Mulvey, B. & Novak, E. (in press). COVID teaching experiences as disrupting events to promote a paradigm shift in K-12 mobile technology integration.” In Deborah Cockerham, Regina Kaplan-Rakowski, Wellesley Foshay & J Michael Spector (Eds.) Reimagining Education: Studies and Stories for Effective Learning Practices in an Evolving Digital Society. Springer.
Novak, E. & Soyturk, I. (2023). Factor structure, validity, and reliability of an instrument for assessing design thinking. In Karla Straker and Cara Wrigley (Eds.), Research Handbook on Design Thinking, 247-265. Edward Elgar.
Novak, E. & Khan, J. (2022). A research-practice partnership approach for developing a culturally responsive computer science curriculum for upper elementary students. Tech Trends, 66, 527-538. (special issue on Computer Science Education; invitation only). https://doi.org/10.1007/s11528-022-00730-z
Novak, E., Soyturk, I., & Navy, S., (2022). Development of the Science Teaching Anxiety Scale for Preservice Elementary Teachers: A Rasch Analysis. Science Education, 106(3), 739-764. https://doi.org/10.1002/sce.21707
Novak, E., McDaniel, K., Daday, J. & Soyturk, I., (2022). Frustration in technology-rich learning environments: Development of a scale for assessing student frustration with e-textbooks. British Journal of Educational Technology. 00, 1-24. https://doi.org/10.1111/bjet.13172
Novak, E. (2022). Mathematical modeling for theory-oriented research in educational technology. Educational Technology Research & Development, 70, 149–167. https://doi.org/10.1007/s11423-021-10069-6
Smith, S., Novak, E., Schenker, J. & Kuo C.-L. (2021). Effects of computer-based (Scratch) and robotic (Cozmo) coding instruction on seventh grade students’ computational thinking, competency beliefs, and engagement. In: Kim JH., Singh M., Khan J., Tiwary U.S., Sur M., Singh D. (eds) Intelligent Human Computer Interaction. IHCI 2021. Lecture Notes in Computer Science, vol 13184. (pp. 325-336). Springer, Cham. https://doi.org/10.1007/978-3-030-98404-5_31
Novak, E., Brannon, M., Librea Carden, M. R., & Hass, A. L. (2021). A systematic review of empirical research on learning with 3D printing technology. Journal of Computer-Assisted Learning, 1-24.
Novak, E., & Soyturk, I. (2021). Effects of action video game play on arithmetic performance in adults. Perception, 50(1), 52-68. https://doi.org/10.1177/0301006620984405
Novak, E., & Mulvey, B. (2020). Enhancing design thinking in instructional technology students. Journal of Computer-Assisted Learning, 37(1), 80-90. http://dx.doi.org/10.1111/jcal.12470
Brannon, M., & Novak, E. (2020). Coding success through math intervention. In Nicol Howard (Ed.), Coding+Math: Strengthen K-5 Math Skills with Computer Science. International Society for Technology in Education (ISTE).
Wisdom, S., & Novak, E. (2020). Using 3D printing to enhance STEM teaching and learning: Recommendations for designing 3D printing projects. In Myint Swe Khine and Nagla Ali (Eds.), Integrating 3D printing into Teaching and Learning: Practitioners’ Perspective, (pp. 187-205). Koninklijke Brill. https://doi.org/10.1163/9789004415133_010
Novak, E., & Wisdom, S. (2020). Using 3D printing in science for elementary teachers. In J.J. Mintzes and E.M. Walter (Eds.), Active Learning in College Science: The Case for Evidence-Based Practice. Springer Nature.
Tokac, U., Novak, E., & Thompson, C. (2019). Effects of game-based learning on preK-12 students’ mathematics achievement: A meta-analysis. Journal of Computer Assisted Learning (JCAL), 35(3), 407-420. https://doi.org/10.1111/jcal.12347. Top downloaded paper 2018-2019.
Brannon, M., & Novak, E. (2019). Coding success through math intervention in an elementary school in rural Amish country. Journal of Computer Science Integration, 2(2), 1-10. https://doi.org/10.26716/jcsi.2019.02.2.1
Tassell, J., Novak, E., & Kessler, B. (2019). Math comic books to the rescue: Can Wonderguy’s escapades improve children’s mathematics attitudes? Technology, Instruction, Cognition and Learning, 11, 259-286.
Novak, E., & Wisdom, S. (2018). Effects of 3D printing project-based learning on preservice elementary teachers’ science attitudes, science content knowledge, and anxiety about teaching science. Journal of Technology and Science Education, 27(5), 412-432. https://doi.org/10.1007/s10956-018-9733-5. AERA Design & Technology Outstanding Research paper award in 2020.
Novak, E., Daday, J., & McDaniel, K. (2018). Using a mathematical model of Motivation, Volition, and Performance to examine students’ e-text learning experiences. Educational Technology Research & Development. 66(5), 1189-1209. https://doi.org/10.1007/s11423-018-9599-5.
Novak, E., Daday, J., & McDaniel, K. (2018). Assessing intrinsic and extraneous complexity of e-text learning. Interacting with Computers, 30(2), 150-161. https://doi.org/10.1093/iwc/iwy001.
Tassell, J., Novak. E., & Wu, M. (2018). Video game play, mathematics, spatial skills, and creativity – A study of the impact on teacher candidates. In V. Freiman & J. L. Tassell (Eds.), Creativity and Technology in Mathematics Education, 303-322. Springer International.
Novak, E., Librea-Carden, M.R. & Weiszhauz, Y. (2018). I need a Training Program! Gamification of Online Case-based Learning. In T. Bastiaens, J. Van Braak, M. Brown, L. Cantoni, M. Castro, R. Christensen, G. Davidson-Shivers, K. DePryck, M. Ebner, M. Fominykh, C. Fulford, S. Hatzipanagos, G. Knezek, K. Kreijns, G. Marks, E. Sointu, E. Korsgaard Sorensen, J. Viteli, J. Voogt, P. Weber, E. Weippl & O. Zawacki-Richter (Eds.), Proceedings of EdMedia: World Conference on Educational Media and Technology (pp. 1011-1017). Amsterdam, Netherlands: Association for the Advancement of Computing in Education (AACE). Retrieved July 3, 2018 from https://www.learntechlib.org/primary/p/184306/.
Novak, E., & Scandura, J.M., (2018). A Preface to a Special Issue on Adaptive Learning Technologies. Technology, Instruction, Cognition and Learning, 11, 1-3.
Novak, E., & Tassell, J. (2017). Studying preservice teacher math anxiety and mathematics performance in geometry, word, and non-word problem solving. Learning and Individual Differences, 54, 20-29. https://doi.org/10.1016/j.lindif.2017.01.005.
Scandura, J.M., & Novak, E. (2017). AuthorIT & TutorIT: Attacking Bloom’s 2-sigma problem from a different perspective. Technology, Instruction, Cognition and Learning, 10(4), 267-288.
Novak, E., & Tassell, J. (2017). Video games that improve ‘learning to learn’: Focus on action video game play elements. Proceedings of IEEE 17th International Conference on Advanced Learning Technologies – ICALT 2017. (pp. 142-144). Timisuara, Romania. July, 2017. http://doi.ieeecomputersociety.org/10.1109/ICALT.2017.152
Novak, E. & Wisdom, S. (2016). Improving preservice elementary teachers’ science engagement through 3D printing technology. Proceedings of the Immersive Italy and the 6th European Immersive Education Summit (EiED 2016), Università degli Studi di Padova (the University of Padua), Italy. June, 2016.
Novak, E., & Tassell, J. (2015). Using video game play to improve education-majors' mathematical performance: An experimental study. Computers in Human Behavior, 53, 124-130. https://doi.org/10.1016/j.chb.2015.07.001.
Novak, E., & Tassell, J. (2015). A dataset for education-related majors’ performance measures with pre/post video game practice. British Journal of Educational Technology, 45(5), 932-936. https://doi.org/10.1111/bjet.12287.
Novak, E. (2015). A critical review of digital storyline-enhanced learning. Educational Technology Research & Development, 63(3), 431-453. http://dx.doi.org/10.1007/s11423-015-9372-y.
Novak, E., & Johnson, T.E. (2015). Design and development of a simulation for testing the effects of instructional gaming characteristics on learning of basic statistical skills. International Journal of Gaming and Computer-Mediated Simulations, 7(1), 40-59. http://dx.doi.org/10.4018/IJGCMS.2015010103.
Novak, E. (2014). Toward a mathematical model of motivation, volition, and performance. Computers & Education, 74, 73-80. https://doi.org/10.1016/j.compedu.2014.01.009.
Novak, E. (2014). Effects of simulation-based learning on students’ statistical factual, conceptual, and application knowledge. Journal of Computer Assisted Learning, 30(2), 148-158. https://doi.org/10.1111/jcal.12027.
Novak, E., Johnson, T. E., Tenenbaum, G., & Shute, V. (2014). Effects of an instructional gaming characteristic on learning effectiveness, efficiency, and engagement: Using a storyline to teach basic statistical skills. Interactive Learning Environments, 24(3), 523-538. https://doi.org/10.1080/10494820.2014.881393.
Novak, E., Zhao, W., & Reiser, R. (2014). Promoting interdisciplinary research among faculty. The Journal of Faculty Development, 28(1), 1-6. http://www.ingentaconnect.com/content/nfp/jfd/2014/00000028/00000001/art00003
Novak, E. (2014). A dynamically adaptive TutorIT tutorial in basic statistics. Technology, Instruction, Cognition and Learning, 9, 241-251.
Novak, E., Razzouk, R., & Johnson, T. E. (2012). The educational use of social annotation tools in higher education: A literature review. The Internet and Higher Education, 15, 39-49. https://doi.org/10.1016/j.iheduc.2011.09.002.
Novak, E., & Johnson, T. E. (2012). Assessment of student’s emotions in game-based learning. In D. Ifenthaler, D. Eseryel & X. Ge (Eds.), Assessment in game-based learning: Foundations, innovations, and perspectives. Springer.
Novak, E. (2012). Linking gaming characteristics with learning: A literature review. In Simonson, M. R. (Ed.) 35th Annual Proceedings – Louisville, KY: Volume #1, Selected Research and Development Papers of the Annual Convention of the AECT. (pp. 145-158). AECT.