Publications
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Sedig, K & Haworth, R (Submitted). A process for designing isomorphic digital cognitive games. The
International Journal of Computer Game Research. Haworth, R, Bostani, S, & Sedig, K
(Submitted). Visualizing decision trees in digital games to
support children’s analytic reasoning: Any negative effects on gameplay? International
Journal of Computer Games Technology. Liang, H & Sedig, K (Submitted). Role of
interaction in enhancing the epistemic utility of 3D mathematical
visualizations. International Journal
of Computers for Mathematical Learning. Fast, K & Sedig, K (Submitted). Interaction and the epistemic
potential of digital libraries. International Journal of Digital Libraries. Buchel, O & Sedig, K (In press). Extending map-based
visualizations to support visual tasks: Role of ontological properties. Journal of Knowledge Organization. Liang, H,
Parsons, P, Wu, H, & Sedig, K (In press). An exploratory study of interactivity in visualization tools: ‘Flow’ of
interaction. Journal of
Interactive Learning Research. Liang, H & Sedig, K (In press). Can interactive
visualization tools engage and support pre-university students in exploring
non-trivial mathematical concepts? Computers
& Education. Rowhani,
S & Sedig, K (In press). Serious games for educational change. In Educational Change. Haworth,
R & Sedig, K (In press). A strategy for analyzing digital epistemic
games. In Computer Games: Learning Objectives,
Cognitive Performance and Effects on Development. Sedig, K (2009).
Interactive mathematical visualizations: Frameworks, tools, and studies. In
E. Zudilova-Seinstra et al. (Eds.). Trends
in Interactive Visualisation: A State-of-the-Art
Survey, 343-364. Liang, H & Sedig, K (2009). Application of frameworks in the analysis and
(re)design of interactive visual learning tools. Journal of Interactive
Learning Research, 20(2), 215-254. Liang, H & Sedig,
K (2009). Characterizing navigation in interactive learning environments. Journal of Interactive Learning
Environments, 17(1), 53-75. Sedig, K, Liang, H, & Morey, J (2009).
Enhancing the usability of complex visualizations by making them interactive:
A study. World Conference on Educational Multimedia, Hypermedia and
Telecommunications, 1021-1029. Rowhani, S & Sedig, K (2009). Classifying
interactive features of scientific cognitive tools. World
Conference on Educational Multimedia, Hypermedia and Telecommunications, 1015-1020. Rowhani, S & Sedig, K (2009). Scaffolded gameplay as a
strategy for engaging learners with complexity. World
Conference on Educational Multimedia, Hypermedia and Telecommunications, 784-792. Liang, H & Sedig, K (2009). Interaction flow in
educational cognitive tools: A study. World Conference on Educational
Multimedia, Hypermedia and Telecommunications, 858-863. Sedig, K & Liang, H (2008). Learner-information interaction: A macro-level framework
characterizing visual cognitive tools. Journal of Interactive Learning
Research, 19(1), 147-173. Sedig, K (2008). From play to thoughtful learning: A design strategy
to engage children with mathematical representations. Journal of Computers in Mathematics and Science
Teaching, 27(1), 65-101. Sedig, K (2007). Toward operationalization
of ‘flow’ in mathematics learnware. Journal of
Computers in Human Behavior, 23, 2064-2092. Sedig, K & Liang, H (2007). On the design of
interactive visual representations: Fitness of interaction. World Conference
on Educational Multimedia, Hypermedia and Telecommunications. Liang, H & Sedig, K (2007). Presentation of
feedback in interactive learning environments: Some dimensions. World Conference
on Educational Multimedia, Hypermedia and Telecommunications. Liang, H & Sedig, K (2007). Scaffolding as a
strategy to make tools more accessible to young children. World Conference
on Educational Multimedia, Hypermedia and Telecommunications. Gadanidis, G, Jardine, R, & Sedig, K (2007). Digital windows into mathematics. World Conference on Educational Multimedia, Hypermedia and Telecommunications. Sedig, K & Sumner,
M (2006). Characterizing interaction with visual
mathematical representations. International Journal of Computers for
Mathematical Learning, 11(1), 1-55. Sedig, K & Liang, H (2006). Interactivity
of visual mathematical representations: Factors affecting learning and
cognitive processes. Journal of Interactive Learning Research, 17(2),
179-212. Sedig, K, Schenk, AM,
& Liang, H (2006). Using task-based interactions to facilitate
exploration of 3D lattice visualizations. HCI 2006: Combining Visualisation
and Interaction to Facilitate Scientific Exploration and Discovery, London,
UK. Wu, H, Liang, H &
Sedig, K (2006). Exploring correlations in
multivariate datasets using integrated interactive visualizations. HCI
2006: Combining Visualisation
and Interaction to Facilitate Scientific Exploration and Discovery, London,
UK. Sedig, K & Liang,
H (2006). Macro-level characterization of mathematical cognitive tools. In Proceedings of
World Conference on Educational Multimedia, Hypermedia and Telecommunications
2006 (pp. 712-719). Chesapeake, VA: AACE. Liang, H & Sedig,
K (2006). A survey of navigation interaction in computer-based learning
environments. Proceedings of World Conference on Educational Multimedia, Hypermedia
and Telecommunications 2006 (pp. 684-691).
Chesapeake, VA: AACE. Sedig,
K, & Morey, J (2005). A descriptive framework for designing interaction
for visual abstractions. In G. Malcolm (Ed.), Multidisciplinary Approaches
to Visual Representations and Interpretations, 239-254. Elsevier Science. Fast, K & Sedig, K (2005). The INVENT framework:
Examining the role of information visualization in the reconceptualization
of digital libraries. Journal of Digital Information, 6 (3)--44 printed pages. Sedig, K, Rowhani, S & Liang, H (2005). Designing interfaces that support formation of cognitive maps of
transitional processes: An empirical study. Interacting with Computers:
The Interdisciplinary Journal of Human-Computer Interaction, 17(4),
419-452. Sedig,
K, Morey, J, Mercer, R, & Wilson, W (2005). Visualizing, interacting and
experimenting with lattices using a diagrammatic representation. In G.
Malcolm (Ed.), Multidisciplinary Approaches to Visual Representations and
Interpretations, 255-268.
Elsevier Science. Gadanidis, G, Higginson, W, &
Sedig, K (Eds.) (2005). Online
Mathematical Investigation as Narrative Experience. Proceedings of a
Fields Institute Symposium on Mathematics Through the Lenses of Art and
Technology, Faculty of Education, University of Western
Ontario. Sedig, K & Rowhani, S (2005). Micro-level design of
interactive visual learning environments.
Proceedings of ED-MEDIA 2005: World Conference on Educational Multimedia and
Hypermedia, Montreal, Canada, June-July, 2005, 1050-1057. Nanda, P, Liang, H & Sedig, K (2005). Interaction and interactivity in online mathematical applets: Two sides
of the same coin. Proceedings of
ED-MEDIA 2005: World Conference on Educational Multimedia and Hypermedia,
Montreal, Canada, June-July, 2005, 1284-1291. Gadanidis, G, Hoogland, C & Sedig, K (Eds.) (2004). Mathematics as
Story. Proceedings of a Fields Institute Symposium on Mathematics Through the
Lenses of Art and Technology, Faculty of
Education, University of Western Ontario. Morey, J, & Sedig, K (2004). Archimedean Kaleidoscope: A cognitive
tool to support thinking and reasoning about geometric solids. In M. Sarfraz (Ed.), Geometric modeling: techniques,
applications, systems and tools. (pp. 376-393). MA, Norwell: Kluwer Academic Publisher. Gadanidis, G, Sedig, K, & Liang, H (2004). Designing online
mathematical investigation. Journal of Computers in Mathematics and Science
Teaching, 23(3),
275-298. Morey, J, & Sedig, K (2004). Adjusting degree of visual complexity: An interactive approach for exploring four-dimensional polytopes. The Visual Computer: International Journal of Computer Graphics, 20, 1-21. Sedig, K (2004). Need for a prescriptive taxonomy
of interaction for mathematical cognitive tools. Proceedings of
Interactive Visualisation and Interaction Technologies,
ICCS 2004, Krakow,
Poland, June 2004, pp. 1030-1037. Morey, J & Sedig, K (2004). Using indexed-sequential geometric glyphs to explore visual patterns. Proceedings of Interactive Visualisation and Interaction Technologies, ICCS 2004, Krakow, Poland, June 2004, pp. 996-1003. Morey, J., Sedig, K., & Mercer, R. (2003). Polyvise: A tool for exploring four-dimensional uniform
polytopes. Proceedings of the IASTED International Conference in Computer
Graphics and Imaging, Hawaii, August 2003. Link Sedig, K., Rowhani, S., Morey, J.,
Liang, H. (2003). Application of information
visualization techniques to the design of a mathematical mindtool:
A usability study. Journal Information Visualization. 2(3): 142-160. Link Sedig, K., & Morey, J. (2002). Facilitating learning
through different forms of interaction with visual abstractions. Proceedings of ED-MEDIA 2002: World
Conference on Educational Multimedia and Hypermedia, Denver, USA, July
2002. Sedig, K., Morey, J., & Chu, B. (2002). TileLand: A microworld for
creating mathematical art. Proceedings
of ED-MEDIA 2002: World Conference on Educational Multimedia and Hypermedia,
Denver, USA, July 2002. Morey, J., Sedig, K., Mercer, R., & Wilson, W.
(2002). Crystal lattice automata. In Proceedings
of the Sixth International Conference on Implementations and Applications of
Automata (Pretoria, South Africa, July 2001), Lecture Notes in Computer
Science, Springer Verlag. Link Sedig, K., Klawe, M., &
Westrom, M. (2001). Role of interface manipulation style and scaffolding on
cognition and concept learning in learnware. ACM Transactions on Computer-Human
Interaction, 1(8), 34-59. Link de Souza, C.S., & Sedig, K. (2001).
Semiotic considerations on direct concept manipulation as a distinct
interface style for learnware. Brazilian
Human-Computer Interaction Conference (IHC2001). (Nominated for a
Best-Paper award) Morey, J., Sedig, K., &
Mercer, R. (2001). Interactive metamorphic visuals: Exploring polyhedral
relationships. IEEE Information Visualization Conference, London, UK,
2001. Link Sedig, K. (2001). A
knowledge management support tool: Visualizing design activities. The 29th
Canadian Association for Information Studies Conference (BEYOND THE WEB:
Technologies, Knowledge and People), Quebec, Canada. Sedig, K. & Carey, T.
(2001). Design experiments in knowledge management. In 4th International
Conference on Organizational Learning and Knowledge Management, London,
Canada. Sedig, K. (1997).
Challenge-driven learning: A model for children’s multimedia mathematics
learning environments. ED-MEDIA 97: World Conference on Educational
Multimedia and Hypermedia, Calgary, Canada. Sedig, K., & Klawe, M.
(1996). An interface strategy for promoting reflective cognition in children.
Proceedings of CHI 96, Conference Companion: Human Factors in Computing
Systems, Vancouver, Canada. Sedig, K., & Klawe, M.
(1996). Super Tangrams: A child-centered approach
to designing a computer supported mathematics learning environments. Proceedings
of the 2nd International Conference on the Learning Sciences, Evanston,
USA. Sedig, K., & Sedig, A.
S. (1996). Can educational computer games help educators learn about the
psychology of learning mathematics in children? 18th Annual Meeting of the
International Group for the Psychology of Mathematics Education - the North
American Chapter, Florida, USA. |