[Person photo]

Ross Higashi

Graduate Student, Dr. Schunn

Witherspoon, E. B., Schunn, C. D., Higashi, R. M., & Shoop, R. (in press). Attending to structural programming features predicts differences in learning and motivation in a virtual robotics programming curriculum. Journal of Computer Assisted Learning.

Witherspoon, E., Schunn, C. D., Higashi, R., and Shoop, R. (2018). Attending to structural programming features predicts differences in learning and motivation. Journal of Computer Assisted Learning.

Witherspoon, E. B., Higashi, R. M., Schunn, C. D., Baehr, E. C., & Shoop, R. (2017). Developing computational thinking though a virtual robotics programming curriculum. ACM Transactions on Computing Education (TOCE), 18(1), 20.

Menekse, M., Higashi, R., Schunn, C. D. & Baehr, E. (2017). The role of robotics teams’ collaboration quality on team performance in a robotics tournament. Journal of Engineering Education, 106, 564–584.

Witherspoon, E. B., Schunn, C. D., Higashi, R. M., Baehr, E. C. (2016). Gender, interest, and prior experience shape opportunities to learn programming in robotics competitions. International Journal of STEM Education, 3(18).

Alfieri, L., Higashi, R., Shoop, R., & Schunn, C. D. (2015). Case studies of a robot-based game to shape interests and hone proportional reasoning skills. International Journal of STEM Education, 2(4). 

Menekse, M., Schunn, C., Higashi, R., Baehr, E. (2015). An investigation of the relationship between K-8 robotic teams' collaborative behaviors and their performance in the robotics tournament. Frontiers in Education Conference (FIE), 2015. 32614 2015. IEEE.