Research Areas for Working with Doug Clark
My research spans multiple areas, and I look for students who are interested in working with me in one or more of these general areas:
Analyzing how the design of digital games and other digital environments can support student learning, identity, and cognition.
Analyzing and designing to support how in-service and pre-teachers think about and engage in design. Our goal is to support teachers in thinking about design for more fundamental changes to the cultural configurations and opportunities of their classrooms in support of increasing equity and support for diversity within their classrooms.
Engaging students and teachers in explanation and argumentation alone or in groups online, face-to-face, or in writing to learn about scientific and socio-scientific topics in a "post truth" world.
Across all of these projects I am very interested in issues of learning, design, engagement, critical thinking, problem solving, motivation, and equity. If you are interested in potentially applying to University of Calgary and working with me at University of Calgary in one of these areas or other related areas, please email me at douglas.clark (at) ucalgary.ca about your interests.
Journal and Other Articles - An asterisk has been added to identify coauthors who were students or postdocs working with me or other faculty during at least some portion of the published work.
1. Ho, K., De Los Santos, J. M.*, Luong, Y.*, & Clark, D. B. (In Press). Implementing Diverse Continuous Reflective Strategies in a Multi-Section General Chemistry II Lab. The Canadian Journal for the Scholarship of Teaching and Learning.
2. Becker, S., Hernández-Zavaleta, J. E., Clark, D. B., & Jacobsen, M. (2025). Can elementary teachers bridge the logics of making and schooling?: Developing a maker teaching sequence that promotes powerful ideas across multiple media. International Journal of Technology and Design Education. https://doi.org/10.1007/s10798-025-10000-7
3. Ho, K. & Clark, D. B. (2025). Generic prompts give students autonomy and flexibility to expand their ideas. Times Higher Education. https://www.timeshighereducation.com/campus/generic-prompts-give-students-autonomy-and-flexibility-expand-their-ideas
4. Clark, D. B., Scott, D., DiPasquale, J. P., & Becker, S. (2024). Reframing design in education: Proposing a framework to support pre-service teachers in adopting designerly stances. Journal of the Learning Sciences, 33(4–5), 613–666. https://doi.org/10.1080/10508406.2024.2397762
5. Pierson, A. E., Brady, C. E., Lee, S. J., Shuler, D., Sengupta, P., & Clark, D. B. (2024 online) Intrinsic and instrumental care in pen pal letters: Recognizing care in STEM classrooms. Journal of the Learning Sciences. http://doi.org/10.1002/sce.21894
6. Ho, K., Luong, Y.*, Sherwood, C., & Clark, D. B. (2024). Widening university participation in learning using students’ contextualised storytelling in General Chemistry. Chemistry Education Research and Practice, 25, 908-919. https://doi.org/10.1039/D4RP00084F
7. Ho, K.*, Smith, S. R.*, & Clark, D. B. (2024). Different strategies to facilitate meaningful reflections among post-secondary students in a Community Service Learning water project. Chemistry Education Research and Practice, 25, 212-224. https://doi.org/10.1039/D3RP00148A
https://pubs.rsc.org/en/Content/ArticleLanding/2023/RP/D3RP00184A
8. Banihashem, S. K.*, Dehghanzadeh, H., Clark, D. B., Noroozi, O., & Biemans, H. J. A. (2023). Learning analytics for Online Game-Based Learning: A systematic literature review. Behaviour & Information Technology. https://www.tandfonline.com/doi/full/10.1080/0144929X.2023.2255301
9. Clark, D. B., Hernández-Zavaleta, J. E.*, & Becker, S.* (2023). Academically meaningful play: Designing digital games for the classroom to support meaningful gameplay, meaningful learning, and meaningful access. Computers and Education, 194. https://doi.org/10.1016/j.compedu.2022.104704
10. Hernández-Zavaleta, J. E.*, Brady, C., Becker, S.*, & Clark, D. B. (2023). Vygotskian hybridizing of motion and mapping: Learning about geometric transformations in block-based programming environments. Mathematical Thinking and Learning, 1-35. https://doi.org/10.1080/10986065.2023.2191074
11. Becker, S.*, Clark, D, Gupta, M.*, Kannappan, S.*, Wong, B.*, Hernández-Zavaleta, J. E.* & Guo, E.* (2022). More than a Eureka moment: Undergraduate students’ reflective understanding of science inquiry in a citizen science project. Alberta Science Education Journal, 48(1), 22-36.
12. Ho, K.*, Smith, S. R.*, Venter, C.*, & Clark, D. B. (2022). Case Study Analysis of Reflective Essays by Chemistry Post-Secondary Students within a Lab-Based Community Service Learning Water Project. Chemistry Education Research and Practice, 22, 973 - 984. http://dx.doi.org/10.1039/D1RP00123J
13. Clark, D. B., Ostrowdun, C.*, Rothschuh, S.*, & Purzer, S. (2021). Assessing Students’ Design Processes and Design Outcomes. International Journal of Engineering Education., 37(3), 672-689.
14. Pierson, A.*, Clark, D. B., & Brady, C. (2021). Translanguaging and Scientific Modeling: Identifying Parallel Practices as Potential Resources for Emerging Bilingual Students in Science Classrooms. Science Education,105, 776–813. http://dx.doi.org/10.1002/sce.21622
15. Ho, K.*, Svidinskiy, B. S.*, Smith, S. R.*, Lovallo, C. C.*, & Clark, D. B. (2021). The Integration of a Community Service Learning Water Project in a Post-secondary Chemistry Lab. Chemistry Education Research and Practice, 22, 602 - 615. DOI: 10.1039/D0RP00374C https://pubs.rsc.org/en/content/articlelanding/2021/rp/d0rp00374c/unauth#!divAbstract
16. Dikici, A.*, Özdemir, G., & Clark, D. B. (2020). The relationship between demographic variables and scientific creativity: Mediating and moderating roles of scientific process skills. Research in Science Education 50, 2055–2079. https://doi.org/10.1007/s11165-018-9763-2
17. Clark, D. B., & Sengupta, P. (2020). Reconceptualizing Games for Integrating Computational Thinking and Science as Practice: Collaborative Agent-Based Disciplinarily-Integrated Games. Interactive Learning Environments, 28(3), 328-346. https://doi.org/10.1080/10494820.2019.1636071
18. Pierson, A.*, Brady, C. E., & Clark, D. B. (2020). Balancing the Environment: Computational Models as Interactive Participants in a STEM Classroom. Journal of Science Education and Technology, 29(1), 101-119. https://doi.org/10.1007/s10956-019-09797-5 http://link.springer.com/article/10.1007/s10956-019-09797-5
19. Pierson, A.* & Clark, D. B. (2019). Sedimentation of Modeling Practices: Dimensions of Co-Operative Action at a Classroom Scale. Science & Education, 28(8), 897–925. https://doi.org/10.1007/s11191-019-00050-4 https://rdcu.be/bHkeD
20. Pierson, A.*, Clark, D. B., & Kelly, G. J. (2019). Learning Progressions and Science Practices: Tensions in Prioritizing Content, Epistemic Practices, and Social Dimensions of Learning. Science & Education, 28(8), 833-841. https://doi.org/10.1007/s11191-019-00070-0
21. Krinks, K.*, Sengupta, P., & Clark, D. B. (2019). Benchmark lessons, modeling, and programming: Integrating games with modeling in the curriculum. International Journal of Gaming and Computer-Mediated Simulations, 11(1), 39-50. https://doi.org/10.4018/IJGCMS.2019010103
22. Pierson, A.* & Clark, D. B. (2018). Engaging students in computational modeling: The role of an external audience in shaping conceptual learning, model quality, and classroom discourse. Science Education, 102(6), 1336-1362 https://doi.org/10.1002/sce.21476
23. Van Eaton, G.*, Clark, D. B., & Sengupta, P. (2018). Revoicing, bridging, and stuttering across formal, physical, and virtual spaces. International Journal of Gaming and Computer-Mediated Simulations, 10(2), 21-46. https://doi.org/10.4018/IJGCMS.2018040102
24. Clark, D. B., Tanner-Smith, E., Hostetler, A., Fradkin, A., & Polikov, V. (2018). Substantial Integration of Typical Educational Games into Extended Curricula. Journal of the Learning Sciences, 27(2), 265-318. https://doi.org/10.1080/10508406.2017.1333431
25. Pierson, A.*, Clark, D. B., & Sherard, M.* (2017). Learning Progressions in Context: Tensions and Insights from a Semester-Long Middle School Modeling Curriculum. Science Education, 101(6), 1061–1088. https://doi.org/10.1002/sce.21314
26. Martinez-Garza, M.*, & Clark, D. B. (2017). Investigating epistemic stances in game play with data mining. International Journal of Gaming and Computer-Mediated Simulations, 9(3), 1-40. https://doi.org/10.4018/IJGCMS.2017070101 https://www.igi-global.com/article/investigating-epistemic-stances-game-play/191243
27. Kinnebrew, J.*, Killingsworth, S.*, Clark, D. B., Biswas, G., Sengupta, P., Minstrell, J., Martinez-Garza, M.*, & Krinks, K.*, (2017). Contextual markup and mining in digital games for science learning: Connecting player behaviors to learning goals. IEEE Transactions on Learning Technologies, 10(1), 93-103. https://doi.org/10.1109/TLT.2016.2521372
28. Virk, S. S., Clark, D. B., & Sengupta, P. (2017). The design of disciplinarily-integrated games as multirepresentational systems. International Journal of Gaming and Computer-Mediated Simulations, 9(3), 67-95. https://doi.org/10.4018/IJGCMS.2017070103 https://www.igi-global.com/article/design-disciplinarily-integrated-games-multirepresentational/191245
29. Clark, D. B., Virk, S. S.*, Barnes, J.*, & Adams, D. M.* (2016). Self-explanation and digital games: Adaptively increasing abstraction. Computers & Education, 103, 28-43. https://doi.org/10.1016/j.compedu.2016.09.010
30. Clark, D. B., Tanner-Smith, E., & Killingsworth, S.* (2016). Digital games, design, and learning: A systematic review and meta-analysis. Review of Educational Research, 86(1), 79-122. https://doi.org/10.3102/0034654315582065 http://rer.sagepub.com/content/86/1/79.full.pdf+html
31. Clark, D. B., Virk, S. S.*, Sengupta, P., Brady, C., Martinez-Garza, M.*, Krinks, K.*, Killingsworth, S.*, Kinnebrew, J.*, Biswas, G., Barnes, J.*, Minstrell, J., Nelson, B., Slack, K.*, & D’Angelo, C. M.* (2016). SURGE’s evolution deeper into formal representations: The siren’s call of popular game-play mechanics. International Journal of Designs for Learning, 7(1), 107-146. https://doi.org/10.14434/ijdl.v7i1.19359 https://scholarworks.iu.edu/journals/index.php/ijdl/article/view/19359
32. Sengupta, P., & Clark, D. B. (2016). Playing Modeling Games in the Science Classroom: The Case for Disciplinary Integration. Educational Technology, 56(3), 16-22. https://arxiv.org/abs/1607.05094
33. Basu, S.*, Biswas, G., Sengupta, P., Dickes, A.*, Kinnebrew, J.*, Clark, D. B. (2016). Identifying middle school students’ challenges in computational thinking-based science learning. Research and Practice in Technology Enhanced Learning, 11(1), 1-35. https://doi.org/10.1186/s41039-016-0036-2 http://link.springer.com/article/10.1186/s41039-016-0036-2
34. Sengupta, P., Krinks, K.*, & Clark, D. B. (2015). Learning to deflect: Conceptual change in physics during digital game play. Journal of the Learning Sciences, 24(4), 638-674. https://doi.org/10.1080/10508406.2015.1082912
35. Killingsworth, S.*, Clark, D. B., & Adams, D. M.* (2015). Self-explanation and explanatory feedback in games: individual differences, gameplay, and learning. International Journal of Education in Mathematics, Science and Technology. 3(3), 162-186. http://ijemst.com/issues/3_3_1_Killingsworth_Clark_Adams.pdf
36. Virk, S. S.*, Clark, D. B., & Sengupta, P. (2015). Digital Games as Multirepresentational Environments for Science Learning: Implications for Theory, Research, and Design. Educational Psychologist. 50(4), 284-312. https://doi.org/10.1080/00461520.2015.1128331
37. Clark, D. B., & Martinez-Garza, M.* (2015). Deep Analysis of Nuances and Epistemic Frames Around Argumentation and Learning in Informal Learning Spaces. Computers in Human Behavior, 53, 617-620. https://doi.org/10.1016/j.chb.2015.03.066
38. Clark, D. B., Sengupta, P., Brady, C., Martinez-Garza, M.*, & Killingsworth, S.* (2015). Disciplinary Integration in Digital Games for Science Learning. International STEM Education Journal, 2(2), 1-21. https://doi.org/10.1186/s40594-014-0014-4 http://www.stemeducationjournal.com/content/pdf/s40594-014-0014-4.pdf
39. Schleigh, S. P.*, Clark, D. B., & Menekse, M.* (2015). Constructed-response as an alternative to interviews in conceptual change studies: Students’ explanations of force. International Journal of Education in Mathematics, Science and Technology, 3(1), 14-36.
39.http://ijemst.com/issues/3.1.2.Schleigh_Clark_Menekse.pdf
40. Van Eaton, G.*, Clark, D. B., & Smith, B. E.* (2015). Patterns of physics reasoning in face-to-face and online forum collaboration around a digital game. International Journal of Education in Mathematics, Science and Technology, 3(1), 1-13. http://ijemst.com/issues/3.1.1.Van_Eaton_Clark_Smith.pdf
41. Clark, D. B., Menekse, M.*, Ozdemir, G., D’Angelo, C. M.*, & Schleigh, S. P.* (2014). Exploring sources of variation in studies of knowledge structure coherence: Comparing force meanings and force meaning consistency across two Turkish cities. Science Education, 98(1), 143-181. https://doi.org/10.1002/sce.21094
42. Adams, D. M.*, & Clark D. B. (2014). Integrating self-explanation functionality into a complex game environment: Keeping gaming in motion. Computers and Education, 73, 149-159. https://doi.org/10.1016/j.compedu.2014.01.002
43. Martinez-Garza, M.*, Clark, D. B., & Nelson, B. (2013). Advances in assessment of students’ intuitive understanding of physics through gameplay data. International Journal of Gaming and Computer-Mediated Simulations, 5(4), 1-16. https://doi.org/10.4018/ijgcms.2013100101
44. Martinez-Garza, M.*, Clark, D. B., & Nelson, B., (2013). Digital games and the US National Research Council’s science proficiency goals. Studies in Science Education, 49(2), 170-208. https://doi.org/10.1080/03057267.2013.839372
45. Sengupta, P., Kinnebrew, J.*, Basu, S.*, Biswas, G., & Clark, D. B.* (2013). Integrating computational thinking with K-12 science education using agent-based computation: A theoretical framework. Education & Information Technologies, 18(2), 351-380. https://doi.org/10.1007/s10639-012-9240-x
46. Clark, D. B., Touchman, S.*, Martinez-Garza, M.*, Ramirez-Marin, F.*, & Drews, C. S.* (2012). Bilingual language supports in online science inquiry environments. Computers and Education, 58(4), 1207-1224. https://doi.org/10.1016/j.compedu.2011.11.019
47. Clark, D. B., D’Angelo, C. M.*, & Schleigh, S. P.* (2011). Comparison of students' knowledge structure coherence and understanding of force in the Philippines, Turkey, China, Mexico, and the United States. Journal of the Learning Sciences, 20(20), 207-261. https://doi.org/10.1080/10508406.2010.508028
48. Clark, D. B., Nelson, B., Chang, H.*, D’Angelo, C. M.*, Slack, K.*, & Martinez-Garza, M.* (2011). Exploring Newtonian mechanics in a conceptually-integrated digital game: Comparison of learning and affective outcomes for students in Taiwan and the United States. Computers and Education, 57(3), 2178-2195. https://doi.org/10.1016/j.compedu.2011.05.007
49. Sampson, V. D.*, & Clark, D. B. (2011). A Comparison of the collaborative scientific argumentation practices of two high and two low performing groups. Research in Science Education, 41(1), 63-97. https://doi.org/10.1007/s11165-009-9146-9
50. Clark, D. B., D’Angelo, C. M.*, & Menekse, M.* (2009). Initial structuring of online discussions to improve learning and argumentation: Incorporating students' own explanations as seed comments versus an augmented-preset approach to seeding discussions. Journal of Science Education and Technology, 18(4), 321-333. https://doi.org/10.1007/s10956-009-9159-1
51. Ozdemir, G.*, & Clark, D. B. (2009). Knowledge structure coherence in Turkish students’ understanding of force. Journal of Research on Science Teaching, 46(5), 570-596. https://doi.org/10.1002/tea.20290
52. Sampson, V. D.*, & Clark, D. B. (2009). The impact of collaboration on the outcomes of scientific argumentation. Science Education, 93(3), 448-484. https://doi.org/10.1002/sce.20306
53. Clark, D. B., & Sampson, V. D.* (2008). Assessing dialogic argumentation in online environments to relate structure, grounds, and conceptual quality. Journal of Research in Science Teaching, 45(3), 293-321. https://doi.org/10.1002/tea.20216
54. Sampson, V. D.*, & Clark, D. B. (2008). Assessment of the ways students generate arguments in science education: Current perspectives and recommendations for future directions. Science Education, 92(3), 447-472. https://doi.org/10.1002/sce.20276
55. Clark, D. B., Reynolds, S., Lemanowski, V.*, Stiles, T.*, Yasar, S.*, Proctor, S.*, Lewis, E.*, Stromfors, C.*, & Corkins, J.* (2008). University students' conceptualization and interpretation of topographic maps. International Journal of Science Education, 30(3), 377-408. https://doi.org/10.1080/09500690701191433
56. Clark, D., Sampson, V. D.*, Weinberger, A., & Erkens, G., (2007). Analytic frameworks for assessing dialogic argumentation in online learning environments. Educational Psychology Review, 19(3), 343-374. https://doi.org/10.1007/s10648-007-9050-7
57. Ozdemir, G.*, & Clark, D. B. (2007). An overview of conceptual change theories. Eurasia Journal of Mathematics, Science, and Technology Education, 3(4), 351-361. https://doi.org/10.12973/ejmste/75414 http://www.ejmste.com/v3n4/EJMSTE_v3n4_Ozdemir_Clark.pdf
58. Clark, D. B., & Sampson, V. D.* (2007). Personally-Seeded Discussions to Scaffold Online Argumentation. International Journal of Science Education, 29(3), 253-277. https://doi.org/10.1080/09500690600560944
59. Weinberger, A., Clark, D., Häkkinen, P., Tamura, Y., & Fischer, F. (2007). Argumentative knowledge construction in online learning environments in and across different cultures: A collaboration script perspective. Research in Comparative and International Education, 2(1), 68-79. https://doi.org/10.2304/rcie.2007.2.1.68
60. Medina-Jerez, W.*, Clark, D. B., Medina, A. & Ramirez-Marin, F.* (2007). Science for ELL: Re-thinking our approach. The Science Teacher, 74(3), 52-56. http://www.nsta.org/publications/news/story.aspx?id=53492
61. Sampson, V. D.* & Clark, D. (2007). Incorporating scientific argumentation into inquiry-based activities with online personally-seeded discussions. The Science Scope, 30(6), 43-47. http://www.nsta.org/publications/news/story.aspx?id=53328
62. Clark, D. B. (2006). Longitudinal conceptual change in students’ understanding of thermal equilibrium: An examination of the process of conceptual restructuring. Cognition and Instruction, 24(4), 467-563. https://doi.org/10.1207/s1532690xci2404_3
63. Simons, K.*, & Clark, D. B. (2004). Supporting inquiry in science classrooms with the web. Computers in the Schools 3/4(21), 23-36. https://doi.org/10.1300/J025v21n03_04
64. Clark, D. B., & Jorde, D. (2004). Helping students revise disruptive experientially supported ideas about thermodynamics: Computer visualizations and tactile models. Journal of Research in Science Teaching, 41(1), 1-23. https://doi.org/10.1002/tea.10097
65. Clark, D. B., & Fischer, F. (2003). Learning through online collaborative discourse. The International Journal of Educational Policy, Research and Practice, IV(1), 11-16.
66. Clark, D. B., & Linn, M. C. (2003). Designing for knowledge integration: The impact of instructional time. Journal of Learning Sciences, 12(4), 451-493. https://doi.org/10.1207/S15327809JLS1204_1
67. Clark, D. B., Weinberger, A., Jucks, I., Spitulnik, M., & Wallace, R. (2003). Designing effective science inquiry in text-based computer-supported collaborative learning environments. The International Journal of Educational Policy, Research and Practice, IV(1), 55-82.
68. Linn, M. C., Clark, D. B., & Slotta, J. D. (2003). WISE design for knowledge integration. Science Education, 87(4), 517-538. https://doi.org/10.1002/sce.10086
69. Spitulnik, M., Bouillion, E., Rummel, N., Clark, D. B., Fischer, F. (2003). Collaborative online environments for lifelong learning: design issues from a situated learning perspective. The International Journal of Educational Policy, Research and Practice, IV(1), 83-116.
70. Clark, D. B., & Slotta, J. D. (2000). Evaluating media-enhancement and source authority on the internet: The Knowledge Integration Environment. International Journal of Science Education, 22(8), 859-871. https://doi.org/10.1080/095006900412310
Chapters in Books - An asterisk has been added to identify coauthors who were students or postdocs working with me or other faculty during at least some portion of the published work.
1. Linn, M. C., Wiley, K., Bang, M., Clark, D. B., Freedman, S. W., Gerard, L., Hardy, A., Morales-Doyle, D., Philip, T. M., Schmalbeck, L., Vakil, S., Wilkerson, M. (authors after second in alphabetical order) (2024). Opportunities for Engaging Students in Science Through Civic Reasoning, Discourse, and Action. National Academy of Education. Washington, DC. https://naeducation.org/civic-reasoning-and-discourse-practitioner-reports/
2. Clark, D. B., Scott, D., & DiPasquale, J. P. (2023). Perspectives on the Process of Design from Education and the Design Fields: Toward Transformative Design. In P. Trifonas and S. Jagger (Eds.) International Handbook of Curriculum Theory, Research and Practice (pp. 763-782). Springer. https://doi.org/10.1007/978-3-030-82976-6
3. Takeuchi, M. A., Vadeboncoeur, J. A., Krishnamoorthy, R., Hladik, S., Rahm, J., Kim, B., & Clark, D. B. (2022). Refiguring And Transforming The Learning Sciences. In Shanahan, Kim, Takeuchi, Koh, Preciado-Babb, & Sengupta (Eds.) The learning sciences in conversation: Theories, methodologies, and boundary spaces (pp. 255-266). Routledge. DOI: 10.4324/9781003089728-29
4. Kim, B., Clark, D. B., Friesen, S., & Jacobsen, M. (2022). Engaging in Design Discourse with Learning Scientists. In Shanahan, Kim, Takeuchi, Koh, Preciado-Babb, & Sengupta (Eds.) The learning sciences in conversation: Theories, methodologies, and boundary spaces (pp. 67-75). Routledge. DOI: 10.4324/9781003089728-29
5. Friesen, S., Clark, B. B., Kim, B., Jacobsen, M. (2022). Continuing the Design Discourse in the Learning Sciences. In Shanahan, Kim, Takeuchi, Koh, Preciado-Babb, & Sengupta (Eds.) The learning sciences in conversation: Theories, methodologies, and boundary spaces (pp. 135-142). Routledge. DOI: 10.4324/9781003089728-29
6. Clark, D. B. (2021). Forward: Why Design Thinking? In D. Scott and J. Lock (Eds.) Teacher as Designer: Design Thinking for Educational Change (pp. v-viii). Singapore, Springer. https://doi.org/10.1007/978-981-15-9789-3
7. Clark, D. B. & Pierson, A. E. (2019). Engaging Emerging Bilingual Students in Language and Scientific Practices through Collaborative Disciplinarily-Integrated Games from a Co-Operative Action Lens. In P. Sengupta, M. Shanahan, and B. Kim (Eds.) Critical, Transdisciplinary and Embodied Approaches in STEM Education (pp. 101-117). New York: Springer. https://doi.org/10.1007/978-3-030-29489-2
8. Martinez-Garza, M.*, & Clark, D. B. (2019). Investigating epistemic stances in game play with learning analytics. Revised and enhanced version of Investigating epistemic stances in game play with data mining selected as top paper for republication by International Journal of Gaming and Computer-Mediated Simulations. In B. Dubbels (Ed.), Exploring the Cognitive, Social, Cultural, and Psychological Aspects of Gaming and Simulations (pp. 87-140). Hershey, PA: IGI Global. https://doi.org/10.4018/978-1-5225-7461-3.ch004
9. Virk, S. S.*, & Clark, D. B. (2019). Signaling in disciplinarily-integrated games: Challenges in integrating proven cognitive scaffolds within game mechanics to promote representational competence. In Contemporary Technologies in Education (pp. 67-95). Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-319-89680-9
10. Adams, D. M.*, Clark, D. B., & Virk, S. S.* (2018). Worked examples in physics games: Challenges in integrating proven cognitive scaffolds into game mechanics. In D. Cvetković (Ed.), Simulations and Gaming (pp. 61-73). Rijeka, Croatia: InTECH Open. https://doi.org/10.5772/intechopen.72152 http://www.intechopen.com/articles/show/title/worked-examples-in-physics-games-challenges-in-integrating-proven-cognitive-scaffolds-into-game-mech
11. Clark, D. B., Medlock-Walton, P.*, Boquín, R.*, & Klopfer, K. (2018). Multiplayer Disciplinarily-Integrated Agent-Based Games: SURGE Gameblox. In D. Cvetković (Ed.), Simulations and Gaming (pp. 89-107). Rijeka, Croatia: InTECH Open. https://doi.org/10.5772/intechopen.73051 http://www.intechopen.com/articles/show/title/multiplayer-disciplinarily-integrated-agent-based-games-surge-gameblox
12. Krinks, K., Johnson, H., & Clark, D. B. (2018). Digital games in the science classroom: Leveraging internal and external scaffolds during game play. In D. Cvetković (Ed.), Simulations and Gaming (pp. 41-60) Rijeka, Croatia: InTECH Open. https://doi.org/10.5772/intechopen.72071 https://www.intechopen.com/books/simulation-and-gaming/digital-games-in-the-science-classroom-leveraging-internal-and-external-scaffolds-during-game-play
13. Martinez-Garza, M.*, & Clark, D. B. (2016). Two systems, two stances: a novel theoretical framework for model-based learning in digital games. In P. Wouters & H. van Oostendorp (Eds.), Instructional Techniques to Facilitate Learning and Motivation of Serious Games (pp. 37-58). Cham, Switzerland: Springer. https://doi.org/10.1007/978-3-319-39298-1_3
14. Clark, D. B., Sengupta, P., & Virk, S. S.* (2016). Disciplinarily-integrated games: Generalizing across domains and model types. Chapter in D. Russell and J. Laffey (Eds.), Handbook of Research on Gaming Trends in P-12 Education (pp. 178-194). Hershey, PA: IGI Global. https://doi.org/10.4018/978-1-4666-9629-7.ch009
15. Martinez-Garza, M.*, Clark, D. B., Killingsworth, S.*, & Adams, D. M.* (2016). Beyond fun: Pintrich, motivation to learn, and games for learning. Chapter in D. Russell & J. Laffey (Eds.), Handbook of Research on Gaming Trends in P-12 Education. (pp. 1-32). Hershey, PA: IGI Global. https://doi.org/10.4018/978-1-4666-9629-7.ch001
16. Van Eaton, G.*, & Clark, D. B. (2016). Designing Digital Objects to Scaffold Learning. Chapter in D. Russell & J. Laffey (Eds.), Handbook of Research on Gaming Trends in P-12 Education (pp. 237-252). Hershey, PA: IGI Global. https://doi.org/10.4018/978-1-4666-9629-7.ch012
17. Killingsworth, S.*, Adams, D. M.*, & Clark, D. B. (2016). Learning, cognition, and experimental control in an educational physics game. In R. Lamb & D. McMahon (Eds.), Educational and Learning Games: New Research (pp. 31-54). New York, NY: NOVA Publishing. ISBN: 978-1-63483-421-6
18. Clark, D. B., Nelson, B., Atkinson, R., Ramirez-Marin, F.*, & Medina, W.* (2015). Integrating flexible language supports within online science learning environments. In T. Ganesh, A. Boriack, J. Stillisano, T. Davis, & H. Waxman (Eds.), Research on technology use in multicultural settings (pp. 75-105). Charlotte, NC: Information Age. ISBN: 978-1623968250
19. Martinez-Garza, M.*, & Clark, D. B. (2015). Games for learning. In R. Gunstone (Ed.), Encyclopedia of Science Education (pp. 437-440). Dordrecht: Springer. https://doi.org/10.1007/978-94-007-6165-0_37-1
20. Clark, D. B., & Linn, M. C. (2013). The knowledge integration perspective: connections across research and education. In S. Vosniadou (Ed.), International Handbook of Research on Conceptual Change (2nd Edition) (pp. 520-538). New York: Routledge. https://doi.org/10.4324/9780203154472.ch27
21. Clark, D. B., & Sengupta, P. (2013). Argumentation and modeling: Integrating the products and practices of science to improve science education. In M. Khine & I. Saleh (Eds.), Approaches and Strategies in Next Generation Science Learning (pp. 85-105). Hershey, PA: IGI Global/Information Science References. https://doi.org/10.4018/978-1-4666-2809-0.ch005
22. Ramirez-Marin, F.*, & Clark, D. B. (2013). Academic language in science for English learners. In M. B. Arias & C. Faltis (Eds.), Academic Language in Second Language Learning (pp. 171-200). Charlotte, NC: Information Age Publishing. ISBN: 9781623961145
23. Martinez-Garza, M.*, & Clark, D. B. (2013). Teachers and teaching in game-based learning theory and practice. In M. Khine & I. Saleh (Eds.), Approaches and Strategies in Next Generation Science Learning (pp. 147-163). Hershey, PA: IGI Global. https://doi.org/10.4018/978-1-4666-2809-0.ch008
24. Chinn, C., & Clark, D. B. (2013). Learning through collaborative argumentation. In C.E. Hmelo-Silver, C. A. Chinn, C. K. K. Chan, & A. M. O'Donnell (Eds.), International Handbook of Collaborative Learning (pp. 314-332). New York: Routledge. https://doi.org/10.4324/9780203837290.ch18
25. Clark, D. B., & Martinez-Garza, M.* (2012). Prediction and explanation as design mechanics in conceptually-integrated digital games to help players articulate the tacit understandings they build through gameplay. In C. Steinkuhler, K. Squire, & S. Barab (Eds.), Games, Learning, and Society: Learning and Meaning in the Digital Age (pp. 279-305). Cambridge: Cambridge University Press. https://doi.org/10.1017/CBO9781139031127.023
26. Clark, D. B., Martinez-Garza, M.*, Biswas, G., Luecht, R. M., & Sengupta, P. (2012). Driving assessment of students’ explanations in game dialog using computer-adaptive testing and hidden Markov Modeling. In D. Ifenthaler, D. Eseryel, & G. Xun (Eds.), Game-based Learning: Foundations, Innovations, and Perspectives (pp. 173-199). New York: Springer. https://doi.org/doi:10.1007/978-1-4614-3546-4_10
27. Clark, D. B., Sampson, V. D.*, Chang, H.*, Zhang, H.*, Tate, E.*, & Schwendimann, B.* (2011). Research on critique and argumentation from the Technology Enhanced Learning in Science Center. In M. Khine (Ed.), Perspectives on Scientific Argumentation: Theory, Practice and Research (pp. 157-200). The Netherlands: Springer. https://doi.org/10.1007/978-94-007-2470-9_9
28. Jeong, A., Clark, D. B., Sampson, V. D., & Menekse, M.* (2010). Sequential analysis of scientific argumentation in asynchronous online discussion environments. In S. Puntambekar, G. Erkens, & C. Hmelo-Silver (Eds.), Analyzing Interactions in CSCL (Computer-Supported Collaborative Learning Series): Methods, Approaches and Issues (pp. 207-233). The Netherlands: Springer. https://doi.org/doi:10.1007/978-1-4419-7710-6_10
29. Clark, D. B., Sampson, V. D.*, Stegmann, K.*, Marttunen, M., Kollar, I., Janssen, J., Weinberger, A., Menekse, M.*, Erkens, G., & Laurinen, L. (2010). Online learning environments, scientific argumentation, and 21st century skills. In B. Ertl (Ed.), E-Collaborative Knowledge Construction: Learning from Computer-Supported and Virtual Environments (pp. 1-39). New York: IGI Global. https://doi.org/10.4018/978-1-61520-729-9.ch001
30. Clark, D. B., Varma, K.*, McElhaney, K.*, & Chiu, J.* (2008). Design rationale within TELS projects to support knowledge integration. In D. Robinson & G. Schraw (Eds.), Recent Innovations in Educational Technology that Facilitate Student Learning (pp. 157-193). Charlotte, NC: Information Age Publishing. ISBN: 978-1593116521
31. Tate, E.*, Clark, D. B., Gallagher, J., & McLaughlin, D.* (2008). Designing science instruction for diverse learners. In Y. Kali, M. C. Linn, & J. E. Roseman (Eds.), Designing Coherent Science Education (pp. 65-93). New York: Teachers College Press.
ISBN: 978-0807749135
32. Clark, D. B., & Chaudury, S. R. (2008). Creating coherent inquiry projects to support student cognition and collaboration in physics. In J. Luft, R. Bell, & J. Gess-Newsome (Eds.), Science as Inquiry in the Secondary Setting (pp. 65-77). Arlington, VA: National Science Teacher Association Press. https://www.nsta.org/store/product_detail.aspx?id=10.2505/PKEB216X
33. Clark, D. B., Stegmann, K.*, Weinberger, A., Menekse, M.*, & Erkens, G. (2008). Technology-enhanced learning environments to support students’ argumentation. In S. Erduran & M. P. Jiménez-Aleixandre (Eds.), Argumentation in science education: Perspectives from Classroom-based Research (pp. 217-243). Dordrecht: Springer. https://doi.org/10.1007/978-1-4020-6670-2_11
34. D’Angelo, C. M.*, Touchman, S.*, & Clark, D. B. (2008). Overview of constructivism. In E. M. Anderman & L. H. Anderman (Eds.), Psychology of Classroom Learning: An Encyclopedia (Volume 1. pp. 262-267). New York: MacMillan Reference.
ISBN: 978-0028661704
35. Baker, D., Piburn, M., & Clark, D. B. (2005). TEAMS: Working together to improve teacher education. In R. Yager (Ed.), Exemplary Science: Best Practices in Professional Development (pp. 35-44). Arlington, VA: NSTA Press. ISBN: 978-1936959075
36. Clark, D. B. (2004). Hands-on investigation in Internet environments: Teaching thermal equilibrium. In M. C. Linn, E. A. Davis., & P. Bell (Eds.), Internet Environments for Science Education (pp. 175-200). Mahwah, NJ: Lawrence Erlbaum Associates. https://doi.org/10.4324/9781410610393
37. Clark, D. B., & Slotta, J. D. (2004). Web-based Inquiry Science Environment (WISE). In A. Kovalchick & K. Dawson (Eds.), Education & Technology: An Encyclopedia (Vol. 2, pp. 630-638). Santa Barbara, CA: ABC-CLIO. ISBN: 978-0471194392
38. Cuthbert, A. J., Clark, D. B., & Linn, M. C. (2002). WISE learning communities: Design considerations. In K.A. Renninger & W. Shumar (Eds.), Building Virtual Communities: Learning and Change in Cyberspace (pp. 215-246). Cambridge: Cambridge University Press. ISBN: 978-0521785587
Dissertation
1. Clark, D. B. (2000). Scaffolding knowledge integration through curricular depth. Unpublished doctoral dissertation. University of California at Berkeley.