Victor R. Lee
Victor R. Lee
Learning Scientist and Technologist

I design and research STEM education experiences and technologies, with a longstanding interest in understanding how people engage and learn with data across a range of settings. Other current lines of work include AI literacy, elementary school computer science education, and science teaching and learning. My research has been recognized with a National Science Foundation CAREER award, a National Academy of Education/Spencer Foundation Postdoctoral Fellowship, the American Educational Research Association’s Jan Hawkins Award, and various best paper awards. I am a learning scientist and cognitive scientist by training. My work is done out of Stanford University, where I am an Associate Professor in the Graduate School of Education.

Stanford Faculty Profile Page

Info for Prospective Students

 
6CFCF772-540A-4C3E-AFD1-6821685D2AE0.jpeg

Selected Publications

(this is probably out of date, sorry…)

Books

Lee, V. R. & Phillips, A. L. (Eds.). (2018). Reconceptualizing Libraries: Perspectives from the Information and Learning Sciences. New York, NY: Routledge.

Lee, V. R. (Ed.). (2015). Learning Technologies and the Body: Integration and Implementation in Formal and Informal Learning Environments. New York, NY: Routledge.

link to pdf of 2015 intro chapter on embodiment and some of its lead in

Selected Papers

2020-present

Lee, V. R., Pope, D., Miles, S., & Zárate, R. C. (2024). Cheating in the age of generative AI: A high school survey study of cheating behaviors before and after the release of ChatGPT. Computers and Education: Artificial Intelligence, 7, 100253. https://doi.org/10.1016/j.caeai.2024.100253

Lee, V. R., Robillard, S., Clarke-Midura, J., Shumway, J., & Recker, M. (2024). Negotiating Inherent Asymmetries of Co-Design: A Case of Integrative Elementary Mathematics and Computer Science Instruction. Journal of Applied Instructional Design, 13(1). doi:10.59668/723.13039

Lee, V. R., & Delaney, V. (2022). Identifying the content, lesson structure, and data use within pre-collegiate data science curricula. Journal of Science Education and Technology. https://doi.org/10.1007/s10956-021-09932-1

Lee, V. R., Wilkerson, M. H., & Lanouette, K. (2022). A Call for a Humanistic Stance toward K-12 Data Science Education. Educational Researcher. https://doi.org/10.3102/0013189X211048810 

Poole, F. J., Clarke-Midura, J., Rasmussen, M., Shehzad, U., & Lee, V. R. (2022). Tabletop Games Designed to Promote Computational Thinking. Computer Science Education. https://doi.org/10.1080/08993408.2021.1947642 

Lee, V. R., Drake, J., Cain, R., & Thayne, J. (2021). Remembering what produced the data: Reflective reconstruction in the context of a ‘quantified self’ elementary data and statistics unit. Cognition & Instruction. https://doi.org/10.1080/07370008.2021.1936529 

Lee, V. R., & Delaney, V. (2021). Aesthetics of Authenticity for Teachers’ Data Set Preferences. In E. d. Vries, Y. Hod, & J. Ahn (Eds.), 15th International Conference of the Learning Sciences (ICLS) (pp. 259-266). ISLS. 

Clarke-Midura, J., Silvis, D., Shumway, J., Lee, V. R., & Kozlowski, J. (2021). Developing a Kindergarten Computational Thinking Assessment Using Evidence-Centered Design: The Case of Algorithmic Thinking Computer Science Education, 31(2), 117-140. https://doi.org/10.1080/08993408.2021.1877988 

Lee, V. R., & Dubovi, I. (2020). At home with data: Family engagements with data involved in Type 1 Diabetes managementJournal of the learning sciences, 20(1), 11-31. doi:10.1080/10508406.2019.1666011

Lee, V. R., Poole, F., Clarke-Midura, J., Recker, M., & Rasmussen, M. (2020). Introducing coding through tabletop board games and their digital instantiations across elementary classrooms and school libraries. In Proceedings of SIGCSE 2020. Portland, OR: ACM.

2019

Lee, V. R., Fischback, L., & Cain, R. (2019). A wearables-based approach to detect and identify momentary engagement in afterschool Makerspace programs. Contemporary Educational Psychology, 59. doi:10.1016/j.cedpsych.2019.101789

Dubovi, I., & Lee, V. R. (2019). Instructional Support for Learning with Agent-Based Models: A Tale of Vicarious and Guided Exploration Learning Approaches. Computers & Education, 142. doi:10.1016/j.compedu.2019.103644

Phillips, A. L. & Lee, V. R., (2019). Whose Responsibility is It? A Statewide Survey of School Librarians on Responsibilities and Resources for Teaching Digital Citizenship. School Library Research22.

Lee, V. R. (2019). Conceptual dynamics of student reasoning during interviews involving discrepant embodied experiences. Journal for STEM Education Research, 2(2), 172-200.

Lee, V. R. (2019). On researching activity tracking to support learning: a retrospective. Information and Learning Sciences, 120(1/2), 133-154. doi:10.1108/ILS-06-2018-0048

Lee, V. R. (2020). Supporting complex multimodal expression around representations of data: Experience matters. In P. Sengupta, B. Kim, & M.-C. Shanahan (Eds.), Critical, Transdisciplinary and Embodied Approaches in STEM Education (pp. 217-231). Chalm, Switzerland: Springer. 

Lee, V. R., & Shapiro, R. B. (2019). A Broad View of Wearables as Learning Technologies: Current and Emerging Applications. In P. Diaz, A. Ioannou, K. K. Bhagat, & J. M. Spector (Eds.), Learning in a Digital World - Perspectives on Interactive Technologies for Formal and Informal Education (pp. 113-133). Singapore: Springer.

2018

Lee, V. R., & Wilkerson, M. (2018). Data use by middle and secondary students in the digital age: A status report and future prospects. Commissioned Paper for the National Academies of Sciences, Engineering, and Medicine, Board on Science Education, Committee on Science Investigations and Engineering Design for Grades 6-12. Washington, D.C. 

Rogowski, A., Recker, M., & Lee, V. R. (2018). Designing online support guides for librarians managing STEM maker activities. International Journal of Innovations in Online Education, 2(4). 

Lee, V. R. & Recker, M. (2018). Paper circuits: A tangible, low threshold, low cost entry to computational thinking. TechTrends, 62(2), 197-203. doi:10.1007/s11528-017-0248-3

Lee, V. R. (2018). A short history of the Learning Sciences. In R. West (Ed.), Foundations of Learning and Instructional Design Technology (1st ed.). .

Lee, V. R., Recker, M., & Phillips, A. L. (2018). Conjecture Mapping the Library: Iterative Refinements Toward Supporting Maker Learning Activities in Small Community Spaces. In J. Kay & R. Luckin (Eds.), Rethinking Learning in the Digital Age: Making the Learning Sciences Count, 13th International Conference of the Learning Sciences (ICLS) 2018 (Vol. 1, pp. 320-327). London, UK: ISLS.

2017

Lee, V. R., & Fields, D. A. (2017). A rubric for describing competences in the areas of circuitry, computation, and crafting after a course using e-textiles. International Journal of Information and Learning Technology, 34(5), 372-384. 

Lee, V. R., Thurston, T., & Thurston, C. (2017). A comparison of discovered regularities in blood glucose readings across two data collection approaches used with a type 1 diabetic youthMethods of Information in Medicine, 56(open), e84-e92. doi:10.3414/ME16-02-0047 

Bartholomew, S. R., Reeve, E., Veon, R., Goodridge, W., Lee, V., & Nadelson, L. (2017). Relationships between access to mobile devices, student self-directed learning, and achievement. Journal of Technology Education, 29(1), 2-24.

Lee, V. R., Lewis, W., Searle, K. A., Recker, M., Hansen, J., & Phillips, A. L. (2017). Supporting interactive youth maker programs in public and school libraries: Design hypotheses and first implementations. In P. Blikstein & D. Abrahamson (Eds.), Proceedings of IDC 2017 (pp. 310-315). Stanford, CA: ACM.

2016

Lee, V. R., Drake, J. R., & Thayne, J. L. (2016). Appropriating quantified self technologies to support elementary statistical teaching and learning. IEEE Transactions on Learning Technologies9(4), 354-365. doi:10.1109/TLT.2016.2597142

Fields, D. A., & Lee, V. R. (2016). Craft Technologies 101: Bringing making to higher education. In K. Peppler, E. Halverson, & Y. Kafai (Eds.), Makeology (Vol. 1, pp. 121-137). New York, NY: Routledge.

Azevedo, F. S., & Lee, V. R. (2016). Ecologies of knowing: Lessons from the highly tailored practice of hobbies. In A. A. diSessa, M. Levin, & N. J. S. Brown (Eds.), Knowledge and interaction: A synthetic research agenda for the learning sciences (pp. 111-132). New York, NY: Routledge.

DeLiema, D., Lee, V. R., Danish, J., Enyedy, N., & Brown, N. J. S. (2016). A microlatitudinal/microlongitudinal analysis of speech, gesture, and representation use in a student’s scientific explanation of phase change. In A. A. diSessa, M. Levin, & N. J. S. Brown (Eds.), Knowledge and interaction: A synthetic research agenda for the Learning Sciences (pp. 133-159). New York, NY: Routledge.

Lee, V. R., Yuan, M., Ye, L., & Recker, M. (2016). Reconstructing the influences on and focus of the Learning Sciences from the field's published conference proceedings In M. A. Evans, M. J. Packer, & R. K. Sawyer (Eds.), Reflections on the Learning Sciences (pp. 105-125). New York, NY: Cambridge University Press.

2015

Lee, V. R. (2015). Combining high-speed cameras and stop-motion animation software to support students' modeling of human body movement. Journal of Science Education and Technology, 24(2-3), 178-191. doi: 10.1007/s10956-014-9521-9

Lee, V. R., Drake, J., & Williamson, K. (2015). Let’s get physical: K-12 Students using wearable devices to obtain and learn about data from physical activities. TechTrends, 59(4), 46-53. doi: 10.1007/s11528-015-0870-x 

DuMont, M., & Lee, V. R. (2015). Understanding the opportunities and challenges of introducing computational crafts to alternative high school students. In M. Orey & R. M. Branch (Eds.), Educational Media and Technology Yearbook(Vol. 39, pp. 83-99). New York, NY: Springer.

Lee, V. R., Drake, J., Cain, R., & Thayne, J. (2015). Opportunistic Uses of the Traditional School Day Through Student Examination of Fitbit Activity Tracker Data. In M. U. Bers & G. Revelle (Eds.), Proceedings of the 2015 ACM SIGCHI Interaction Design and Children Conference (pp. 209-218). Boston, MA: ACM.

Lee, V. R. (2015). Technology meets body, body meets technology. In V. R. Lee (Ed.), Learning Technologies and the Body: Integration and Implementation in Formal and Informal Learning Environments (pp. 1-20). Routledge. 

2014

Lee, V. R. (2014). Students' digital photography behaviors during a multiday environmental science field trip and their recollections of photographed science contentEducation Research International, 2014, 11 pages. doi: 10.1155/2014/736791

Lee, V. R., Leary, H. M., Sellers, L., & Recker, M. (2014). The role of school district science coordinators in the district-wide appropriation of an online resource discovery and sharing tool for teachers. Journal of Science Education and Technology, 23(3), 309-323. doi: 10.1007/s10956-013-9465-5 

Lee, V. R., & Briggs, M. (2014). Lessons learned from an initial effort to bring a quantified self "meetup" experience to a new demographic. In Proceedings of the 2014 ACM International Joint Conference on Pervasive and Ubiquitous Computing: Adjunct Publication (pp. 707-710). Seattle, Washington: ACM. doi: 10.1145/2638728.2641321

Lee, V. R. (2014). What’s happening in the Quantified Self movement? In J. L. Polman, Kyza, E. A., O'Neill, D. K., Tabak, I., Penuel, W. R., Jurow, A. S., O'Connor, K., Lee, T., D'Amico, L. (Ed.), Learning and Becoming in Practice: The International Conference of the Learning Sciences (ICLS) 2014 (Vol. 2, pp. 1032-1036). Boulder, CO: ISLS.

2013

Lee, V. R. (2013). The Quantified Self (QS) movement and some emerging opportunities for the educational technology field. Educational Technology, 53(6), 39-42.

Lee, V. R., & Drake, J. (2013). Digital physical activity data collection and use by endurance runners and distance cyclistsTechnology, Knowledge and Learning, 18(1-2), 39-63. doi: 10.1007/s10758-013-9203-3

Lee, V. R., & Drake, J. (2013). Quantified recess: Design of an activity for elementary students involving analyses of their own movement data. In J. P. Hourcade, E. A. Miller & A. Egeland (Eds.), Proceedings of the 12th International Conference on Interaction Design and Children 2013 (pp. 273-276). New York, NY: ACM.

2012

Berland, L. K., & Lee, V. R. (2012). In pursuit of consensus: Disagreement and legitimization during small group argumentationInternational Journal of Science Education34(12), 1857-1882. doi: 10.1080/09500693.2011.645086

 Russ, R. S., Lee, V. R., & Sherin, B. L. (2012). Framing in cognitive clinical interviews about intuitive science knowledge: Dynamic student understandings of the discourse interaction. Science Education, 96(4), 537-599. doi: DOI: 10.1002/sce.21014 

Sherin, B., Krakowski, M., & Lee, V. R. (2012). Some assembly required: How scientific explanations are constructed in clinical interviews. Journal of Research in Science Teaching, 49(2), 166-198. doi: 10.1002/tea.20455

Lee, V. R., Shelton, B. E., Walker, A., Caswell, T., & Jensen, M. (2012). ReTweeting History: Exploring the intersection of microblogging and problem-based learning for historical reenactments. In K. Seo, D. Pellegrino & C. Engelhard (Eds.), Designing Problem-Driven Instruction Using Online Social Media (pp. 23-40): Information Age Publishing.

2011

Lee, V. R., & Thomas, J. M. (2011). Integrating physical activity data technologies into elementary school classrooms.Educational Technology Research and Development, 59(6), 865-884. doi: 10.1007/s11423-011-9210-9

Berland, M., & Lee, V. R. (2011). Collaborative strategic board games as a site for distributed computational thinking.International Journal of Game-Based Learning, 1(2), 65-81. doi: 10.4018/ijgbl.2011040105

2010

Lee, V. R., & DuMont, M. (2010). An exploration into how physical activity data-recording devices could be used in computer-supported data investigations. International Journal of Computers for Mathematical Learning, 15(3), 167-189.

Lee, V. R. (2010) How different variants of orbit diagrams influence student explanations of the seasons. Science Education. 94(6), 985-1007. doi: 10.1002/sce.20403. 

Lee, V. R. (2010). Adaptations and continuities in the use and design of visual representations in middle school science textbooks. International Journal of Science Education. 32(8), 1099-1126.

Pre-2010

Lee, V. R., Russ, R. S., & Sherin, B. (2008). A functional taxonomy of discourse moves for conversation management during cognitive clinical interviews about scientific phenomena. In V. Sloutsky, B. Love & K. McRae (Eds.), Proceedings of the 30th Annual Meeting of the Cognitive Science Society (pp. 1723-1728). Austin, TX.

Kanter, D., Sherin, B., & Lee, V. (2006). Changing conceptual ecologies in task-structured science curricula. In S. A. Barab, K. E. Hay & D. T. Hickey (Eds.), Proceedings of The Seventh International Conference of the Learning Sciences (Vol. 1, pp. 293-299). Mahwah, NJ: Lawrence Erlbaum Associates.

Lee, V. R., & Sherin, B. (2006). Beyond transparency: How students make representations meaningful. In S. A. Barab, K. E. Hay & D. T. Hickey (Eds.), Proceedings of The Seventh International Conference of the Learning Sciences (Vol. 1, pp. 397-403). Mahwah, NJ: Lawrence Erlbaum Associates.

 

 
observingcodeconvo.jpg

Current & Recent Projects

Learning with Physical Activity Data
Designing and studying classroom activities for students with their own wearable activity tracker data. Video.

Montage
Studying how teachers referred to social media for technology-related pedagogy during the COVID-19 pandemic and developing a local repository (called Montage) for teachers to quickly share ideas with one another.

Digital Lead Learners Research-Practice Partnership
A California-based research-practice partnership to refine a new teacher capacity development program for exploring new forms of technology use in schools.

Conceptualizations of Algorithmic Bias
Examining how youth and adults understand ‘algorithmic bias’ and developing learning activities that will promote productive ways of understanding and addressing it.

Rural paraprofessionals for CS
Computer science education research-practice partnership to increase capacity of paraprofessional educators to manage the newly requested work of teaching computer science in elementary school, a topic that is largely unfamiliar to many of them

Tabletop to Screens
Computer Science Education, designing curriculum and tools for transitioning from computer science board games to computer programming in a digital environment

Coding in Kindergarten
Designing and studying kindergarteners playing and learning with commercial coding toys and developing an assessment of computational thinking

Engagement in Making with Wearables
Identifying psychophysiological indicators of heightened arousal during afterschool maker learning activities

Maker Learning in Small town Libraries
Studying how libraries in small towns take on maker education initiatives and developing supports for library professionals

color-3.png

Teaching

Current

Introduction to Learning Sciences: Understanding Learning and Learning Environments (Fall 2021)

Past

Learning, Making, Crafting, & Creating

Thinking and Learning with Data

Developmental Esports

Instructional Design Process

Technology Integration and Innovation in Education

Learning Theory

Small Technologies

Performance Systems

Research in Instructional Technology and Learning Sciences

Qualitative Research Methods

Embodiment, Communication, & Technology

Contact

485 Lasuen Mall
Stanford, CA 94305

vrlee (at) stanford.edu

color-3.png