Dr. Roy B. Clariana

Professor of Learning, Design, and Technology

Pennsylvania State University (University Park, PA 16802)

305D Keller Building

phone: 814-865-1958                                        

e-mail: RClariana@psu.edu

 

Education

1986-1990          Ed.D., Curriculum and Instruction with an emphasis in Instructional Design and Technology, Memphis State University, TN

1977-1979           M.S., Biology Education, University of Central Arkansas, Conway, AR

1973-1975           B.S., Biology, University of Central Arkansas, Conway, AR

1971-1973            A.A.S., Science, Phillips Community College, West Helena, AR

 

Professional Experiences

2010-present     Professor, Learning Design and Technology, Department of Learning and Performance Systems, Pennsylvania State University

2016-2020         Department Head (Chair), Department of Learning and Performance Systems, Pennsylvania State University

2015-2016          Director of Graduate and Undergraduate Studies, Department of Learning and Performance Systems, Pennsylvania State University

2007-2010         Education Division Head (Chair), School of Graduate Professional Studies, Pennsylvania State University

Spring 2005       Fulbright award, University of Oulu, Finland, Educational Technology Research Unit, see: https://www.oulu.fi/let

2003-2010         Associate Professor, Instructional Systems program, Pennsylvania State University

1997-2003         Assistant Professor, Instructional Systems program, Pennsylvania State University

-------- move from corporate to academic (1997-present) --------

1992-1997          National C&I Specialist, Project Director, and Field Director (UK 1995-1996), Jostens Learning Corporation, San Diego, CA (note: Jostens was bought by Compass Learning that was then bought by Edgenuity)

1991-1992          Education Consultant, WICAT Systems, Inc., Orem, UT (Jostens acquired WICAT in 1992)

1990-1991          Training Analysis Manager and then Manager of Quality Systems, Rocky Flats Nuclear Weapons Facility, EG&G Inc., Golden, CO (note: EG&G was bought by the Carlyle Group and then bought by URS Corp.)

1985-1990          Teaching Assistant and Graduate Research Assistant, Memphis State University

1985-1990          Technology Coordinator (K-8), St. Anne’s Elementary School, Memphis, TN

1988                   Executive Program Assistant, Katmandu, Nepal, U.S. Peace Corps

1984-1985          Training Director, U.S. Peace Corps, Lilongwe, Malawi

1982-1984          Technical Coordinator, Assistant Training Director, U.S. Peace Corps, Kenya

1979-1982          Peace Corp Volunteer, Biology teacher, Iten, Kenya link

1977-1979          Lead Graduate Assistant, Chemistry Department, Microbiology lab assistant, University of Central Arkansas, Conway, AR

1976-1977          Math Teacher, Marvell High School, Marvell, AR

 

Doctoral Adviser/Chair (chronological, PSU-ETD)

Li, Minkyung (Ph.D., 202_). Comps title: How can we form groups more meaningfully? Consideration of social and cognitive levels of asynchronous online discussion

Junxiu, Yu (Ph.D., 202_). proposal title: An exploratory case study of collective knowledge construction discourse and artifact mediation during collaborative concept mapping.

Park, Eunsung (Pd.D., 2021). Adaptive learning analytics dashboard and self-regulated learning support: a mixed-method case study of blended undergraduate finance course

Chang, Hwei Kit (Ph.D., 2021) – The effect of embedded interactive adjunct questions in instructional videos

Wang, Yu (Ph.D., 2021) – Comparative Investigation of full and focused network feedback on students’ knowledge structure and learning

Yan, Yu (Ph.D., 2019, co-chair) – The effect of gamification on English language learners’ participation in and satisfaction with a curriculum-based measurement system

Garbrick, Amy Hughes (Ph.D., 2018) – Factors influencing student engagement in an online asynchronous discussion forum measured by quantity, quality, survey, and social network analysis

Kim, Kyung (Ph.D., 2018) – Visualizing reading comprehension: Understanding the influence of text structures on readers’ knowledge structures

Salman, Fariha Hayat (Ph.D., 2018) – Embodied engagement: Examining learner interactions within Ubilearn experiences for design-focused STEM education 

Dan Fanella (Ph.D., 2015) – The effects of changing the number of terms used to create proximity files on the predictive ability of scoring essay-derived network graphs via the ala-reader approach.

Rysavy, Monica (Ph.D., 2015)Achievement goal orientation and its implications for workplace goal setting programs, supervisory/subordinate relationships, and training.

Wilson, Douglas Anthony (Ph.D., 2015, co-chair) A portrait of academically at-risk male undergraduate students at The Pennsylvania State University

Lu Bai (*MS, 2014) – Parallel-pattern versus linear-pattern discussion online collaborations.

Patricia Nordstrom (DEd, 2013) – An evaluation of reported changes in teachers’ practices in the Classroom for the Future initiative based on levels of technology implemented.

General Ntshalintshali (Ph.D., 2013) – Instructional effects of refutation text on different types of knowledge.

Dana Webber (Ph.D., 2013) – Using technology to develop a collaborative-reflective teaching practice toward synthecultural competence: An ethnographic case study in world language teacher preparation.

John C. Rubisch (Ph.D., 2004) – Enhancing social perspective taking in delinquent adolescents through cognitive flexibility in a hypermedia program.

Gustavo Prestera (Ph.D., 2003) – Context effects of color on recall: border color as a lesson and posttest cue for factual and conceptual information presented in computer-based instruction.

 

Extramural Funding (active)

Project Title: Further development of an open education resource to improve Architectural Engineering students’ conceptual knowledge when writing to learn, PI: Roy Clariana, Sponsor: National Science Foundation, Period of Performance: 6/1/2022 - 5/31/2025, Total Budget: $274,637, Award NSF #2215807 Abstract URL

Endowment Funding (completed)

Endowment title: PSU Learning Agility Graduate Fellowship, PI: Roy Clariana, Sponsor: Life Sciences Trainers & Educators Network LTEN, Period of Performance: 7/01/2020-12/31/2020, Total Budget: $150,000, Candidate’s Role: Principal Investigator, Donor/Entity ID: 2019099606

Extramural Funding (completed)

Project Title: NCS-FO: Reading in the Brain: Toward Integrative Approaches in First and Second Language Comprehension, PI: Ping Li, Sponsor: National Science Foundation, Period of Performance: 8/1/2015-7/31/2020, Total Budget: $1,094,878, Candidate’s Role: Co-Pi years 1-4; PI in year 5, Award #: BCS-1533625

Project Title: Academic Research Services Order for Life Sciences Trainers & Educators Network (LTEN), PI: Roy Clariana, Sponsor: Life Sciences Trainers & Educators Network, Period of Performance: 1/15/2018-12/31/2019, Total Budget: $71,077, Candidate’s Role: Principal Investigator, ORP Award #: 206005

Project Title: NASA STEM Educator Professional Development (EPD) Collaborative, PI: Roy Clariana, Sponsor: Texas State University, Period of Performance: 9/1/2014-12/31/2018, Total Budget: $412,431, Candidate’s Role: Principal Investigator (years 3-4), Award #: 15004-82232-4

 

Peer-Reviewed Journal Articles

Clariana, R. B., Tang, H., & Chen, X. (2022). Corroborating a sorting task measure of individual and of local collective knowledge structure. Educational Technology Research and Development, Online First. https://doi.org/10.1007/s11423-022-10123-x

Ma, X., Liu, Y., Clariana, R. et al. (2022). From eye movements to scanpath networks: A method for studying individual differences in expository text reading. Behavioral Research Methods, Online First. https://doi.org/10.3758/s13428-022-01842-3  

Clariana, R. B., & Park, E. (2021). Item-level monitoring, response style stability, and the hard-easy effect. Educational Technology Research and Development, 69(2), 693-712. https://www.researchsquare.com/article/rs-256756/v1.pdf

Follmer, D. J., Li, P., & Clariana, R. B. (2021). Predicting expository text processing: causal content density as a critical expository text metric. Reading Psychology, Online First. https://www.tandfonline.com/doi/full/10.1080/02702711.2021.1912867

Follmer, D. J., & Clariana, R. B. (2020). Predictors of adults' metacognitive monitoring ability: The roles of task and item characteristics. Journal of Experimental Education, Online First. https://doi.org/10.1080/00220973.2020.1783193

Ntshalintshali, G. N., & Clariana, R. B. (2020). Paraphrasing refutation text improved higher knowledge forms and hindered lower knowledge forms: examples from repairing relational database design misconceptions. Educational Technology Research and Development, online first https://doi.org/10.1007/s11423-020-09758-5.

Hsu, C-T., Clariana, R. B., Schloss, B., & Li, P. (2019). Neurocognitive signatures of naturalistic reading of scientific texts: A fixation-related fMRI study. Scientific Reports, 9, 10678. https://www.nature.com/articles/s41598-019-47176-7

Li, P., & Clariana, R. B. (2019). Reading comprehension in L1 and L2: An integrative approach. Journal of Neurolinguistics, 50, 94-105. http://blclab.org/wp-content/uploads/2018/04/Li_Clariana_2018.pdf

Kim, K., Clariana, R. B., & Kim, Y. (2019). Automatic representation of knowledge structure: Enhancing learning through knowledge structure reflection in an online course. Educational Technology Research and Development, 67, 105-122. http://link.springer.com/article/10.1007/s11423-018-9626-6

Kim, K., & Clariana, R. B. (2019). Applications of Pathfinder Network scaling for identifying the optimal use of a first language to support second language text comprehension. Educational Technology Research and Development, 67, 85-103. https://link.springer.com/article/10.1007/s11423-018-9607-9

Follmer, D. J., Fang, S-Y., Clariana, R. B., Meyer, B. J. F., & Li, P. (2018). What predicts adult readers' understanding of STEM texts? Reading and Writing, 31, 185-214. https://link.springer.com/article/10.1007%2Fs11145-017-9781-x

Kim, K., & Clariana, R. (2018). Text signals influence second language expository text comprehension: Knowledge structure analysis. Educational Technology Research and Development, 65, 909-930. Online First, http://link.springer.com/article/10.1007/s11423-016-9494-x

Zimmerman, W. A., Kang, H. B., Kim, K., Gao, M., Johnson, G., Clariana, R. B., & Zhang, F. (2018). Computer-automated approach for scoring short essays in an introductory statistics course. Journal of Statistics Education, 25, 40-47. https://www.tandfonline.com/doi/abs/10.1080/10691898.2018.1443047

Tang, H., & Clariana, R. (2017). Leveraging a sorting task as a measure of knowledge structure in bilingual settings. Technology, Knowledge and Learning, 22, 23-35. Online First. http://link.springer.com/article/10.1007/s10758-016-9290-z.

Kim, K., & Clariana, R.B. (2015). Knowledge structure measures of reader’s situation models across languages: Translation engenders richer structure. Technology, Knowledge and Learning, 20, 249-268.

Fesel, S.S., Segers, E., Clariana, R.B., & Verhoeven, L. (2015). Quality of children's knowledge representations in digital text comprehension: Evidence from Pathfinder networks. Computers in Human Behavior, 47, 135-146.

Clariana, R.B., Rysavy, M. D., & Taricani, E. M. (2015). Text signals influence team artifacts. Educational Technology Research and Development, 63, 35-52.

Engerman, J. A., Rusek, M. C., & Clariana, R. (2014). Excel spreadsheets for algebra: improving mental modeling for problem solving. Journal of Computers in Mathematics and Science Teaching, 33(4), 409-427.

Clariana, R.B., Wolfe, M. B., & Kim, K. (2014). The influence of narrative and expository lesson text structures on knowledge structures: alternate measures of knowledge structure.  Educational Technology Research and Development, 62 (4), 601-616.

Engelmann, T., Kozlov, M.D., Kolodziej, R., & Clariana, R.B. (2014). Fostering group norm development and orientation while creating awareness contents for improving net-based collaborative problem solving. Computers in Human Behavior, 37, 298-306.

Clariana, R.B., Engelmann, T., & Yu, W. (2013). Using centrality of concept maps as a measure of problem space states in computer-supported collaborative problem solving. Educational Technology Research and Development, 61 (3), 423-442.

Barb, A.S., Clariana, R.B., & Chi-Ren, S. (2013). Applications of PathFinder Network Scaling for improving the ranking of satellite images. IEEE Journal of Selected Topics in Applied Earth Observations and Remote Sensing, 6 (3), 1092-1099.

Merriman, K.A., Clariana, R.B., & Bernardi, R.J. (2012). Goal orientation and feedback congruence: effects on discretionary effort and achievement. Journal of Applied Social Psychology, 42 (11), 2776-2796.

Laru, J., Järvelä, S., & Clariana, R. B. (2012). Supporting collaborative inquiry during a biology field trip with mobile peer-to-peer tools for learning: a case study with K-12 learners. Interactive Learning Environments, 20 (2), 103-117.

DeFranco, J.F., Neill, C.J., & Clariana, R.B. (2011). A cognitive collaborative model to improve performance in engineering teams – A study of team outcomes and mental model sharing. Systems Engineering, 14 (3), 267-278.

Clariana, R.B., & Taricani, E. M. (2010). The consequences of increasing the number of terms used to score open-ended concept maps. International Journal of Instructional Media37 (2), 163-173.

Koul, R., Clariana, R.B., Jitgarun,K., & Songsriwittaya, A. (2009). The influence of achievement goal orientation and gender on plagiarism. Learning and Individual Differences19 (4), 506-512.http://www.personal.psu.edu/rbc4/LAID.pdf

Koul, R., Clariana, R.B., Kongsuwan, S., & Suji-Vorakul, C. (2009). Students' goal orientations and perceptions of professional competencies. Journal of Vocational Education and Training, 61 (3), 307-318.

Clariana, R.B., Wallace, P.E., & Godshalk, V.M. (2009). Deriving and measuring group knowledge structure from essays: The effects of anaphoric reference. Educational Technology Research and Development57, 725-737.

Clariana, R.B., & Prestera, G.E. (2009). The effects of lesson screen background color on declarative and structural knowledge. Journal of Educational Computing Research, 40 (3), 281-293.

Clariana, R.B. (2009). Ubiquitous wireless laptops in upper elementary mathematics. Journal of Computers in Mathematics and Science Teaching, 28 (1), 5-21.

Clariana, R.B., & Wallace, P. E. (2009). A comparison of pair-wise, list-wise, and clustering approaches for eliciting structural knowledge in information systems courses. International Journal of Instructional Media36 (3), 287-302.

Clariana, R.B., & Koul, R. (2008). The effects of learner prior knowledge when creating concept maps from a text passage. International Journal of Instructional Media, 35 (2), 229-236.

Clariana, R.B., & Wallace, P. E. (2007). A computer-based approach for deriving and measuring individual and team knowledge structure from essay questions. Journal of Educational Computing Research, 37 (3), 209-225.

Clariana, R.B., & Marker, A. (2007). Generating topic headings during reading of screen-based text facilitates learning of structural knowledge and impairs learning of lower-level knowledge. Journal of Educational Computing Research, 37 (2), 173-191.

Clariana, R.B. & Koul, R. (2006). The effects of different forms of feedback on fuzzy and verbatim memory of science principles. British Journal of Educational Psychology, 76 (2), 259-270.

Clariana, R.B., Koul, R., & Salehi, R. (2006). The criterion-related validity of a computer-based approach for scoring concept maps. International Journal of Instructional Media33 (3), 317-325.

Poindexter, M. T., & Clariana, R.B. (2006). The influence of relational and proposition-specific processing on structural knowledge and traditional learning outcomes. International Journal of Instructional Media33 (2), 177-184.

Taricani, E. M. & Clariana, R.B. (2006). A technique for automatically scoring open-ended concept maps. Educational Technology Research and Development, 54, 61-78.

Koul, R., Clariana, R.B., & Salehi, R. (2005). Comparing several human and computer-based methods for scoring concept maps and essays. Journal of Educational Computing Research, 32 (3), 261-273.

Clariana, R.B. & Koul, R. (2005). Multiple-try feedback and higher-order learning outcomes. International Journal of Instructional Media32 (3), 239-245.

Prestera, G.E., Clariana, R.B., & Peck, A.C. (2005). Memory-context effects of color in computer-based instruction: Does color-coding make screen text more memorable? Journal of Educational Multimedia and Hypermedia, 14 (4), 415-436.

Wallace, P. E., & Clariana, R.B. (2005). Perception versus reality—determining business students’ computer literacy skills and need for instruction in information concepts and technology. Journal of Information Technology Education, 4, 141-152.

Wallace, P. E., & Clariana, R.B. (2005). Test mode familiarity and performance - gender and race comparisons of test scores among computer-literate students in advanced information systems courses. Journal of Information Systems Education, 16 (2), 177-182.

Wallace, P. E., & Clariana, R.B. (2005). Gender differences in computer-administered versus paper-based tests. International Journal of Instructional Media32 (2), 175-183.

Clariana, R.B. (2004). An interaction of screen color and lesson task in CAL. British Journal of Educational Technology35 (1), 35-43.

Clariana, R.B. (2004). The instructional effects of matching or mismatching lesson and posttest screen color. International Journal of Instructional Media31 (4), 393-400.

Clariana, R.B. (2003). The effectiveness of constructed-response and multiple-choice study tasks in computer aided learning. Journal of Educational Computing Research28 (4), 397-408.

Clariana, R.B., & Wallace, P. E. (2002). Paper-based versus computer-based assessment: Key factors associated with the test mode effect. British Journal of Educational Technology33 (5), 595-604.

Clariana, R.B., & Lee, D. (2001). Recognition and recall study tasks with feedback. Educational Technology Research and Development49 (3), 23-35.

Wallace, P. E., & Clariana, R.B. (2000). Achievement predictors for a computer-applications module delivered online. Journal of Information Systems Education11, (1/2), 13-18.

Clariana, R.B. (2000). Colloquia: Change in instruction-related web sites in an 18-month period. British Journal of Educational Technology31 (3), 251-253.

Clariana, R.B., Wagner, D., & Murphy, L. R. (2000). Applying a connectionist description of feedback timing. Educational Technology Research and Development48, 5-11.

Marcinkiewicz, H. R., & Clariana, R, B. (1997). The performance effects of headings within multiple-choice tests. British Journal of Educational Psychology67, 113-119.

Clariana, R.B. (1997). Pace in computer-assisted learning. British Journal of Educational Technology28 (2), 135-138.

Clariana, R.B. (1997). Considering learning style in computer-assisted learning. British Journal of Educational Technology28 (1), 66-68.

Clariana, R.B. (1996). Differential achievement gains for mathematics computation, concepts and application with an Integrated Learning System. Journal of Computers in Mathematics and Science Teaching15 (3), 21-26.

Clariana, R.B. (1994). The Effects of an Integrated Learning System on Third Graders' Mathematics and Reading Achievement. Journal of Computer-Based Instruction21 (1), 12-17.

Clariana, R.B. & Schultz, C. W. (1993). Gender by content achievement differences in computer-based instruction. Journal of Computers in Mathematics and Science Teaching12 (3/4), 277-288.

Clariana, R.B. (1993). The motivational effect of advisement on attendance and achievement in computer-based instruction. Journal of Computer-Based Instruction20 (2), 47-51.

Clariana, R.B. (1993). A review of multiple-try feedback in traditional and computer-based instruction. Journal of Computer-Based Instruction20 (3), 67-74.

Clariana, R.B. & Bond, C. L. (1993). Using readability formulas to establish the grade level difficulty of software. Journal of Computing in Childhood Education4 (3), 255-261.

Clariana, R.B. (1993). The effects of item organization and feedback density using computer-assisted multiple-choice questions as instruction. Journal of Computer-Based Instruction20 (1), 26-31.

Clariana, R.B. (1992). Prescriptions in reading computer-assisted instruction: Reading versus writing. Journal of Computer-Based Instruction19 (2), 58-63.

Clariana, R.B. (1992). The effects of public reports of progress on rate of lesson completion in computer-based instruction. Journal of Computing in Childhood Education3 (2), 127-136.

Clariana, R.B. (1991). A computer administered cloze placement test and a standardized reading test. Journal of Computers in Mathematics and Science Teaching10 (3), 107-112.

Clariana, R.B. (1991). pH and rate of enzymatic reactions. American Biology Teacher53 (6), 119-121.

Clariana, R.B., Ross, S. L., & Morrison, G. R. (1991). The effects of different feedback strategies using computer-assisted multiple-choice questions as instruction. Educational Technology Research and Development39 (2), 5-17.

Clariana, R.B. (1990). Gender and ability differences in galvanic skin response during pair and individual computer-assisted mathematics instruction. Journal of Computing in Childhood Education2 (1), 69-82.

Clariana, R.B. (1990). A comparison of answer until correct feedback and knowledge of correct response feedback under two conditions of contextualization. Journal of Computer-Based Instruction17 (4), 125-129.

Clariana, R.B. (1990). Rate of activity completion by achievement, gender, and report in computer-based instruction. Journal of Computing in Childhood Education1 (3), 81-90.

Clariana, R.B. (1989). Galvanic skin response biosensor. Journal of Computers in Mathematics and Science Teaching8 (3), 44-45.

Bond, C. L., & Clariana, R.B. (1989). Prescriptions in reading computer-assisted instruction: A study considering the effects of three instructional combinations with for reviewing either computer-adaptive or controlled placement on reading achievement. Journal of Computing in Childhood Education1 (1), 59-72.

Clariana, R.B. (1989). Computer simulations of science laboratory experiences. Journal of Computers in Mathematics and Science Teaching8 (2), 14-19.

 

Book Chapters

Gregg, A., Chang, G., Wang, Y., Ward, P., & Clariana, R. B. (2020). Using student facilitation and interactive tools within and beyond the LMS: Towards creating an authentic community of inquiry. In L. Wilton & C. Brett (eds.), Handbook of Research on Online Discussion-Based Teaching Methods (Chapter 8, pp. 160-182 tent.). Hershey, PA: IGI Global.

Clariana, R. B., & Hooper, S. (2012). Adaptive evaluation systems. In N. M. Seel (Ed.), Encyclopedia of the Sciences of Learning (pp.104-106). Secaucus, NJ: Springer.

Hooper, S., & Clariana, R. B., (2012). Cooperative learning groups and streaming. In N. M. Seel (Ed.), Encyclopedia of the Sciences of Learning (pp. 815-818). Secaucus, NJ: Springer.

Clariana, R.B. (2010). Deriving group knowledge structure from semantic maps and from essays. In D. Ifenthaler, P. Pirnay-Dummer, & N.M. Seel (Eds.), Computer-Based Diagnostics and Systematic Analysis of Knowledge (Chapter 7, pp. 117-130). New York, NY: Springer.

Clariana, R.B. (2010). Multi-decision approaches for eliciting knowledge structure. In D. Ifenthaler, P. Pirnay-Dummer, & N.M. Seel (Eds.), Computer-Based Diagnostics and Systematic Analysis of Knowledge (Chapter 4, pp. 41-59). New York, NY: Springer.

Clariana, R.B. & Strobel, J. (2007). Modeling technologies. In J. M. Spector, M. D. Merrill, J. J. G. van Merriënboer, & M. P. Driscoll (Eds.), Handbook of Research on Educational Communications and Technology (pp. 997-1046). Mahwah, NJ: Erlbaum.

Shoop, G.H., Nordstrom, P., & Clariana, R.B. (2007). Model-facilitated learning environments: The pedagogy of the design. In R. Zheng and S. P. Ferris (Eds.), Understanding online instructional modeling: theories and practices (pp. 11-34). Hershey, PA: IGI Global Press.

Laru, J., Jarvela, S., & Clariana, R.B. (2006). Augmenting students’ collaborative inquiry learning on the nature trail with mobile tools. In Enkenberg, Kentz & Hatakka (Eds.), Emerging practices in educational technology (pp. 93-114). Joensuu, FI: University Press.

 

Peer Reviewed Conferences and Proceedings (incomplete)

Park, E., & Clariana, R. B. (2020). Self-regulated learning and adaptive learning analytics dashboards: A reflexive thematic analysis. Paper presentation at the Annual Meeting of American Educational Research Association (AERA), Toronto, Canada, April.(Conference cancelled).

Clariana, R. B., Follmer, D. J., & Li, P. (2019). Sentence versus paragraph processing: Linear and relational knowledge structure measures. Presented at the 7th International Workshop on Advanced Learning Sciences (IWALS 2019), June 17-19, 2019, University of Jyväskylä, Finland.

Ma, L., Liu, Y., Clariana, R. B., & Li, P. (2019). From eye-fixation sequence to knowledge representation: Utilization of network science. Presented at the 7th International Workshop on Advanced Learning Sciences (IWALS 2019), June 17-19, 2019, University of Jyväskylä, Finland.

Li, P., Hsu, C., Schloss, B., & Clariana, R. (2018). How students understand STEM concepts: A fMRI study of expository science text comprehension. Paper presented at the Symposium on Neuroimaging Studies of Text Comprehension, Annual Meeting of the Society for Text & Discourse, Brighton, U.K., July, 2018.

Li, P., Hsu, C., Schloss, B., & Clariana, R. (2018). Acquisition of STEM concepts through expository text comprehension: An fMRI study. Poster presented at the 24th Annual Meeting of the Organization for Human Brain Mapping, Singapore, June, 2018.

Ma, X., Clariana, R., & Li, P. (2018). Predicting mental knowledge representation from fixation sequence using graph analysis. Poster presented at the 6th International Workshop on Advanced Learning Sciences (IWALS 2018), Pittsburgh, June, 2018.

Hsu, C., Clariana, R., & Li, P. (2018). Knowledge structure and expository texts comprehension: A neurocognitive study. Poster presented at the 25th Annual Meeting of the Cognitive Neuroscience Society, Boston, March, 2018.

Li, P., Clariana, R., & Meyer, B.J.F. (2015). How do students understand science concepts? Brain signatures of reading comprehension. Poster presented at the BRAIN Initiative Investigators Conference, National Science Foundation, Bethesda, December, 2015.

Taricani, E., and Clariana, R.B. (2015). AECT 2015, "Observation and awareness of text cues and the impact on team knowledge mapping," Association for Educational Communication and Technology (AECT), Indianapolis, IN, Presentations. (November 4, 2015).

Garbrick, A., & Clariana, R.B. (2015). E-Learn 2015 -- World Conference on E-Learning, "How notifications influence participants in asynchronous discussion forums:  A case study," AACE, Kona, Hawaii, Papers and Presentations. (October 15, 2015).

Garbrick, A., & Clariana, R.B. (2015). Global Learn 2015, "The influence of email notifications in asynchronous discussion on interaction patterns using social network analysis," AACE, Berlin, Germany, Papers and Presentations. (April 15, 2015).

Kim, K., & Clariana, R.B. (2014). AECT 2014, "Concept centrality: A useful and usable analysis method to reveal mental representation of bilingual readers," Association for Educational Communication and Technology (AECT), Jacksonville, FL, Papers and Presentations. (November 15, 2014).

Kim, K., Clariana, R.B., & Mun, Y. (2014). 2014 IEEE International Conference on Advanced Learning Technologies (ICALT), "Using Pathfinder Network as a measure of lexical structure of bilingual learners," IEEE, Athens, Greece, Papers. (July 15, 2014).

Kozlov, M.D., Engelmann, T., Kolodziej, R., & Clariana, R.B. (2014). Improving online collaboration by fostering norm-oriented content based knowledge awareness. A Poster presented at the International Conference of the Learning Sciences (ICLS), Boulder, CO (July 2014).

Kim, K., Clariana, R.B., & Garbrick, A. (2013). CSCL 2013, "The effect of computer-supported independent and interdependent collaboration on information sharing," International Society of the Learning Sciences, Madison, WI, Posters. (June 30, 2013).

Klois, S., Segers, E., Clariana, R.B., & Verhoeven, L., (2013). SSSR 2013, 20th Annual Meeting of the Society for the Scientific Study of Reading, "Effects of links in children's digital text comprehension," Society for the Scientific Study of Reading (SSSR), The Chinese University of Hong Kong, Papers and Presentations. (July 11, 2013).

Asino, T., Clariana, R.B., Dong, Y., Groff, B., Ntshalintshali, G., Taricani, E., Techatassanasoontorn, C. & Yu, W. (2012). The effect of independent and interdependent group collaboration on knowledge extent, knowledge form, and knowledge convergence. Proceedings of Selected Research and Development Papers Presented at the National Convention of the Association for Educational Communications and Technology, 35, 20-29 (Louisville, KY, November 2012)

Draper, D., Clariana, R., & Land, S. M. (2011). An Automated Measure of Group Knowledge Structure Convergence. Presentation at the AECT Annual meeting, Association for Educational Communications & Technology, Jacksonville, FL.

Draper, D., Land, S. M., & Clariana, R., (2011). Knowledge building activities and knowledge convergence in workplace communities of practice. Presentation at the AECT Annual meeting, Association for Educational Communications & Technology, Jacksonville, FL.

Clariana, R. (2011). Symposium: Measures of Group Knowledge Structure Convergence in an Online Collaborative Learning Environment. Symposium presentation title: Knowledge Maps for Representation of Higher-Order Cognitions: Potentials and Limitations from an International Perspective. American Educational Research Association, New Orleans, LA.

Draper, D., Land, S. & Clariana, R B. (2010). The Instructional Effects of Knowledge-based CoP Learning Environments on Student Achievement and Knowledge Convergence. Paper presented at the annual meeting of the AECT Convention, Hyatt Regency Orange County, Anaheim, CA, Oct 26. 

Clariana, R.B., Wallace, P.E., & Godshalk, V.M. (2008). Deriving and measuring group knowledge structure via computer-based analysis of essay questions: the effects of controlling anaphoric reference. In Kinshuk, D. G. Sampson, J. M. Spector, P. Isaías, & D. Ifenthaler (Eds.), Proceedings of the IADIS international conference on cognition and exploratory learning in the digital age (88-95). Freiburg, Germany: International Association for Development of the Information Society.

Clariana, R.B. (2006). A demo of free essay scoring software. A presentation at the 5th Annual Wyoming Math and Science Teachers Conference in Casper, WY, January 13-14, 2006. PowerPoint presentation at link to PPT file

Clariana, R.B. (2006). Free software that scores biology field reports and essays. T3 International Conference sponsored by Texas Instruments. Denver, CO, February 24-25.

Laru, J., Järvelä, S, & Clariana, R. (2005). Scaffolding collaborative inquire learning in the nature with mobile tools based on peer-to-peer grid technologies. A paper to be presented at Interlearn 2005 Multidisciplinary Approaches to Learning. December 1-2, 2005, Helsinki, Finland.

Laru, J., Järvelä, S., & Clariana, R. (2005). Augmenting students’ collaborative inquiry learning in the nature trail with mobile tools. A paper presented at LETTET’05 Conference - Learning technology and telematics in Education and training 2005. August 3-5, 2005, Savonlinna, Finland.

Clariana, R.B. (2005). How to use free ALA-Reader software to score science essays. A workshop presented at the Technology in Education Conference 2005 at Copper Mountain, CO, June 20-22, 2005.

Clariana, R.B., & Koul, R. (2004). A computer-based approach for translating text into concept map-like representations. In A.J.Canas, J.D.Novak, and F.M.Gonzales, Eds., Concept maps: theory, methodology, technology, vol. 2, in the Proceedings of the First International Conference on Concept Mapping, Pamplona, Spain, Sep 14-17, pp.131-134. See http://cmc.ihmc.us/papers/cmc2004-045.pdf.

Koul, R., & Clariana, R.B. (2004). Some relationships between concept maps and written summaries. Online presentation of the 36th Annual International Visual Literacy Association (IVLA) Conference in Plainesburg, South Africa, October, 2004.

Clariana, R.B., & Koul, R. (2004). A computer-based approach for translating text into concept map-like representations. Paper presented at the meeting of CMC-2004, Pamplona, Spain. September, 2004.

Prestera, G.E., & Clariana, R.B. (2003). When do headings improve learning? A synthesis of verbal signals research. Proceedings: Selected Research and Development Papers Presented at the 2003 National Convention of the Association for Educational Communications and Technology, 1, 356-364.

Taricani, E. M., & Clariana, R. B. (2003). Semantic map automated assessment techniques. Paper presented at the meeting of Association for Educational Communications and Technology (AECT), Anaheim, CA, October, 2003.

Prestera, G.A., & Clariana, R.B. (2003). Using signaling devices to promote learning from text. Paper presented at the meeting of Association for Educational Communications and Technology (AECT), Anaheim, CA, October, 2003.

Harvey, D.M., & Clariana, R.B. (2003). Measuring conceptual understanding and change: A visual-spatial approach using concept mapping. Presented at the International Visual Literacy Association (IVLA) Conference, Newport, RI, October 1-5, 2003.

Clariana, R. B. & Poindexter, M. T. (2003). The influence of relational and proposition-specific processing on structural knowledge. Paper presented at the Annual Meeting of American Educational Research Association (AERA), San Diego, CA, April, 2003.

Clariana, R. B. (2003). An automatic approach for marking concept maps. An invited presentation at the College of Education, University of Northern Colorado, Greeley, CO on April 3, 2003.

Clariana, R. B. (2003). An automatic approach for marking concept maps. A poster presented at the Annual Conference of the International Society for Technology in Education (ISTE) in Albuquerque, NM on March 26, 2003.

Clariana, R. B. (2003). An automatic approach for marking concept maps. An invited presentation at the College of Education, University of Colorado-Denver, Denver, CO on March 12, 2003.

Clariana, R. B. (2003). An automatic approach for marking concept maps. An invited presentation at the College of Education, University of Missouri. Columbia, MO on March 5, 2003.

Clariana, R.B. (2002). Semantic Map Assessment Project Overview. An invited presentation at the Mid-Continent Research for Education and Learning (McREL) in Aurora, CO on December 18, 2002.

Clariana, R.B. (2002). Screen design: the effects of background color on posttest performance. A poster presented at the Annual Meeting of the Association for educational Communications and Technology (AECT) in Atlanta, GA on November 15, 2002

Clariana, R.B. (2002). CAL design: The effectiveness of constructed-response and multiple-choice study tasks. Presented at ED-MEDIA 2002, the annual international meeting of the Association for the Advancement of Computing in Education (AACE) in Denver, CO, June 28, 2002.

Clariana, R.B. (2002). Does feedback on error impact the association weight of contiguously active traces? Poster session at the 6th International Conference on Cognitive and Neural Systems, Boston College, MA, June 1, 2002.

Clariana, R.B. (2001). Online versus paper-and-pencil test performance: A test mode effect. Presented at the Annual Conference of the Association for Educational Communications and Technology, Atlanta, GA, November 8, 2001.

Clariana, R.B. & Wallace, P. E. (2001). Learner characteristics that negatively impact online versus paper-and-pencil test performance. Presented at the annual international meeting of ED-MEDIA 2001, Tampere, Finland, June 28, 2001.

Clariana, R.B. (2000). A connectionist model of instructional feedback effects. Twenty-third Annual Proceedings of Selected Research Papers from the Annual Convention of the Association for Educational Communications and Technology, 23, 23-26.

Clariana, R.B., & Moller, L. (2000). Distance learning profile instrument: Predicting online success. Presented at the Annual Conference of the Association for Educational Communications and Technology, Denver, CO, October 25 – 28, 2000.

Clariana, R.B. (2000). A connectionist model of instructional feedback effects. Presented at the Annual Conference of the Association for Educational Communications and Technology, Denver, CO, October 25 – 28, 2000.

Clariana, R.B. (2000). A delta rule description of the effects of feedback in computer-based instruction. Presented at the Fourth International Conference on Cognitive and Neural Systems, Boston, MA, May, 2000.

Harvey, D.M., Jonassen, D.H., & Clariana, R. (2000). Cognitive Flexibility Hypertext and the Role of the Learning Task. Presented at the ED-MEDIA 2000 World Conference on Educational Multimedia, Hypermedia, and Telecommunications, Montreal, Canada, July, 2000.

Harvey, D. M., Clariana, R.B., & Jonassen, D. H. (2000). Exploring the role of task in learning with cognitive flexibility hypertexts. Presented at the annual meeting of the Association for Educational Communications and Technology (AECT), Long Beach, CA, February, 2000.

Clariana, R.B. (1999). CBT design: A feedback aptitude treatment interaction. Proceedings of Selected Research and Development Papers Presented at the National Convention of the Association for Educational Communications and Technology, 21, 87-91 (Houston, TX, February 10-14, 1999).  link to ED436137

Clariana, R.B. (1999). Differential memory effects for immediate and delayed feedback in computer-assisted learning. Presented at the annual meeting of the Association for Educational Communications and Technology (AECT), Houston, TX, February, 1999. link to ED430550

Clariana, R.B. (1999). Feedback selection for print-based and computer-based instruction. Presented at the annual meeting of the American Educational Research Association (AERA) in Montreal, Canada, April, 1999.

Clariana, R.B. (1998). Smarter Tools, Better Teachers: Applying Neural Network Technology to Curriculum Alignment. Presented at the 9th International Conference of the Society for Information Technology and Teacher Education, Washington, DC, March, 1998. (ERIC Document Reproduction Service: ED349943)

Clariana, R.B. (1998). Curriculum Alignment via the Internet. Presented at TECHSPO'98, the Third Annual New Jersey Association of School Administrators Technology Conference, Long Branch, NJ, January, 1998.

Marcinkiewicz, H. R., & Clariana, R, B. (1997). Text Design: The Influence of Headings on Multiple-Choice Tests. Nineteenth Annual Proceedings of Selected Research Presentations of the Association for Educational Communications and Technology, 19, 205-208.

Cook, C. & Clariana, R.B. (1994). Kids get the good stuff: A progress report on Jostens Learning Corporation's networked interactive multimedia mathematics product. Proceedings of the 35th International Association for the Development of Computer-Based Instructional Systems Conference, 35, 2-3.

Clariana, R.B. (1994). Multiple-try feedback and prior knowledge levels. Presented at the 35th International Association for the Development of Computer-Based Instructional Systems Conference, Nashville, TN, February, 1994.

Clariana, R.B., Ross, S. L., & Morrison, G. R. (1992). The effects of different feedback strategies using computer-assisted multiple-choice questions as instruction. Fourteenth Annual Proceedings of Selected Research Presentations of the Association for Educational Communications and Technology, 14, 154-174.

Clariana, R.B. (1992). The effects of different forms of computer-mediated feedback on lesson completion time. Fourteenth Annual Proceedings of Selected Research Presentations of the Association for Educational Communications and Technology, 14, 148-153. link to ED347982

Clariana, R.B. (1992). Media research with a galvanic skin response biosensor: Some kids work up a sweat! Presented at the annual meeting of the Association for Educational Communications and Technology (AECT), Washington, DC, February, 1992. (as ERIC Document Reproduction Service: ED381141)

Clariana, R.B. (1991). Prescriptions in reading computer-assisted instruction: Reading versus writing. Proceedings of the 33rd International Association for the Development of Computer-Based Instructional Systems Conference, 33, 148-154.

Clariana, R.B., & Smith, L. J. (1989). Progress reports improve students' course completion rate and achievement in mathematics computer-assisted instruction. Presented at the annual meeting of the Mid-South Educational Research Association, Little Rock, AR, November, 1989. (ERIC Document Reproduction Service: ED317170)

Clariana, R.B., & Smith, L. J. (1989). Comparative effects of ability and feedback form in computer-assisted instruction. Presented at the annual meeting of the Mid-South Educational Research Association, Little Rock, AR, November, 1989. (ERIC Document Reproduction Service: ED313387)

Clariana, R.B., & Schultz, C. W. (1988). St. Anne Consensus School: The second year. Presented at the annual meeting of the Mid-South Educational Research Association, Louisville, KY, November, 1988. (ERIC Document Reproduction Service: ED301442)

Clariana, R.B., & Smith, L. J. (1988). Learning style shifts in computer-assisted instruction. Presented at the annual meeting of the International Association for Computers in Education (IACE, New Orleans, LA, April, 1988. (ERIC Document Reproduction Service: ED295796)

O'Dell, J.K., Clariana, R.B., Morrison, G.M., & Ross, S.M. (1987). The implications of the effect of text density levels in the design of classroom computer-based instruction. Presented at the annual meeting of the Mid-South Educational Research Association, Mobil, Alabama.