PUBLICATIONS
Code, J, Tasabehji, Z, Lutrin, A, Moylan, R, Forde, K, Donnelly, E, Mehta, A, Ralph, R, Zap, N Navigating neurons: A journey through middle school cognition via game-based science inquiry Proceedings 2024. Abstract | BibTeX | Tags: Agency for Learning, ALIVE Investigator, formative assessment, learner agency, video games Code, J, Banna, N El Agency for learning in middle school science inquiry: A validation study of the AFLQ Proceedings 2024. Abstract | BibTeX | Tags: Agency for Learning, learner agency Lutrin, A, Code, J, Odic, D The psychosocial balance of agency in learning environments Proceedings 2024. Abstract | BibTeX | Tags: learner agency, learning design, video games Lutrin, A, Code, J, Odic, D Enabling constraints: Balancing student agency through a novel game Proceedings 2024. Abstract | BibTeX | Tags: learner agency, video games Lutrin, A, Code, J, Odic, D The psychosocial balance of agency in learning environments Proceedings 2024. Abstract | BibTeX | Tags: learner agency, learning design, video games Code, J., Forde, K., Ralph, R., Zap, N., Mehta, A., Chang, C., Wei, Z., Hu, L., Wang, S., Wu, B. Evidence-centred game design in assessment for learning in immersive virtual environments Proceedings Article In: 2023. BibTeX | Tags: Agency for Learning, ALIVE Investigator, Evidence centered game design, Falling Skies!, learner agency, video games Code, J., Forde, K., Ralph, R., Zap, N., Mehta, A., Chang, C., Wei, Z., Hu, L., Wang, S., Wu, B. Evidence-centred game design in assessment for learning in immersive virtual environments Proceedings Article In: 2023. BibTeX | Tags: Evidence centered game design, learner agency, video games Code, J, Forde, K, Ralph, R, Zap, N, Mehta, A, Chang, C, Wei, Z, Hu, L, Wang, S, Wu, B Assessment for learning in immersive virtual environments: An evidence-centred game design Proceedings Article In: American Educational Research Association 2023. BibTeX | Tags: Agency for Learning, ALIVE Investigator, assessment, Evidence centered game design, formative assessment, learner agency, learning design, video games Code, J., Forde, K., Ralph, R., Zap, N., Mehta, A., Chang, C., Wei, Z., Hu, L., Wang, S., Wu, B. Assessment for learning in immersive virtual environments: An evidence-centred game design Proceedings Article In: 2023. BibTeX | Tags: assessment, Evidence centered game design, formative assessment, learner agency, learning design, video games Code, J, Forde, K, Ralph, R, Zap, N Assessment for learning in immersive and virtual environments: Evidence-centered game design in STEM Proceedings STEM2021 International Conference Vancouver, Canada, 2021. Abstract | BibTeX | Tags: Agency for Learning, ALIVE Investigator, assessment, Evidence centered game design, Falling Skies!, formative assessment, learner agency Code, J, Forde, K, Petrina, S, Ralph, R, Zhao, J Designerly ways, means, and ends: From STEM to STEAM to STEAMD Proceedings STEM in Education 2021 Vancouver, BC, 2021. BibTeX | Tags: Evidence centered game design, formative assessment, immersive learning, learner agency, learning analytics, science inquiry Code, J, Forde, K, Ralph, R, Zap, N Assessment for learning in immersive and virtual environments – Evidence centred game design in STEM Proceedings STEM in Education 2021 Vancouver, BC, 2021. Abstract | BibTeX | Tags: Evidence centered game design, formative assessment, immersive learning, learner agency, learning analytics, science inquiry Code, J The democratization of heart failure: Connecting voices from Canada’s other pandemic Conference University of Toronto EMPOWER-HF Virtual Roundtable, Toronto, ON [Virtual], 2020. Abstract | BibTeX | Tags: autoethnography, democratization, heart failure, learner agency, RCT Code, J Agency for learning: Intention, motivation, self-efficacy and self-regulation Journal Article In: Frontiers in Education, vol. 5, pp. 19, 2020. Abstract | BibTeX | Tags: AFLQ, forethought, intention, learner agency, learning design, motivation, quantitative, self-efficacy, self-regulation, survey research | Links: 2024
@proceedings{Code2024,
title = {Navigating neurons: A journey through middle school cognition via game-based science inquiry},
author = {J Code and Z Tasabehji and A Lutrin and R Moylan and K Forde and E Donnelly and A Mehta and R Ralph and N Zap},
year = {2024},
date = {2024-06-16},
urldate = {2024-02-19},
abstract = {Code, J., Tasabehji, Z., Lutrin, A., Moylan, R., Forde, K., Donnelly, E., Mehta, A., Ralph, R. & Zap, N. (2024, June). Navigating neurons: A journey through middle school cognition via game-based science inquiry. Canadian Society for the Study of Education Annual Conference, Montreal. },
keywords = {Agency for Learning, ALIVE Investigator, formative assessment, learner agency, video games},
pubstate = {published},
tppubtype = {proceedings}
}
@proceedings{nokey,
title = {Agency for learning in middle school science inquiry: A validation study of the AFLQ},
author = {J Code and N El Banna},
year = {2024},
date = {2024-06-14},
urldate = {2024-02-19},
abstract = {Code, J. & El Banna, N. (2024, June). Agency for learning in middle school science inquiry: A validation study of the AFLQ. Canadian Society for the Study of Education Annual Conference, Montreal.},
keywords = {Agency for Learning, learner agency},
pubstate = {published},
tppubtype = {proceedings}
}
@proceedings{nokey,
title = { The psychosocial balance of agency in learning environments},
author = {A Lutrin and J Code and D Odic},
year = {2024},
date = {2024-06-14},
urldate = {2024-06-14},
abstract = {Lutrin, A., Code, J., & Odic, D. (2024, June). The psychosocial balance of agency in learning environments. Canadian Society for the Study of Education Annual Conference, Montreal},
keywords = {learner agency, learning design, video games},
pubstate = {published},
tppubtype = {proceedings}
}
@proceedings{nokey,
title = {Enabling constraints: Balancing student agency through a novel game},
author = {A Lutrin and J Code and D Odic},
year = {2024},
date = {2024-06-14},
urldate = {2024-02-19},
abstract = {Lutrin, A., Odic, D. & Code, J. (2024, June). Enabling constraints: Balancing student agency through a novel game. Canadian Game Studies Association Annual Conference, Montreal.},
keywords = {learner agency, video games},
pubstate = {published},
tppubtype = {proceedings}
}
@proceedings{nokeyc,
title = {The psychosocial balance of agency in learning environments},
author = {A Lutrin and J Code and D Odic},
year = {2024},
date = {2024-06-14},
urldate = {2024-02-19},
abstract = {Lutrin, A., Code, J., & Odic, D. (2024, June). The psychosocial balance of agency in learning environments. Canadian Society for the Study of Education Annual Conference, Montreal},
keywords = {learner agency, learning design, video games},
pubstate = {published},
tppubtype = {proceedings}
}
2023
@inproceedings{code_evidence-centred_2023,
title = {Evidence-centred game design in assessment for learning in immersive virtual environments},
author = {J. Code and K. Forde and R. Ralph and N. Zap and A. Mehta and C. Chang and Z. Wei and L. Hu and S. Wang and B. Wu},
year = {2023},
date = {2023-05-31},
urldate = {2023-05-01},
keywords = {Agency for Learning, ALIVE Investigator, Evidence centered game design, Falling Skies!, learner agency, video games},
pubstate = {published},
tppubtype = {inproceedings}
}
@inproceedings{code_evidence-centred_2023b,
title = {Evidence-centred game design in assessment for learning in immersive virtual environments},
author = {J. Code and K. Forde and R. Ralph and N. Zap and A. Mehta and C. Chang and Z. Wei and L. Hu and S. Wang and B. Wu},
year = {2023},
date = {2023-05-31},
urldate = {2023-05-31},
keywords = {Evidence centered game design, learner agency, video games},
pubstate = {published},
tppubtype = {inproceedings}
}
@inproceedings{code_assessment_2023,
title = {Assessment for learning in immersive virtual environments: An evidence-centred game design},
author = {J Code and K Forde and R Ralph and N Zap and A Mehta and C Chang and Z Wei and L Hu and S Wang and B Wu},
year = {2023},
date = {2023-05-01},
urldate = {2023-05-01},
organization = {American Educational Research Association},
keywords = {Agency for Learning, ALIVE Investigator, assessment, Evidence centered game design, formative assessment, learner agency, learning design, video games},
pubstate = {published},
tppubtype = {inproceedings}
}
@inproceedings{code_assessment_2023b,
title = {Assessment for learning in immersive virtual environments: An evidence-centred game design},
author = {J. Code and K. Forde and R. Ralph and N. Zap and A. Mehta and C. Chang and Z. Wei and L. Hu and S. Wang and B. Wu},
year = {2023},
date = {2023-05-01},
urldate = {2023-05-01},
keywords = {assessment, Evidence centered game design, formative assessment, learner agency, learning design, video games},
pubstate = {published},
tppubtype = {inproceedings}
}
2021
@proceedings{Code2021c,
title = {Assessment for learning in immersive and virtual environments: Evidence-centered game design in STEM},
author = {J Code and K Forde and R Ralph and N Zap},
editor = {D Anderson and M Milner-Bolotin},
year = {2021},
date = {2021-09-01},
urldate = {2021-09-01},
address = {Vancouver, Canada},
institution = {University of British Columbia},
organization = {STEM2021 International Conference},
abstract = {Creative thinking, problem-solving and inquiry skills are primary goals of teaching and learning. This paper reports on the development of an authentic performance assessment in science, technology, engineering and mathematics (STEM), Falling Skies!, built around an ecological, inquiry-based problem – where students are presented with the issue of a mass mortality event and are challenged to investigate why this happened. Assessment for Learning in Immersive Virtual Environments (ALIVE; alivelab.ca) is a research program that examines how 3D immersive virtual environments (3DIVEs), as assessments for learning, is designed to enable students to regulate their science inquiry abilities in real-time. Specifically, this project explores the use of 3DIVEs to provide feedback through the formative assessment of inquiry reasoning in the context of middle school life science. Ultimately, the ALIVE project aims to contribute empirical evidence of how students conduct complex logic, assisting them to become better self-regulated learners, thus providing a sense of personal agency, efficacy, and opportunity necessary to participate in STEM careers.},
keywords = {Agency for Learning, ALIVE Investigator, assessment, Evidence centered game design, Falling Skies!, formative assessment, learner agency},
pubstate = {published},
tppubtype = {proceedings}
}
@proceedings{Code2021d,
title = {Designerly ways, means, and ends: From STEM to STEAM to STEAMD},
author = {J Code and K Forde and S Petrina and R Ralph and J Zhao},
editor = {D Anderson and M Milner-Bolotin},
year = {2021},
date = {2021-07-01},
urldate = {2021-07-01},
address = {Vancouver, BC},
institution = {University of British Columbia},
organization = {STEM in Education 2021},
keywords = {Evidence centered game design, formative assessment, immersive learning, learner agency, learning analytics, science inquiry},
pubstate = {published},
tppubtype = {proceedings}
}
@proceedings{Code2021cb,
title = {Assessment for learning in immersive and virtual environments – Evidence centred game design in STEM},
author = {J Code and K Forde and R Ralph and N Zap},
editor = {D Anderson and M Milner-Bolotin},
year = {2021},
date = {2021-07-01},
urldate = {2021-07-01},
address = {Vancouver, BC},
organization = {STEM in Education 2021},
abstract = {Creative thinking, problem-solving and inquiry skills are primary goals of teaching and learning. This paper reports on the development of an authentic performance assessment in science, technology, engineering and mathematics (STEM), Falling Skies!, built around an ecological, inquiry-based problem – where students are presented with the issue of a mass mortality event and are challenged to investigate why this happened. Assessment for Learning in Immersive Virtual Environments (ALIVE; alivelab.ca) is a research program that examines how game-based 3D immersive virtual environments (3DIVEs), as assessments for learning, aren designed to enable students to regulate their science inquiry abilities in real-time. Specifically, this project explores the use of 3DIVEs to provide feedback through the formative assessment of inquiry reasoning in the context of middle school life science. Ultimately, the ALIVE project aims to contribute empirical evidence of how students conduct complex logic, assisting them to become better self-regulated learners, thus providing a sense of personal agency, efficacy, and opportunity necessary to participate in STEM careers.},
keywords = {Evidence centered game design, formative assessment, immersive learning, learner agency, learning analytics, science inquiry},
pubstate = {published},
tppubtype = {proceedings}
}
2020
@conference{Code2020e,
title = {The democratization of heart failure: Connecting voices from Canada's other pandemic},
author = {J Code},
year = {2020},
date = {2020-06-19},
publisher = {EMPOWER-HF Virtual Roundtable},
address = {Toronto, ON [Virtual]},
organization = {University of Toronto},
abstract = {Code, J. (2020, June). The democratization of heart failure: Connecting voices from Canada's other pandemic. In H. Ross (Chair), EMPOWER-HF Virtual Roundtable, Toronto, ON.},
keywords = {autoethnography, democratization, heart failure, learner agency, RCT},
pubstate = {published},
tppubtype = {conference}
}
@article{code2020agencyb,
title = {Agency for learning: Intention, motivation, self-efficacy and self-regulation},
author = {J Code},
doi = {10.3389/feduc.2020.00019},
year = {2020},
date = {2020-02-26},
booktitle = {Frontiers in Education},
journal = {Frontiers in Education},
volume = {5},
pages = {19},
organization = {Frontiers},
abstract = {Agency is inherent in students’ ability to regulate, control, and monitor their own learning. A learners’ effectiveness in regulating their cognitive, affective, and behavioural processes as they interact within the learning environment is critical to their academic success. This article advances a theory of learner agency, or agency for learning (AFL), as an emergent capacity that is intentional, self-generated, and reactive to social factors in the learning context. This article further traces the development of the Agency for Learning Questionnaire (AFLQ) and examines the internal consistency, predictive validity, and psychometric properties covering four dimensions of agentic functioning including intentionality (planfulness, decision competence), forethought (intrinsic and extrinsic motivation), self-regulation, and self-efficacy. The results of this research demonstrate that the AFLQ provides a reliable, valid, multidimensional measure of AFL based on existing theoretical and empirical findings, advancing both theory and practice. Understanding how agency develops and emerges within learning environments is a key factor in identifying why learning occurs enabling educational psychologists to potentially identify, measure, and study agentic processes in the context of learning across a variety of research designs.},
keywords = {AFLQ, forethought, intention, learner agency, learning design, motivation, quantitative, self-efficacy, self-regulation, survey research},
pubstate = {published},
tppubtype = {article}
}