SELECTED PUBLICATIONS
See Google Scholar for full list of publications
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* = Student co-author
** = Community partner co-author
PEER-REVIEWED JOURNAL ARTICLES
Shehab, S., Bohn, D., O’Bryan, L., Lawrence, L., & Tissenbaum, M. (2025). Integrating human-centered design into undergraduate STEM capstone courses: A food product development case study. Education Sciences, 15(5), 542. https://doi.org/10.3390/educsci15050542 (IF = 3.0; Q1)
*Alfredo, R., Echeverria, V., Zhao, L., Lawrence, L., Swiecki, Z., Gasevic, D., Martinez-Maldonado, R. (2024). Designing a Human-centred Learning Analytics Dashboard In-use. Journal of Learning Analytics, 11(3), 62-81. https://doi.org/10.18608/jla.2024.8487 (IF = 3.9; Q1)
Begolli, K., *Bermudez, V. N., Lawrence, L., Alvarez-Vargas, D. *Valdez, S. V., Santana, E., *Acevedo-Farag, L. M., Ahn, J., Bailey D. H., Rhodes, K., Richland, L., & Bustamante, A. (2024). Incorporating design based implementation research with a randomized controlled trial to develop and evaluate the efficacy of playful rational number learning. Contemporary Educational Psychology, 78, 102296. https://doi.org/10.1016/j.cedpsych.2024.102296 (IF = 3.9; Q1)
*Guo, S., Bailey, D. H., Rhodes, K., Begolli, K. N., Bermudez, V. N., Lawrence, L., *Alvarez-Vargas, D., *Acevedo-Farag, L. M., Ahn, J., Bustamante, A. S., Richland, L. E. (2024). Buckets of fun: Impact of Fraction Ball activities on students’ math-related emotions. Journal of Applied Developmental Psychology, 92, 101645. https://doi.org/10.1016/j.appdev.2024.101645 (IF = 2.2; Q1)
Lawrence, L., Mercier, E., *Tucker, T., Bosch, N., & Paquette, L. (2024). Accuracy and effectiveness of models for predicting collaboration on instructors’ strategies and groups’ collaboration. Computers and Education Open, 7, 100203. https://doi.org/10.1016/j.caeo.2024.100203 (IF = 4.1; Q1)
Lawrence, L., Shehab, S., & Tissenbaum, M. (2024). Understanding non-designers' practices and processes in a human-centered design course. International Journal of Innovation in Education, 9(5), 1-27. https://dx.doi.org/10.1504/IJIIE.2024.10063914 (IF = 0.24; Q3)
Swanson, H., Lawrence, L., *Arnell, J., *Jones, B., Sherin, B., & Wilensky, U. (2024). Computational Models as Tools for Supporting for Responsive Teaching. Behavior and Information Technology, 44(5), 1035-1052. https://doi.org/10.1080/0144929X.2024.2377385 (IF = 4.0; Q1)
Cromley, J., Chen, R., & Lawrence, L. (2023). Meta-analysis of STEM learning using virtual reality: Benefits across the board. Journal of Science Education and Technology (32), 355–364. https://doi.org/10.1007/s10956-023-10032-5 (IF = 4.0; Q1)
Echeverria, V. *Yang, K., Lawrence, L., Rummel, N., & Aleven, V. (2023). Designing human-AI orchestration tools to support dynamic classroom transitions. IEEE Transactions on Learning Technologies. 16(2), 191–205. https://doi.org/10.1109/TLT.2023.3248155 (IF = 4.3; Q1)
Lawrence, L., Echeverria, V., *Yang, K., Rummel, N., & Aleven, V. (2023). Developing a Human-AI co-orchestration system: A multi-year teacher-centered design process. In Special Issue on Human-Centered Learning Analytics, British Journal of Educational Technology. 5(3), 823–844. https://doi.org/10.1111/bjet.13372 (IF = 6.6; Q1)
Lawrence, L. & Mercier, E. (2019). Co-design of an orchestration tool: Supporting engineering teaching assistants as they facilitate collaborative learning. Interaction Design and Architecture(s) Journal, (42), 111–130. https://doi.org/10.55612/s-5002-042-006 (IF = 0.2)
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PEER-REVIEWED ACM PROCEEDINGS (FULL PAPERS)
*Sinha, R., *Solola, I., Nguyen, H., Swanson, H., & Lawrence, L. (2024). The role of Generative AI in qualitative research: A case of building a preliminary model of responsive teaching using Grounded Theory. Learning Design and Technology Symposium, IDC 2024, (pp. 17-25). https://doi.org/10.1145/3663433.3663456
Swanson, H., Lawrence, L., *Arnell, J., *Dawkins, A., *Jones, B., Sherin, B., & Wilensky, U. (2023). Helping teachers cultivate responsive teaching strategies through the co-design of computational modeling environments. In Learning, Design and Technology (LDT ’23), June 23, 2023, Evanston, IL, USA. ACM, New York, NY, USA, (pp. 79–86). https://doi.org/10.1145/3594781.3594800
Aleven, V., *Blankestijn, J., Lawrence, L., *Nagashima, T., & Taatgen, N. (2022). A dashboard to support teachers during students’ self-paced AI-supported problem-solving practice. In Educating for a New Future: Making Sense of Technology-Enhanced Learning Adoption: 17th European Conference on Technology Enhanced Learning, EC-TEL 2022, Toulouse, France, September 12–16, 2022, Proceedings. Springer-Verlag, Berlin, Heidelberg, (pp.16–30). https://doi.org/10.1007/978-3-031-16290-9_2
*Yang, K. B., Lu, Z., Echeverria, V., Sewall, J., Lawrence, L., Rummel, N., & Aleven, V. (2022). Technology ecosystem for orchestrating dynamic transitions between individual and collaborative AI-tutored problem solving. In International Conference on Artificial Intelligence in Education (pp. 673-678). Cham: Springer International Publishing. https://doi.org/10.1007/978-3-031-11644-5_66
*Jang, J., *Lee, J., Echeverria, V., Lawrence, L., & Aleven, V. (2021). Explorations of designing spatial classroom analytics with virtual prototyping. In Proceedings of the 11th International Learning Analytics & Knowledge Conference (LAK21), April 12–16, 2021, Irvine, CA, USA. ACM, New York, NY, USA, (pp. 518–524). https://doi.org/10.1145/3448139.3448192
*Yang, K., Lawrence, L., Echeverria, V., *Guo, B., Holstein, K., Rummel, K., & Aleven, V. (2021). Surveying teachers’ preferences and boundaries regarding human-AI control in dynamic pairing of students for collaborative learning. In Technology-Enhanced Learning for a Free, Safe, and Sustainable World: 16th European Conference on Technology Enhanced Learning, EC-TEL 2021, Bolzano, Italy, September 20–24, 2021, Proceedings (pp. 260–274). Springer Nature, Cham. https://doi.org/10.1007/978-3-030-86436
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PEER-REVIEWED CONFERENCE PROCEEDINGS (FULL PAPERS)
Lawrence, L., *Guo, B., *Yang, K., Echeverria, V., *Kang, Z., *Bathala, V., *Li, C., *Huang, W., Rummel, N., & Aleven, V. (2022). Process to co-design AI-based orchestration tools to support dynamic transitions: Design narratives through Conjecture Mapping. In Weinberger, A. Chen, W., Hernández-Leo, D., & Chen, B. (Eds.). Proceedings of the 15th International Conference on Computer-Supported Collaborative Learning-CSCL 2022. (pp. 139–146). Hiroshima, Japan: International Society of the Learning Sciences. Best Design Paper.
*Yang, K., Wang, X., Echeverria, V., Lawrence, L., Holstein, K., Rummel, K., & Aleven, V. (2021). SimPairing - Exploring policies for dynamically teaming up students through log data simulation. In Hsiao I., Sahebi S., Bouchet F., & Vie J.J. (Eds.), Proceedings, Fourteenth International Conference on Educational Data Mining (EDM 2021) (pp. 183–194). Educational Data Mining Society. [Acceptance rate 27%]
*Tucker, T., Lawrence, L., & Mercier, E. (2021). Investigating the effectiveness of an orchestration tool on the nature of students’ collaborative interactions during group work. Proceedings of the 2021 ASEE Virtual Annual Conference Content Access, Virtual Conference. https://peer.asee.org/38174 [IF = 0.4]
Shehab, S., Lawrence, L., Mercier, E., **Margotta, A., **Livingston, L., **Silva, M., & Tucker, T. (2020). Towards the effective implementation of collaborative problem solving in undergraduate engineering classrooms: Co-designing guidelines for teaching assistants. Proceedings of the 2020 ASEE Virtual Annual Conference Content Access, Virtual Online. https://doi.org/10.18260/1-2--35396 [IF = 0.49]
Lawrence, L. & Mercier, E. (2017). Designing visualizations to monitor collaboration in engineering discussion sessions. In Vogel, C. & Muratovski, G. (Eds.), Re: Research. Cincinnati, OH: International Association of Societies of Design Research. https://doi.org/10.7945/ C25Q4P [Full paper; Acceptance rate 60%]
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BOOK CHAPTERS
Lawrence, L., *Szura, J. W., Begolli, K., **Minko, J., Bustamante, A., & Ahn, J. (2022). Tiered levels of engagement for teacher partnerships. In L. Wentworth, C. Conaway, S. Shewchuk, & P. Arce-Trigatti (Ed.) RPP Brokers Handbook, V. 2: A Guide to Brokering in Education Research-Practice Partnerships. Houstin, TX: National Network of Education Research-Practice Partnerships (NNERPP).
Cromley, J. G., & Lawrence, L. (2018). Multimedia simulations that foster deep learning: Findings from a review of the literature. R. Zheng (Ed.). Strategies for Deep Learning with Digital technology: Theories and practices in education. 93–110. Hauppauge, NY: Nova Science Publishers.
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COMMUNITY REPORTS
Montenegro, Y. P., Boyle, M., Lawrence, L., Quijas Ornelas, M., Walters, J., & Wallis, D. (2025). Findings from a community action planning workshop on LGBTQ+ well-being in Northern Utah. Transforming Communities Institute.
Lawrence, L., *Garg, I., *Pitti, Y., *Reynolds, P., & Walters, J. (2025). Swaner Preserve and EcoCenter retreat outcomes. Transforming Communities Institute.
Lawrence, L., Shehab, S., **Livingston, L., & **Margotta, A. (2019). Collaborative teaching sequence: A guide for teachers. CoLearnLab Resources.
Kelly, S., Lawrence, L., & Mercier, E. (2017). Food for Thought: User and resource guide. CoLearnLab Resources.