David Deliema
Biographic Data
| ID | 2749345 |
|---|---|
| NAME | David Deliema |
| GIVEN NAMES | David |
| FAMILY NAME | Deliema |
| SIGNATURE | DELIEMA D |
| AFFILIATIONS | University of Minnesota |
| ORCID | 0000-0002-2014-0313 |
| VERIFIED | Yes |
| TOTAL WORKS | 11 |
| TOTAL CITATIONS | 1 |
| AUTHOR COUNT | 11 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2014 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Advancing collaborative discourse through knowledge synthesis
Productive collaborative discourse requires students to continuously advance ideas, often through the creation, modification, and integration of digital artifacts in a communal space. Without these processes, ideas remain isolated, fragmented, and unable to advance shared understanding. To support such discourse processes, this study proposes a knowledge synthesis (KS) intervention to facilitate a process of creating knowledge syntheses from idea…
How tutors scaffold learning during puzzle game play
Contrasting stances at the crossroads of debugging learning opportunities
BackgroundMoments of failure during learning present a wide range of opportunities for growth. However, experimental research and meta reviews focused on failure and learning tend to target singular valued learning processes, such as efficient fixes or transfer of conceptual understanding. These analytical decisions conflict with research documenting that teachers and students pursue heterogeneous learning processes following impasses, including …
Uncovering maker educators’ heterogenous professional visions of agency within goal setting interactions
Linking epistemic stance and problem-solving with self-confidence during play in a puzzle-based video game
Reflections on sustained debugging support
Impasses in the wild
Moments where children encounter problems in their chosen activities represent potentially generative sites for learning, particularly when supportive adults are present to scaffold the learning process. Scholars of autonomy support study these dyadic problem-solving processes in defined tasks, and describe specific types of parental support that have implications for children’s future competence as independent learners. In two exploratory case s…
Viewpoint, embodiment, and roles in STEM learning technologies
Art as a Point of Departure for Understanding Student Experience in Learning to Code
Background/Context Computer science has been making its way into K–12 education for some time now. As computer science education has moved into learning spaces, research has focused on teaching computer science skills and principles but has not sufficiently explored the emotional aspects of students’ experiences. This topic warrants further study because learning to code is a complex emotional experience marked by intense periods of success and f…
Imitation in children’s locomotor play
Children commonly engage in social locomotor play—the horsing around, running about, and physical contact characteristic of playgrounds and neighborhood streets. To adults and outsiders, this activity may look like undisciplined chaos. However, the very recognizabilitly of locomotor play—the fact that children observably pull it off together as a discriminate activity—points to a set of shared practices for its accomplishment. In this article, we…
The Influence of Non-Epistemic Features of Settings on Epistemic Cognition
Contrasting stances at the crossroads of debugging learning opportunities
BackgroundMoments of failure during learning present a wide range of opportunities for growth. However, experimental research and meta reviews focused on failure and learning tend to target singular valued learning processes, such as efficient fixes or transfer of conceptual understanding. These analytical decisions conflict with research documenting that teachers and students pursue heterogeneous learning processes following impasses, including …
The Influence of Non-Epistemic Features of Settings on Epistemic Cognition
Imitation in children’s locomotor play
Children commonly engage in social locomotor play—the horsing around, running about, and physical contact characteristic of playgrounds and neighborhood streets. To adults and outsiders, this activity may look like undisciplined chaos. However, the very recognizabilitly of locomotor play—the fact that children observably pull it off together as a discriminate activity—points to a set of shared practices for its accomplishment. In this article, we…
Art as a Point of Departure for Understanding Student Experience in Learning to Code
Background/Context Computer science has been making its way into K–12 education for some time now. As computer science education has moved into learning spaces, research has focused on teaching computer science skills and principles but has not sufficiently explored the emotional aspects of students’ experiences. This topic warrants further study because learning to code is a complex emotional experience marked by intense periods of success and f…
Impasses in the wild
Moments where children encounter problems in their chosen activities represent potentially generative sites for learning, particularly when supportive adults are present to scaffold the learning process. Scholars of autonomy support study these dyadic problem-solving processes in defined tasks, and describe specific types of parental support that have implications for children’s future competence as independent learners. In two exploratory case s…
Viewpoint, embodiment, and roles in STEM learning technologies
Reflections on sustained debugging support
Uncovering maker educators’ heterogenous professional visions of agency within goal setting interactions
Linking epistemic stance and problem-solving with self-confidence during play in a puzzle-based video game
Contrasting stances at the crossroads of debugging learning opportunities
BackgroundMoments of failure during learning present a wide range of opportunities for growth. However, experimental research and meta reviews focused on failure and learning tend to target singular valued learning processes, such as efficient fixes or transfer of conceptual understanding. These analytical decisions conflict with research documenting that teachers and students pursue heterogeneous learning processes following impasses, including …
Advancing collaborative discourse through knowledge synthesis
Productive collaborative discourse requires students to continuously advance ideas, often through the creation, modification, and integration of digital artifacts in a communal space. Without these processes, ideas remain isolated, fragmented, and unable to advance shared understanding. To support such discourse processes, this study proposes a knowledge synthesis (KS) intervention to facilitate a process of creating knowledge syntheses from idea…
How tutors scaffold learning during puzzle game play
Psychology (9 works) · Computer Science (7 works) · Innovative Teaching and Learning Methods (6 works) · Educational Games and Gamification (4 works) · Mathematics education (4 works) · Teaching and Learning Programming (4 works) · Cognitive psychology (3 works) · Debugging (3 works) · Developmental psychology (3 works) · Epistemology (3 works)