Journal Articles

  1. Clark, D. B., Virk, 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.  (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.  [pdf]

  2. Kinnebrew, J., Killingsworth, S., Clark, D. B., Biswas, G., Sengupta, P., Minstrell, J., Martinez-Garza, M., & Krinks, K., (accepted with minor revisions – resubmitted). Contextual Markup and Mining in Digital Games for Science Learning: Connecting Player Behaviors to Learning Goals. IEEE Transactions on Learning Technologies. [pdf] 

  3. Sengupta, P. & Clark, D. B. (in press). Playing Modeling Games in the Science Classroom: The Case for Disciplinary Integration. Educational Technology [pdf

  4. 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, DOI: 10.1080/10508406.2015.1082912. [pdf]

  5. Killingsworth, S., Clark, D. B., & Adams, D. (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. [pdf]

  6. 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. DOI: 10.3102/0034654315582065. [pdf]*

  7. Clark, D. B. & Martinez-Garza, M. (First Online 2015). Deep Analysis of Nuances and Epistemic Frames Around Argumentation and Learning in Informal Learning Spaces. Computers in Human Behavior. [pdf]

  8. Virk, 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), 283-312. DOI: 10.1080/00461520.2015.1128331. [pdf]

  9. 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. [pdf]

  10. 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. [pdf]

  11. 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. [pdf]

  12. Clark, D. B., Menekse, M., Özdemir, G., D’Angelo, C. M., & Schleigh, S. (2013 online/2014 publication). 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. [pdf]

  13. Adams, D. & Clark D.B. (2014). Integrating self-explanation functionality into a complex game environment: Keeping gaming in motion. Computers and Education. [pdf]

  14. Martinez-Garza, M., Clark, D. B., Nelson, B., Slack, K., & D’Angelo, C. (2013). Advances in Assessment of students’ intuitive understanding of physics through gameplay dataInternational Journal of Gaming and Computer-Mediated Simulations. [pdf]

  15. 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. [pdf]

  16. Sengupta, P., Kinnebrew, J., Basu, S., Biswas, G., and Clark, D. (2013). Integrating computational thinking with K12 science education using agent-based computation: A theoretical framework. Education & Information Technologies, (18), 2, 351-380. [pdf]

  17. 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. [pdf]

  18. Clark, D. B., D’Angelo, C. & Schleigh S. (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. [pdf

  19. 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. [pdf]  

  20. 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. [pdf

  21. 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. [pdf] 

  22. Özdemir, G. & Clark, D. B. (2009).  Knowledge structure coherence in Turkish students’ understanding of force. Journal of Research on Science Teaching, 46(5), 570-596. [pdf

  23. Sampson, V. & Clark, D. B. (2009). The impact of collaboration on the outcomes of scientific argumentation. Science Education, 93(3), 448-484. [pdf

  24. Clark, D. B., & Sampson, V. (2008). Assessing dialogic argumentation in online environments to relate structure, grounds, and conceptual quality. Journal of Research in Science Teaching, 45(3), 293-321. [pdf

  25. Sampson, V. & 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. [pdf

  26. Clark, D. B., Reynolds, S., Lemanowski, V., Stiles, T., Yasar, S., Proctor, S., Lewis, E., Stromfors, C., & Corkins, J. (2007). University students' conceptualization and interpretation of topographic maps. International Journal of Science Education, 30(3), 377-408. [pdf

  27. Clark, D., Sampson, V., Weinberger, A., & Erkens, G., (2007). Analytic frameworks for assessing dialogic argumentation in online learning environments. Educational Psychology Review, 19(3), 343-374. [pdf

  28. Özdemir, G. & Clark, D. B. (2007). An overview of conceptual change theories. Eurasia Journal of Mathematics, Science, and Technology Education, 3(4), 351-361. [pdf

  29. Clark, D. B. & Sampson, V. D. (2007). Personally-Seeded Discussions to scaffold online argumentation. International Journal of Science Education 29(3), 253-277. [pdf

  30. 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. [pdf

  31. Medina-Jerez, W., Clark, D., & Ramirez-Marin, F. (2007). Science for ELLs: Re-thinking our approach. The Science Teacher, 74(3), 52-56. [pdf

  32. Sampson, V. & Clark, D. (2007). Incorporating scientific argumentation into inquiry-based activities with online personally-seeded discussions. The Science Scope, 30(6), 43-47. [pdf

  33. 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. [pdf

  34. Simons, K., & Clark, D. B. (2004). Supporting inquiry in science classrooms with the web. Computers in the Schools 3/4(21), 23-36. [pdf

  35. 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. [pdf

  36. Clark, D. B. & Fischer, F. (2003). Learning through online collaborative discourse. The International Journal of Educational Policy, Research and Practice, IV(1), 11-16. [pdf

  37. Clark, D. B., & Linn, M. C. (2003). Designing for knowledge integration: the impact of instructional timeJournal of Learning Sciences, 12(4), 451-493. [pdf

  38. 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. [pdf] 

  39. Linn, M. C., Clark, D. B., & Slotta, J. D. (2003). WISE design for knowledge integration. Science Education, 87(4), 517-538. [pdf

  40. 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. [pdf

  41. 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. [pdf

Chapters in Books

  1. Clark, D. B., Sengupta, P. & Virk, S. (in press). 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. Hershey, PA: IGI Global. doi:10.4018/978-1-4666-9629-7 [pdf]

  2. Clark, D. B., Nelson, B., Atkinson, R., Ramirez-Marin, F., & Medina, W. (2015). Integrating flexible language supports within online science learning environments. T. Ganesh, A. Boriack, J. Stillisano, T. Davis, & H. Waxman (Eds.) (pp. 75-105). Charlotte, NC: Information Age. [pdf]

  3. Martinez-Garza, M., & Clark, D. B. (2015). Games for learning. In R. Gunstone (Ed.), Encyclopedia of Science Education. New York: Springer. [pdf]

  4. Ramirez-Marin, F. & Clark, D. B. (2013). Academic language in science for English learners. Arias, MB and Faltis, C. (Eds.), Academic Language in Second Language Learning (pp. 171-200). Charlotte, NC: Information Age Publishing. [pdf]

  5. 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. [pdf]

  6. 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 doi:10.4018/978-1-4666-2809-0.ch005. [pdf]

  7. 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. doi:10.4018/978-1-4666-2809-0.ch008. [pdf]

  8. Chinn, C., & Clark, D. B. (2013). Learning through collaborative argumentation. In Hmelo-Silver, C. E., Chinn, C. A., Chan, C. K. K., & O'Donnell, A. M. (Eds.) International Handbook of Collaborative Learning (pp. 314-332). New York: Routledge [pdf]

  9. 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. 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. [pdf]

  10. 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. [pdf] 

  11. 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. [pdf

  12. Jeong, A., Clark, D. B., Sampson, V. D., & Menekse, M. (2010). Sequential analysis of dialogical scientific argumentation in asynchronous online discussion environments. S. Puntambekar, G. Erkens, & C. Hmelo-Silver (Eds.), Analyzing Interactions in CSCL (Computer-Supported Collaborative Learning Series): Methods, Approaches and Issues (pp. 207-234). The Netherlands: Springer. [pdf]  

  13. 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. [pdf

  14. Clark, D. B., Varma, K., McElhaney, K., & Chiu, J. (2008). Design rationale within TELS projects to support knowledge integration. D. Robinson & G. Schraw (Eds.), Recent Innovations in Educational Technology that Facilitate Student Learning (pp. 157-193). Charlotte, NC: Information Age Publishing. [pdf

  15. 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. [pdf] 

  16. Clark, D. B. & Chaudury, S. R. (2008). Creating coherent inquiry projects to support student cognition and collaboration in physics. 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. [pdf

  17. 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. [pdf] 

  18. 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. [pdf

  19. 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. [pdf

  20. 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. [pdf

  21. Clark, D. B., & Slotta, J. D. (2004). The 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. [pdf

  22. 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. [pdf]


  1. Clark, D. B. (2000). Scaffolding knowledge integration through curricular depth. Unpublished doctoral dissertation. University of California at Berkeley. [pdf]