• Khatib, L., Li, Y., Geary, D & Popov, V. (2022). Meta-analysis on the relation between visuomotor integration and academic achievement: Role of educational stage and disability. Educational Research Review, 35.

  • Li, Y., Myers, P., Geary, D., Popov, V. & Robertson, T. (in press). Online hands-on learning programs fostering visuospatial skills and spatial vocabulary: a case study of Project VisMO. Learning, Design, and Technology: An International Compendium of Theory, Research, Practice and Policy. Eds. M. Specter, B. Lockee, and M. Childress. Springer.


  • Jiang, Y., Popov, V., & Li, Y. (2021). "It's like I'm really there": Using VR experiences for STEM career development. Journal of Science Education and Technology, 6.
  • Callan, G. L., Rubenstein, L. D., Ridgley, L. M., Speirs Neumeister, K., Hernandez Finch, M. E., & Longhurst, D. (2021). Measuring and predicting divergent thinking with a self-report questionnaire, teacher rating scale, and self-regulated learning microanalysis. Journal of Psychoeducational Assessment. 

  • Callan, G. L., Rubenstein, L. D., Ridgley, L. M., Speirs Neumeister, K. L., & Hernández Finch, M. E. (2021) Self-regulated learning as a cyclical process and predictor of creative problem solving. Educational Psychology


  • Li, Y., Popov, V., Myers, P., Spencer, J., Dalrymple, O. & Lundergan, S. (2020). Fifth-grade students’ problem-solving strategies and “Aha! moments” in an authentic informal STEM environment. In Proceedings of the 10 the International Conference on Learning Analytics & Knowledge (LAK’20). ACM, Frankfurt, Germany, 450-454.


  • Popov, V., Biemans, H. J. A., Fortuin, K. P.J., van Vliet, A. J.H., Erkens, G., Mulder, M., & Li, Y. (2019). Effects of an Interculturally Enriched CSCL Script on Students’ Attitudes, Behavior and Performance. Learning, Culture and Social Interaction, 21, 100-123.

  • Popov, V., Van Leeuwen, A., & Rybska, E. (2019). Short Collaboration Tasks in Higher Education: Is Putting Yourself in Another’s Shoes Essential for Joint Knowledge Building. M.E. Auer and T. Tsiatsos (Eds.): ICL 2018, AISC 917. The Challenges of the Digital Transformation in Education. Springer Nature Switzerland, pp. 353-359.

  • Zhu, G., Xing, W., & Popov, V. (2019). Uncovering the Sequential Patterns in Transformative and non-Transformative Discourse during Collaborative Inquiry Learning. The Internet and Higher Education, 41, 51-61.


  • Li, Y., Garza, V., Keicher, A., & Popov, V. (2018). Predicting High School Teacher Use of Technology: Pedagogical Beliefs, Technological Beliefs and Attitudes, and Teacher Training. Technology, Knowledge and Learning. 1-18.
  • Li, Y., Sheldon, K. M., Rouder, J. N., Bergin, D. A., & Geary, D. C. (2018). Long-Term Prospects and College Students’ Academic Performance. Journal of Psychoeducational Assessment, 0734282918764202.
  • Popov, V., Xing, W., Zhu, G., Horwitz, P., & McIntyre, C. (2018). The Influence of Students’ Transformative and non-Transformative Contributions on Their Problem Solving in Collaborative Inquiry Learning. In Kay, J. and Luckin, R. (Eds.) Rethinking Learning in the Digital Age: Making the Learning Sciences Count, 13th International Conference of the Learning Sciences (ICLS) 2018, Volume 2. London, UK: International Society of the Learning Sciences. Paper is available at 
  • Popov, V., & Tinkler, T. (2018). The Role of Books and Reading in STEM: An Overview of the Benefits for Children and Opportunities to Enhance the Field. Report prepared for STEM Next Opportunity Fund. Access: 


  • Li, Y., & Geary, D. C. (2017). Children’s visuospatial memory predicts mathematics achievement through early adolescence. PloS one, 12(2), e0172046.
  • Popov, V., Leeuwen, A., & Buis, S. C. A. (2017). Are you with me or not? Temporal Synchronicity and Transactivity during CSCL. Journal of Computer Assisted Learning, 33(5), 424-442.
  • Geary, D., Nicholas, A., Li, Y. & Sun, J. (2017) Developmental Change in the Influence of Domain-General Abilities and Domain-Specific Knowledge on Mathematics Achievement: An Eight-Year Longitudinal Study. Journal of Educational Psychology, 109, 680-693.
  • Li, Y., Jeff, A. & Casillas, A. (2017). Relating Psychological and Social factors to Academic Performance: A Longitudinal Investigation of High Poverty Middle School Students. Journal of Adolescence, 56, 179-189.