. Bishop (Eds.), Handbook of Research on Educational Communications and Technology (4th Edition). (pp. 311-323). New York, NY: Lawrence Erlbaum Associates, Taylor & Francis Group.

Almond, R. G., Kim, Y. J., Shute, V. J., & Ventura, M. (2013). Debugging the evidence chain. In A. Nicholson & P. Smyth (Eds.), Uncertainty in Artificial Intelligence: Proceedings of the Twenty-Ninth Conference. Corvallis, OR: AUAI Press.

Shute, V. J., Ventura, M., Small, M., & Goldberg, B. (2013). Modeling student competencies in video games using stealth assessment. In R. Sottilare, X. Hu, A. Graesser, & H. Holden (Eds.), Design recommendations for adaptive intelligent tutoring systems: Learning modeling (Volume 1) (pp. 143-155). Washington, DC: Army Research Laboratory.

Wang, L., Kim, Y. J., & Shute, V. J. (2013). Gaming the system in Newton's Playground. In H. C. Lane, K. Yacef, J. Mostow, & P. Pavlik (Eds.), Proceedings of the 16th International Conference on Artificial Intelligence in Education (pp. 85-88). Berlin, Germany: Springer-Verlag.

2012

Razzouk, R. & Shute, V. J. (2012). What is design thinking and why is it important?. Review of Educational Research, 82(3), 330-348.

Shute, V. J., & Zapata-Rivera, D. (2012). Adaptive educational systems. In P. Durlach (Ed.), Adaptive technologies for training and education (pp. 7-27). New York, NY:Cambridge University Press.

Ventura, M., Shute, V. J., & Zhao, W. (2012). The relationship between video game use and a performance-based measure of persistence. Computers and Education, 60, 52-58.

Shute, V. J., & Ke, F. (2012). Games, learning, and assessment. In D. Ifenthaler, D. Eseryel, & Ge, X. (Eds.), Assessment in game-based learning: Foundations, innovations, and perspectives (pp. 43-58). New York, NY: Springer.

Ventura, M., Shute, V. J., & Kim, Y. J. (2012). Video gameplay, personality and academic performance. Computers and Education, 58, 1260-1266.
Shute, V. J., & Kim, Y. J. (2012). e-assessment. In N. Balacheff, J. Bourdeau, P. Kirschner, R. Sutherland, and J. Zeiliger (Eds.), TEL Thesaurus. Stellar Initiative.

2011

Shute, V. J., & Kim, Y. J. (2011). Does playing the World of Goo facilitate learning?. In D. Y. Dai (Ed.), Design research on learning and thinking in educational settings: Enhancing intellectual growth and functioning (pp. 359-387). New York, NY: Routledge Books New York, NY: Routledge Books.

Shute, V. J., Hansen, E. G., Underwood, J. S., & Razzouk, R. (2011). A review of the relationship between parental involvement and secondary school students' academic achievement. Education Research International, pp. 1-10.

Shute, V. J., Rieber, L., & Van Eck, R. (2011). Games . . . and . . . learning. In R. Reiser & J. Dempsey (Eds.), Trends and issues in instructional design and technology, 3rd Edition, (pp. 321-332). Upper Saddle River, NJ: Pearson Education Inc.

Shute, V. J. (2011). Stealth assessment in computer-based games to support learning. In S. Tobias & J. D. Fletcher (Eds.), Computer games and instruction (pp. 503-524). Charlotte, NC: Information Age Publishers.

Shute, V. J. & Torres, R. (2011). Where streams converge: Using evidence-centered design to assess Quest to Learn. In M. Mayrath, J. Clarke-Midura, & D. H. Robinson (Eds.), Technology-based assessments for 21st century skills: Theoretical and practical implications from modern research (pp. 91-124). Charlotte, NC: Information Age Publishing.

Shute, V. J., Ventura, M., & Kim, Y. J. (2011). Synthesis report on the games, learning, and assessment (GLA) Workshop. Paper prepared for the Bill and Melinda Gates Foundation and MacArthur Foundation.

2010

Shute, V. J., Masduki, I., & Donmez, O. (2010). Conceptual framework for modeling, assessing, and supporting competencies within game environments . Technology, Instruction, Cognition, and Learning, 8(2), 137-161.

Shute, V. J. & Becker, B. J. (2010). Prelude: Issues and assessment for the 21st century. In V. J. Shute & B. J. Becker (Eds.), Innovative assessment for the 21st century: Supporting educational needs (pp. 1-11). New York, NY: Springer-Verlag.

Becker, B. J. & Shute, V. J. (2010). Epilogue: Achieving quality 21st century assessment. To appear in V. J. Shute & B. J. Becker (Eds.), Innovative assessment for the 21st century: Supporting educational needs (pp. 229-237). New York, NY: Springer-Verlag.

Woolf, B. P., Shute, V. J., VanLehn, K., Burleson, W., King, J., Suthers, D., Bredeweg, B., Luckin, R., & Tonkin, E. (2010). A roadmap for education technology. Monograph prepared for the Computing Community Consortium, Washington, DC.

Lee, J., & Shute, V. J. (2010). Personal and social-contextual factors in k-12 academic performance: An integrative perspective on student learning. Educational Psychologist, 45(3), 185-202.

Mislevy, R.J., Behrens, J.T., Bennett, R.E., Demark, S.F., Frezzo, D.C., Levy, R., Robinson, D.H., Rutstein, D.W., Shute, V.J., Stanley, K., & Winters, F.I. (2010). On the roles of external knowledge representations in assessment design. Journal of Technology, Learning, and Assessment, 8(2). Retrieved January 7, 2010 from http://www.jtla.org

Shute, V. J. & Zapata-Rivera, D. (2010). Intelligent systems. In E. Baker, P. Peterson, & B. McGaw (Eds.), Third Edition of the International Encyclopedia of Education (pp. 75-80). Oxford, UK: Elsevier Publishers.

Shute, V. J., Masduki, I., Donmez, O., Kim, Y. J., Dennen, V. P., Jeong, A. C., & Wang, C-Y. (2010). Modeling, Assessing, and Supporting Key Competencies Within Game Environments. In D. Ifenthaler, P. Pirnay-Dummer, N. M. Seel (Eds.), Computer-based diagnostics and systematic analysis of knowledge (pp. 281-309). New York, NY: Springer-Verlag.

Hansen, E. G., Shute, V. J., & Landau, S. (2010). An assessment-for-learning system in mathematics for individuals with visual disabilities. Journal of Visual Impairment and Blindness, 104, (5), 275-286.

2009

Shute, V. J. (2009). Simply assessment. International Journal of Learning, and Media, 1(2), 1-11. doi: 10.1162/ijlm.2009.0014

Almond, R. G., Shute, V. J., Underwood, J. S., Zapata-Rivera, D. (2009). Bayesian networks: A teacher’s view. International Journal of Approximate Reasoning, 50, 450-460.

Shute, V. J., Ventura, M., Bauer, M. I., & Zapata-Rivera, D. (2009). Melding the power of serious games and embedded assessment to monitor and foster learning: Flow and grow. In U. Ritterfeld, M. Cody, & P. Vorderer (Eds.), Serious games: Mechanisms and effects (pp. 295-321). Mahwah, NJ: Routledge, Taylor and Francis.

Shute, V. J., Jeong, A. C., Spector, J. M., Seel, N. M., & Johnson, T. E. (2009). Model-based methods for assessment, learning, and instruction: Innovative educational technology at Florida State University. In M. Orey, V. J. McClendon, & R. Branch (Eds.), 2009 Educational Media and Technology Yearbook (pp. 61-79).Westport, CT: Greenwood Publishing Group.

Lee, J., & Shute, V. J. (2009). The influence of noncognitive domains on academic achievement in K-12. ETS Research Report No. RR-09-34, Princeton, NJ.

Shute, V. J., Levy, R., Baker, R., Zapata, D., & Beck, J. (2009). Assessment and learning in intelligent educational systems: A peek into the future. In S. D. Craig & D. Dicheva (Eds.), Proceedings of the Artificial Intelligence and Education (AIED ’09) Workshop on Intelligent Educational Games, Volume 3: Intelligent Educational Games (pp. 99 – 108). Brighton, UK.

Shute, V. J., Hansen, E. G., & Underwood, J. S. (2009). Untying the knot: Review of research on the influence of parental involvement on students’ academic achievement at the secondary school. ETS Research Report No. RR-09-21, Princeton, NJ.

2008

Shute, V. J., Hansen, E. G., & Almond, R. G. (2008). You can’t fatten a hog by weighing it—or can you? Evaluating an assessment for learning system called ACED. International Journal of Artificial Intelligence and Education, 18(4), 289-316.

Shute, V. J. (2008). Focus on formative feedback. Review of Educational Research, 78(1),153-189.

Shute, V. J. & Zapata-Rivera, D. (2008). Using an evidence-based approach to assess mental models. In D. Ifenthaler, P. Pirnay-Dummer, & J. M. Spector (Eds.), Understanding models for learning and instruction: Essays in honor of Norbert M. Seel (pp. 23-41). New York, NY: Springer.

Shute, V. J. & Zapata-Rivera, D. (2008). Adaptive technologies. In J. M. Spector, D. Merrill, J. van Merriënboer, & M. Driscoll (Eds.), Handbook of Research on Educational Communications and Technology (3rd Edition) (pp. 277-294). New York, NY: Lawrence Erlbaum Associates, Taylor & Francis Group.

Shute, V. J., Ventura, M., Bauer, M. I., & Zapata-Rivera, D. (2008). Monitoring and fostering learning through games and embedded assessments. ETS Research Report No. RR-08-69, Princeton, NJ.

Shute, V. J. & Zapata-Rivera, D. (2008). Educational assessment using intelligent systems. ETS Research Report No. RR-08-68, Princeton, NJ.

Shute, V. J., Dennen, V. P., Kim, Y. J., Donmez, O., & Wang, C-Y. (2008, unpublished manuscript). 21st century assessment to promote 21st century learning: The benefits of blinking. Tallahassee, FL.

2007

Shute, V. J. (2007). Applying cognitive models to support teaching and learning. Technology, Instruction, Cognition, and Learning, 5(4), 309-312.

Zapata-Rivera, D., Hansen, E. G., Shute, V. J., Underwood, J. S., & Bauer, M. I. (2007). Evidence-based approach to interacting with open student models. International Journal of Artificial Intelligence and Education, 17(3), 273-303.

Shute, V. J. (2007). Tensions, trends, tools, and technologies: Time for an educational sea change. In C. A. Dwyer (Ed.), The future of assessment: Shaping teaching and learning (pp. 139-187). New York, NY: Lawrence Erlbaum Associates, Taylor & Francis Group.

Mislevy, R. J., Behrens, J. T., Bennett, R. E., Demark, S. F., Frezzo, D. C., Levy, R., Robinson, D. H., Rutstein, D. W., Shute, V. J., Stanley, K., & Winters, F. I. (2007). On the roles of external knowledge representations in assessment design. CSE Technical Report 722. Los Angeles: The National Center for Research on Evaluation, Standards, Student Testing (CRESST), Center for Studies in Education, UCLA. Available online at http://www.cse.ucla.edu/products/reports/R722.pdf

Shute, V. J., Hansen, E. G., & Almond, R. G. (2007). An assessment for learning system called ACED: Designing for learning effectiveness and accessibility , ETS Research Report, RR-07-26 (pp. 1-45), Princeton, NJ.

Shute, V. J. (2007). Focus on formative feedback. ETS Research Report, RR-07-11 (pp. 1-47), Princeton, NJ.

Shute, V. J. & Zapata-Rivera, D. (2007). Adaptive Technologies. ETS Research Report, RR-07-05 (pp. 1-42), Princeton, NJ.

Shute, V. J., Hansen, E. G., & Almond, R. G. (2007). Evaluating ACED: The impact of feedback and adaptivity on learning. In R. Luckin, K. Koedinger, & J. Greer (Eds.), Artificial intelligence in education - Building technology rich learning contexts that work (pp. 230 – 237). Amsterdam, The Netherlands: IOS Press.

Zapata-Rivera, D., Vanwinkle, W., Shute, V. J., Underwood, J. S., & Bauer, M. (2007). English ABLE. In R. Luckin, K. Koedinger, & J. Greer (Eds.), Artificial intelligence in education - Building technology rich learning contexts that work (pp. 323 – 330). Amsterdam, The Netherlands: IOS Press.

2006

Shute, V. J. & Underwood, J. S. (2006). Diagnostic assessment in mathematics problem solving. Technology, Instruction, Cognition, & Learning, 3(1), 151-166.

Shute, V. J. (2006). Tensions, trends, tools, and technologies: Time for an educational sea change. ETS Research Report, RR-06-16 (pp. 1-56), Princeton, NJ.

Shute, V. J., Graf, E. A., & Hansen, E. (2006). Designing adaptive, diagnostic math assessments for individuals with and without visual disabilities. ETS Research Report, RR-06-01 (pp. 1-46), Princeton, NJ.

2005

Shute, V. J., Graf, E. A., & Hansen, E. (2005). Designing adaptive, diagnostic math assessments for individuals with and without visual disabilities. In L. PytlikZillig, R. Bruning, and M. Bodvarsson (Eds.). Technology-based education: Bringing researchers and practitioners together (pp. 169-202). Greenwich, CT: Information Age Publishing.

2004

Shute, V. J. (2004). Towards automating ECD-based diagnostic assessments. Technology, Instruction, Cognition, and Learning, 2(1), 1-18.

Shute, V. J. (2004). Valid assessments. Technology, Instruction, Cognition, and Learning, 2(1), i-ii.

2003

Shute, V. J. & Towle, B. (2003). Adaptive e-learning. Educational Psychologist, 38(2), 105-114.

Shute, V. J., & Torreano, L. A. (2003). Formative evaluation of an automated knowledge elicitation and organization tool. In T. Murray, S. Ainsworth, & S. Blessing (Eds.), Authoring tools for advanced technology learning environments: Toward cost-effective adaptive, interactive, and intelligent educational software (pp. 149-180). The Netherlands: Kluwer Academic Publishers.

2000

Roznowski, M., Hong, S., Dickter, D. N., Sawin, L. L., & Shute, V. J. (2000). Validity of measures of cognitive processes and general ability for learning and performance on highly complex computerized tutors: Is the “g” factor of intelligence even more general? Journal of Applied Psychology 85(6), 940-955.

Shute, V. J., Torreano, L. A., & Willis, R. E. (2000). DNA: Providing the blueprint for instruction. In S. Chipman, V. Shalin, & J. Schraagen (Eds.), Cognitive task analysis (pp. 71-86). Hillsdale, NJ: Erlbaum Associates.

Shute, V. J., Torreano, L., & Willis, R. (2000). Toward an automated knowledge elicitation and organization tool. In S. P. Lajoie (Ed.) Computers as cognitive tools, Volume 2 (pp. 309-335). Hillsdale, NJ: Lawrence Erlbaum Associates.

Shute, V. J., Lajoie, S. P., & Gluck, K. A. (2000). Individualized and group approaches to training. In S. Tobias & J. D. Fletcher (Eds.), Training and retraining: A handbook for business, industry, government, and the military (pp. 171-207). New York, NY: Macmillan.

1999

Shute, V. J., Torreano, L. A., & Willis, R. E. (1999). Exploratory test of an automated knowledge elicitation and organization tool. International Journal of AI in Education, 10(3-4), 365-384.

Jonassen, D., Shute, V. J., Willis, R. E., & Torreano, L. A. (1999). Decompose, network, assess (DNA). In D. H. Jonassen, M. Tessmer, & W. H. Hannum (Eds.), Task analysis methods for instructional design (pp. 131-138). Mahwah, NJ: Lawrence Erlbaum Associates.

1998

Shute, V. J., Gawlick, L. A., & Gluck, K. A. (1998). Effects of practice and learner control on short- and long-term gain and efficiency. Human Factors, 40(2), 296-310.

Goettl, B., Halff, H., Redfield, C., & Shute, V. J. (Eds.) (1998). Proceedings of the 4th International Intelligent Tutoring Systems Conference, New York: Springer-Verlag.

Shute, V. J., Torreano, L. A., and Willis, R. E. (1998). DNA – Uncorking the bottleneck in knowledge elicitation and organization. In B. P. Goettl, H. M. Halff, C. L. Redfield, & V. J. Shute (Eds.), Proceedings of the 4th International Conference on Intelligent Tutoring Systems (pp. 146-155). New York: Springer-Verlag.

Gluck, K. A., Shute, V. J., Anderson, J. R., & Lovett, M. C. (1998). Deconstructing a computer-based tutor: Striving for better learning efficiency in Stat Lady. In B. P. Goettl, H. M. Halff, C. L. Redfield, & V. J. Shute (Eds.), Proceedings of the 4th International Conference on Intelligent Tutoring Systems (pp. 66-75). New York: Springer-Verlag.

Shute, V. J. (1998). My knowledge of knowledge. In B. P. Goettl, H. M. Halff, C. L. Redfield, & V. J. Shute (Eds.), Proceedings of the 4th International Conference on Intelligent Tutoring Systems (pp. 4-5). New York: Springer-Verlag.

1997

Horwitz, C. D., Shute, V. J., & Fleming, J. L. (1997). Creating an adaptive training system: Integration of the SMART student model in a RIDES tutor. In: C. L. Redfield (Ed.), Proceedings of 1997 AAAI Fall Symposium on Intelligent Tutoring System Authoring Tools (pp. 32-38), Cambridge, MA: AAAI Press.

1996

Shute, V. J. & Gluck, K. A. (1996). Individual differences in patterns of spontaneous online tool use. The Journal of the Learning Sciences, 5(4), 329-355.

Goettl, B. P., & Shute, V. J. (1996). Analysis of part-task training using the backward-transfer technique. The Journal of Experimental Psychology: Applied, 2(3), 227-249.

Shute, V. J., Gawlick-Grendell, L. A., Young, R. K., & Burnham, C. A. (1996). An experiential system for learning probability: Stat Lady description and evaluation. Instructional Science, 24(1), 25-46.

Shute, V. J., & Psotka, J. (1996). Intelligent tutoring systems: Past, present, and future. In D. Jonassen (Ed.), Handbook of research for educational communications and technology (pp. 570-600). New York, NY: Macmillan.

Shute, V. J. & Gawlick, L. A. (1996). Practice effects and learner control on acquisition, outcome, and efficiency. Proceedings of the 1996 Cognitive Science Society (pp. 660-665). Mahwah, NJ: Erlbaum Associates.

Shute, V. J. & Catrambone, R. (1996). Unified vs. tailored analogies: Effects on conceptual knowledge acquisition. In Proceedings of the 1996 international conference on Learning sciences (pp. 502-507). Evanston, IL: AACE.

Shute, V. J., & Gawlick, L. A. (1996). A macroadaptive approach to tutoring (Report No. AL-TP-96-0016). Air Force Materiel Command, Brooks Air Force Base, TX.

Shute, V. J., & Gawlick-Grendell, L. A. (1996). An experiential system for learning probability: Stat Lady. (Report No. AL-TP-1996-0004). Air Force Materiel Command, Brooks Air Force Base, TX.

1995

Shute, V. J. & Gawlick, L. A. (1995). Practice effects on skill acquisition, learning outcome, retention and sensitivity to relearning . Human Factors, 37(4), 781-803.

Woltz, D. J., & Shute, V. J. (1995). Time course of forgetting exhibited in repetition priming of semantic comparisons. American Journal of Psychology, 108(4), 499-525.

Shute, V. J. (1995). SMART: Student modeling approach for responsive tutoring. User Modeling and User-Adapted Interaction, 5, 1-44.

Shute, V. J. & Gawlick-Grendell, L. A. (1995). Practice effects on skill acquisition, learning outcome, retention, and sensitivity to re-learning. (Report No. AL-TP-95-0040). Air Force Materiel Command, Brooks Air Force Base, TX.

Shute, V. J., Regian, J. W., & Gawlick-Grendell, L. A. (1995). Modeling practice, performance, and learning. (Report No. AL-TP-95-0039). Air Force Materiel Command, Brooks Air Force Base, TX.

Shute, V. J. (1995). SMART evaluation: Cognitive diagnosis, mastery learning, and remediation. In J. Greer (Ed.), Proceedings of the World Conference on Artificial Intelligence in Education (pp. 123-130). Washington, DC: AACE.

1994

Shute, V. J. & Gawlick-Grendell, L. A. (1994). What does the computer contribute to learning? Computers and Education: An International Journal, 23(3), 177-186.

Shute, V. J. (1994). Learners and instruction: What's good for the goose may not be good for the gander. Psychological Science Agenda, 7(3), 8-16.

Regian, J. W., & Shute, V. J. (1994). Understanding and reducing gender differences in task performance. The Human Factors and Ergonomics Society: Training Technical Group Newsletter, Spring (1), 6-7.

Regian, J. W. & Shute, V. J. (1994). Evaluating intelligent tutoring systems. In H. O'Neil and E. L. Baker (Eds.), Technology assessment (pp. 79-96). Hillsdale, NJ: Lawrence Erlbaum Associates.

Shute, V. J. (1994). Learning processes and learning outcomes. In T. Husen & T. N. Postlethwaite (Eds.), International encyclopedia of education (2nd Edition) (pp. 3315-3325). New York, NY: Pergamon Press.

Shute, V. J. (1994). Regarding the I in ITS: Student modeling. In T. Ottmann & I. Tomek (Eds.), Proceedings of Educational Multimedia and Hypermedia (pp. 50-57). Charlottesville, VA: Association for the Advancement of Computing in Education.

Regian, J. W., & Shute, V. J. (1994). Embedded online assessment for intelligent tutoring systems. Proceedings of the 36th Annual Conference of the International Military Testing Association (pp. 147-152). Rotterdam, The Netherlands.

Shute, V. J., & Psotka, J., (1994). Intelligent tutoring systems: Past, present, and future. (Report No. AL-TP-94-0005). Air Force Materiel Command, Brooks Air Force Base, TX.

1993

Woltz, D. J. & Shute, V. J. (1993). Individual differences in repetition priming and its relationship to declarative knowledge acquisition. Intelligence, 17(3), 333-360.

Shute, V. J. & Regian, J. W. (1993). Principles for evaluating intelligent tutoring systems. Journal of Artificial Intelligence in Education, 4(3), 245-271.

Shute, V. J. (1993). A macroadaptive approach to tutoring. Journal of Artificial Intelligence in Education 4(1), 61-93.

Regian, J. W. & Shute, V. J. (1993). Basic research on the pedagogy of automated instruction. In D. M. Towne, T. de Jong, and H. Spada (Eds.), Simulation-based experiential learning (pp. 121-132). Berlin: Springer-Verlag.

Shute, V. J., Regian, J. W., & Gawlick-Grendell, L. A. (1993). Modeling practice, performance, and learning. In D. M. Towne, T. de Jong, and H. Spada (Eds.), Simulation-based experiential learning (pp. 133-148). Berlin: Springer-Verlag.

Shute, V. J. (1993). A comparison of learning environments: All that glitters... In S. P. Lajoie & S. J. Derry (Eds.), Computers as cognitive tools (pp. 47-74). Hillsdale, NJ: Lawrence Erlbaum Associates.

Shute, V. J. & Gawlick-Grendell, L. A. (1993). An experiential approach to teaching and learning probability: Stat Lady. In P. Brna, S. Ohlsson, & H. Pain (Eds.), Proceedings of the World Conference on Artificial Intelligence in Education (pp. 177-184). Charlottesville, VA: AACE.

1992

Shute, V. J. (1992). Human and artificial intelligence: Bridging the gap. [Review of Made-up minds: A constructivist approach to artificial intelligence]. Contemporary Psychology, 37(10), 1057-1058.

Regian, J. W. & Shute, V. J. (Eds.). (1992). Cognitive approaches to automated instruction. Hillsdale, NJ: Lawrence Erlbaum Associates.

Shute, V. J. (1992). Aptitude-treatment interactions and cognitive skill diagnosis. In J. W. Regian & V. J. Shute (Eds.), Cognitive approaches to automated instruction (pp. 15-47). Hillsdale, NJ: Lawrence Erlbaum Associates.

Regian, J. W. & Shute, V. J. (1992). Automated instruction as an approach to individualization. In J. W. Regian & V. J. Shute (Eds.), Cognitive approaches to automated instruction (pp. 1-14). Hillsdale, NJ: Lawrence Erlbaum Associates.

Shute, V. J. & Gawlick-Grendell, L. A. (1992). If practice makes perfect, what does less practice make? (Report No. AL-TP-1992-0017). Air Force Systems Command, Brooks Air Force Base, TX.

Shute, V. J. (1992). Learning processes and learning outcomes. (Report No. AL-TP-1992-0015). Air Force Systems Command, Brooks Air Force Base, TX.

1991

Shute, V. J. (1991). Who is likely to acquire programming skills? Journal of Educational Computing Research, 7(1), 1-24.

Shute, V. J. & Glaser, R. (1991). An intelligent tutoring system for exploring principles of economics. In R. E. Snow & D. Wiley (Eds.), Improving Inquiry in Social Science: A Volume in Honor of Lee J. Cronbach (pp. 333-366). Hillsdale, NJ: Lawrence Erlbaum Associates.

Shute, V. J. (1991). Meta-evaluation of four intelligent tutoring systems: Promises and products. (Report No. AL-TP-1991-0040). Air Force Systems Command, Brooks Air Force Base, TX.

Shute, V. J. (1991). A comparison of learning environments: All that glitters... (Report No. AL-TP-1991-0042). Air Force Systems Command, Brooks Air Force Base, TX.

1990

Shute, V. J. & Glaser, R. (1990). A large-scale evaluation of an intelligent discover world: Smithtown. Interactive Learning Environments, 1, 51-77.

Shute, V. J. & Kyllonen, P. C. (1990). Modeling individual differences in programming skill acquisition (Report No. AFHRL-TP-90-76). Air Force Systems Command, Brooks Air Force Base, TX.

Shute, V. J. (1990). Rose garden promises of intelligent tutoring systems: Blossom or thorn? Proceedings from the Space Operations, Applications and Research Symposium (pp. 431-439). Albuquerque, NM.

Shute, V. J. (1990). Individual differences in learning from an intelligent discovery world: Smithtown (Report No. AFHRL-TP-89-57). Air Force Systems Command, Brooks Air Force Base, TX.

Shute, V. J. & Pena, C. M. (1990). Acquisition of programming skills (Report No. AFHRL-TP-89-54). Air Force Systems Command, Brooks Air Force Base, TX.

Glaser, R., Shute, V. J., Raghavan, K., Bonar, J. G., Schultz, J. N., Chalawsky, M., & Katterman, K. (1990). Smithtown: An intelligent discovery world for microeconomics. (Tech. Report). Pittsburgh: University of Pittsburgh, Learning Research and Development Center.

1989

Shute, V. J. (1989). Individual differences in learning from an intelligent tutoring system. Technology and Learning, 3, 7-11.

Shute, V. J., Woltz, D. J., & Regian, J. W. (1989). An investigation of learner differences in an ITS environment: There's no such thing as a free lunch. In D. Bierman, J. Breuker, and J. Sandberg (Eds.), Artificial intelligence and education (pp. 260-266). Amsterdam: IOS.

Shute, V. J., Glaser, R. & Raghavan, K. (1989). Inference and discovery in an exploratory laboratory. In P. L. Ackerman, R. J. Sternberg & R. Glaser (Eds.), Learning and Individual Differences (pp. 279-326). New York, NY: W.H. Freeman.

Kyllonen, P. C. & Shute, V. J. (1989). A taxonomy of learning skills. In P. L. Ackerman, R. J. Sternberg & R. Glaser (Eds.), Learning and individual differences (pp. 117-163). New York, NY: W.H. Freeman.

Regian, J. W., Dennis, M. M. & Shute, V. J. (1989). INFLITE: An intelligent instrument flight trainer with computer-generated speech. Proceedings from the Technology and Innovations in Training & Education Conference. Atlanta, GA.

Shute, V. J. (1989). Learning abilities and intelligent tutoring systems. Proceedings from the Technology and Innovations in Training and Education Conference. Atlanta, GA.

1988

Regian, J. W. & Shute, V. J. (1988). Artificial intelligence in training: The evolution of intelligent tutoring systems. Proceedings from the Technology and Innovations in Training & Education Conference. Biloxi, MS.

Shute, V. J. (1988). Teaching scientific inquiry skills: Smithtown. Proceedings from the Third Annual User-Interface Conference (pp. 61-69). Austin, TX.

Kyllonen, P. C. & Shute, V. J. (1988). Taxonomy of learning skills (Report No. AFHRL-TP-87-39). Air Force Systems Command, Brooks Air Force Base, TX.

Shute, V. J., Glaser, R. & Raghavan, K. (1988). Inference and discovery in an exploratory laboratory (Report No. 10). Pittsburgh: University of Pittsburgh, Learning Research and Development Center

1987

Shute, V. J. (1987). Intelligent tutoring systems as tools for investigating individual differences in learning. Proceedings from the First Annual Workshop on Space Operations Automation & Robotics (pp. 71-75). Houston, TX.

1986

Shute, V. J. & Bonar, J. G. (1986). Intelligent tutoring systems for scientific inquiry skills . Proceedings of the 8th Annual Conference of the Cognitive Science Society (pp. 353-370). Hillsdale, NJ: Lawrence Erlbaum Associates.

1985

Morales, R. V., Shute, V. J. & Pellegrino, J. W. (1985). Developmental differences in understanding and solving simple mathematics word problems. Cognition and Instruction, 2(1), 41-57.

Pellegrino, J. W., Mumaw, R. J. & Shute, V. J. (1985). Analyses of spatial aptitude and expertise. In S. Embretson (Ed.), Test design: Developments in psychology and psychometrics (pp. 45-76). Orlando, FL: Academic Press.

1984

Pellegrino, J. W., Alderton, D. L. & Shute, V. J. (1984). Understanding spatial ability. Educational Psychologist, 19(3), 239-253.

Shute, V. J. (1984). Artificial intelligence. In T. Husen & T. N. Postlethwaite (Eds.), The international encyclopedia of education: Research and studies (pp. 333-340). New York, NY: Pergamon Press.

1983

Shute, V. J., Pellegrino, J. W., Hubert, L., & Reynolds, R. W. (1983). The relationship between androgen levels and human spatial abilities. Bulletin of the Psychonomic Society, 21(6), 465-468.

Current CV.

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