Kylie Peppler

Professor of Informatics & Education
Director of The Creativity Labs
Co-Director of The Connected Learning Lab
University of California, Irvine

An artist by training, Dr. Peppler is a Professor of Informatics and Professor of Education at University of California, Irvine, where she engages in research that focuses on the design of new technologies to support learning and participation within traditionally minoritized populations, particularly at the intersection of the arts and STEM learning ecosystems.

Dr. Peppler earned an NSF early CAREER award for her work on how e-textiles and other computational construction kits popularized through the Maker movement can deepen learning and broaden participation across a range of STEM fields. Dr. Peppler's studies have been published in leading journals in the fields of education, technology and the arts, including Science Education; Computers & Human Behavior; Mind, Culture & Activity; British Journal of Educational Technology; Journal of Science and Educational Technology; Studies in Arts Education; Review of Research in Education; Teachers College Record; and Learning, Media & Technology, among many others. Additionally, Dr. Peppler is the author or editor of over 10 books published by a range of outlets, including MIT Press, Peter Lang, Routledge, SAGE Publications, and Teachers College Press.

Through this work, Dr. Peppler has received several awards, including the Mira Tech Educator of the Year, Indiana Governor's Award for Tomorrow's Leaders, American Society for Engineering Education (ASEE) Pre-College Engineering Education Division Best Paper Award, One of 20 nominated for SIGCSE Top Ten Papers of All Time Award, Outstanding Junior Faculty Award from Indiana University, and Outstanding Alumni Early Career Award from Psychological and Brain Studies at Indiana University. Her work has been consistently supported by the National Science Foundation as well as a range of foundations, federal and industry partners, including the Gordon and Betty Moore Foundation, the Spencer Foundation, the Wallace Foundation, Google.org, Wellcome Trust, US Department of Education, Boeing, Indiana Department of Education, New York Community Trust, Chicago Community Trust, Best Buy, Fossil Foundation, GAP Inc., National Geographic, as well as the Center for Craft, Creativity, and Design.

Dr. Peppler sits on the Editorial Boards for the International Journal for Computer Supported Collaborative Learning and Computer Science Education and has recently served as Guest Editor for the British Journal of Educational Technology and Sustainability. Dr. Peppler was also the lead editor of the two-volume SAGE Encyclopedia of Out-of-School Learning.

Media Features

Women's History Month

Watchworthy Wednesday
Kylie Peppler is one of 10 Women Championing Connected Learning, honored during Women's History Month by Digital Media + Learning. Follow the link to DML Central to see her video and those of her distinguished colleagues!

UCI School of Education: Interview with Informatics Professor Kylie Peppler
Kylie Peppler sits down with Dean Richard Arum to share her views on connected learning, the intersection of new technology and the arts, and maker culture.

Talks

Dr. Peppler shares the latest research findings regularly, with over 100 refereed talks at conferences, such as the American Educational Research Association (AERA), Computer Supported Collaborative Learning (CSCL), International Conference of the Learning Sciences (ICLS), Connected Learning Summit (CLS), and others, in addition to over 130 invited talks around the world. Dr. Peppler has given over 15 keynote presentations--including those at the NSF CyberLearning Synthesis and Envisioning Meeting, American Library Association, FabLearn Conference, Make:Education Forum, Harvard/MIT Learning and the Brain Conference, among others--and has been invited to give presentations at several distinguished national meetings, such as speaking at the Consortium for Schools Networking (CoSN), Smithsonian, White House Champions for Computer Science, Carnegie Foundation for the Advancement of Teaching, National Academies and was the Distinguished Lecturer at the National Science Foundation on her work on new collaborative design technologies.

Book Dr. Peppler

Highlighted Books

Research Interests

Arts Education Computation Computer Science Ed Constructionism Creativity Design DIY (Do It Yourself) E-Textiles Gaming Informal Learning Interest-Driven Learning Maker Culture New Media Scratch Programming Systems Thinking Wearable Computing Future of Work

For a sortable list of work related to my research interests, please see the publications section of this website.

Education

2007–2008: Postdoctoral Research Associate — University of California, Irvine
- Uncovering Literacies, Disrupting Stereotypes: Media Arts Practices of Youth with (Dis)Abilities
- Supervisor: Mark Warschauer

2007: Ph.D. in Education — University of California, Los Angeles
- Dissertation: Creative Bytes: Literacy and Learning in the Media Arts Practices of Urban Youth
- Committee: James Catterall, Yasmin Kafai, Ernest Morrell, and C.E.B. Reas

2002: B.A. — Indiana University, Bloomington
- Psychology, French, and Studio Art

Academic Appointments

2021 - now

Professor: Informatics and Education

University of California, Irvine

2018 - 2021

Associate Professor: Informatics and Education

University of California, Irvine

2015 - 2018

Associate Professor: Learning Sciences

Indiana University, Bloomington

2008 - 2015

Assistant Professor: Learning Sciences

Indiana University, Bloomington

2007

UC Presidential Postdoctoral Fellow

University of California, Irvine

2002 - 2007

Graduate Student Researcher

UCLA

Highlighted Projects from the Creativity Labs

Current and prior support from:

For a full list of projects, please visit the Creativity Labs website.

Making Connections to Achieve for the Million Girl Moonshot

Developing scalable strategies to make stronger connections between girls' STEM experiences.

Connected Arts Learning

Studying the impacts of community arts programs over the lifecourse and expanding the purpose and possibilities for the arts.

Future of Work with AI and XR

Designing XR environments and learning technologies to prepare the future workforce.

Re-Crafting STEM

Concretizing STEM learning through traditional fiber crafts.

Maker Tools and Materials

Examining the social construction of electronic tools and materials to broaden participation and deepen learning.

Community Arts and STEAM Partnerships

Community arts and STEAM learning partnerships to transform learning in out-of-school contexts.

Maker Tools and Materials

PI: Kylie Peppler

Funders: National Science Foundation, CAREER Grant

Senior Personnel: Joey Huang; Graduate Student Researchers: Lora Cawelti, Santiago Ojeda-Ramirez

Funded by Dr. Peppler's Early CAREER award from NSF, this project extends her earlier work on computational textiles (e-textiles) through systematic comparisons across a variety of new tools, materials, and practices used in electronics and computing. The project fully theorizes how the social construction of various tools and materials shapes learning and STEM participation. This project includes series of systematic and crosscutting research investigations on new electronic tools and materials, such as toolkits for paper computing (i.e., paper, conductive paint, and electronics) and e-textiles, among others, that: (1) occur in the complexities of real-world settings such as schools and afterschool clubs; (2) include the development of a new set of assessments; (3) illuminate design principles for creating new tools and educational ecosystems to better support learning and equitable participation; as well as (4) the design of new toolkits and parts based on these emergent principles. The latest phase of this project focuses on robotics, integrating design, computing, arts, and computational thinking toward building kinetic sculptures. Designing and building kinetic sculptures using principles of art, block-based coding, inputs (sensors, buttons, switches), and outputs (servo motors, LEDs) furthers prior inquiry in gendered labor distribution and materials use, while expanding research on computational thinking through making, and designing new integrative learning experiences.

Sample Publications

Peppler, K., Sedas, M., & Thompson, N. (2023). Paper Circuits vs. Breadboards: Materializing Learners’ Powerful Ideas Around Circuitry and Layout Design. FJournal of Science Education and Technology.

Peppler, K. & Wohlwend, K. (2017). Theorizing the nexus of STEAM practice. In J. Katz-Buonincontro and C. Conway (Eds.) Arts Education Policy Review Special Issue: Gathering STEAM, pages 1-12. https://doi.org/10.1080/10632913.2017.1316331

Buchholz, B., Shively, K., Peppler, K., & Wohlwend, K. (2014). Hands on, hands off: Gendered access in sewing and electronics practices. In Mind, Culture, and Activity. July 2014, 21(4) pp. 1-20. https://doi.org/10.1080/10749039.2014.939762

Peppler, K. & Glosson, D. (2013). Stitching circuits: Learning about circuitry through e-textile materials. Journal of Science Education and Technology. October 2013, 22(5), pp. 751-763. https://psycnet.apa.org/record/2013-33183-012

Re-Crafting STEM

PIs: Kylie Peppler, Carolyn Rose, Melisa Orta-Martinez

Funders: National Science Foundation, EHR Core

Senior Personnel: Joey Huang; Graduate Student Researchers: Nickolina Yankova

The NSF-funded “Re-Crafting Mathematics Education: Designing Tangible Manipulatives Rooted in Traditional Female Crafts" and “Re-Crafting Computer Science: Concretizing Computational Thinking via Tangible Fiber Crafts” are based on our prior work studying design and traditional female crafts to better understand how traditional female crafting practices can make far-reaching improvements in a range of learning outcomes in science, technology, engineering, and mathematics (STEM) education. These types of investigations help reveal key issues underlying the underrepresentation of women and girls in lifelong STEM learning, as well as result in new hands-on classroom experiences to advance the teaching and learning of STEM content.

Re-Crafting Mathematics was a collaborative effort between the Creativity Labs and Peabody College of Vanderbilt University (Co-PI: Melissa Gresalfi), which takes a feminist approach to mathematics, focusing on the ways in which women participate successfully in advanced mathematics throughout their lifetime as they engage in crafting activity, building on these instances of success to consider how to incorporate such practices into the institutional contexts from which women often turn away. As embedded ethnographers across a range of fiber crafting traditions (e.g., knitting, crochet, weaving, quilting), we conducted interviews with female crafters to understand in what ways math manifests itself in the craft and how crafters use math in their creations, supporting the design of craft activities for youth. Analysis revealed learning processes and practices that can support broader audience in mathematics through craft practices that are tied to the materiality of the craft and others that can be uncoupled from craft. From our craft workshops with youth, we found that material engagement through crafting can lead to engagement with powerful mathematical ideas and foster mathematics learning.

Re-Crafting Computer Science is a collaborative effort between the Creativity Labs and Carnegie Mellon University (Co-PIs: Carolyn Rose and Melisa Orta-Martinez), which moves the traditional computer science curriculum beyond the screen and back to its tangible roots in weaving to support domain learning, collaboration, and participation in computer science. In this project, the newly crafted curriculum will engage undergraduates in the construction, programming, and use of a robotic loom, foregrounding the inherently interdisciplinary nature of computational thinking in a formal computer science curriculum, a discipline that over-identifies computational thinking with computers themselves. We theorize that the project activities that place computational thinking within a broader socio technical context will not only broaden participation and collaboration in computer science and STEM, but also expand definitions of what counts as a valuable learning activity in CS education.

Conference Presentations

Yankova, N., Huang, J., Vitiello, R., Speer, S., Orta-Martinez, M., Rose, C., Peppler, K. (In press). “Where is the Z-axis?”: Negotiating understanding of servo rotation through gestures and tools. International Collaboration toward Educational Innovation for All: International Society of the Learning Sciences (ISLS) Annual Meeting 2022. Montreal, Canada: International Society of the Learning Sciences.

Vitiello, R., Huang, J., Speer, S., Yankova, N., Peppler, K., Orta-Martinez, M., Rose, C. (In press). Studying interdisciplinary collaboration as a core skill. International Collaboration toward Educational Innovation for All: International Society of the Learning Sciences (ISLS) Annual Meeting 2022. Montreal, Canada: International Society of the Learning Sciences.

Community Arts and STEAM Partnerships

PI: Kylie Peppler

CAPE: Lora Cawelti, Maggie Dahn / DML: Lora Cawelti / Santa Ana Libraries: Lora Cawelti

Community partnerships are central to Dr. Peppler’s work, providing real-world contexts for arts and technology research and learning.

Chicago Arts Partnership in Education (CAPE):
CAPE is a non-profit arts education organization that uniquely supports long-term partnerships between professional teaching artists and public school teachers to create arts integrated units bringing together arts disciplines such as visual arts, music, theater, and dance with subjects like math, science, history, and language arts. In this research practice partnership, we our aim is to understand how teams of classroom teachers and teaching artists construct learning environments that focus on fostering student inquiry and community engagement in an arts after school program. We are interested in better understanding how the specific features of the learning environment––including tools and materials, task and participant structures, discursive practices, and awareness of teacher positionality––support teaching teams to engender openness in their curriculum and pedagogy.

Design, Make, Learn (DML):
DML is a nonprofit outreach program that works with Long Beach, California schools and aims activate students’ aspirations to solve real world problems through project-based design thinking challenges. In this partnership, we work toward both research and evaluation. Our inquiry focuses on the how design thinking learning environments impact collaboration and critical thinking.

Santa Ana Libraries:
Our work with Santa Ana libraries focuses on the Connected Learning Model in a professional development series designed to build capacity among librarians and library staff around interest driven learning in libraries. Our PD series supports three goals: (1) to understand and apply connected learning principles to library programming; (2) to support librarians as they design programs and activities based on interests in their library area (e.g., YA, children, families); and (3) provide tools and expertise for librarians to evaluate the effectiveness of their programs per a connected learning model.

Sample Publications

Dahn, M., Yankova, N., Peppler, K., Sikkema, S., Lee, J., & Spilberg, J. (2022) ‘Way more relevant and a little less theoretical’: How teaching artists designed for online learning in a pandemic. Learning, Media and Technology, 47:4, 456-470. https://doi.org/10.1080/17439884.2021.2012801

Sikkema, S., Lee, J., Spilberg, J., Dahn, M., Yankova, N., Peppler, K. (2021). How the arts can unlocka closed curriculum. Phi Delta Kappan, 102(8), 20–25. https://doi.org/10.1177/00317217211013932

Conference Presentations

Yankova, N., Dahn, M., Peppler, K., Lee, J., Montgomery, A., Moser, S., & Sikkema, S. (2022). “Keeping them with us”: Constructing equitable online spaces for the theatre classroom. In: J. Oshima, T. Mochizuki, & Y. Hayashi (Eds.) International Collaboration toward Educational Innovation for All: International Society of the Learning Sciences (ISLS) Annual Meeting 2022. Hiroshima, Japan: International Society of the Learning Sciences.

Dahn, M., Yankova, N., Peppler, K., Lee, J., Montgomery, A., Sikkema, S., & Spilberg, J. (2021). Learning to be Open: Expansive Family Networks and Emotional Support as Connection Pathways. In de Vries, E., Hod, Y., & Ahn, J. (Eds.), Proceedings of the 15th International Conference of the Learning Sciences - ICLS 2021. (pp. 901-902). Bochum, Germany: International Society of the Learning Sciences.

Future of Work with AI and XR

PIs: Kylie Peppler, Yunbo Zhang, Esa Rantanen, Chao Peng, Rui Liu

Funder: National Science Foundation

Graduate Student Researcher: Santiago Ojeda-Ramírez

Building on Dr. Peppler’s NSF-funded Future of Work project on affordable and accessible AR platforms for scaling up and skilling manufacturing workforce and education, this project identifies the tacit knowledge in machining for preparing future machinists, given the unprecedented skilled machinists’ shortage in the United States. In collaboration with the Rochester Institute of Technology, this project deepens the fundamental understanding of tacit knowledge through a mixed-method research framework to clear a pathway to develop a feasible solution to train future machinists and understand the acquisition and transmission of tacit knowledge in workplace settings. Based on this understanding, we explore the potential of a new training paradigm with the support of artificial intelligence and immersive virtual reality (VR) technologies. The project will identify new directions for researchers investigating AI and VR techniques to extract and transfer tacit knowledge, based on new understandings of tacit knowledge rooted in the learning sciences.

The project has the potential to fundamentally change the machining training of the industries, universities and community colleges in the U.S by reducing the time and cost of the training, and therefore will potentially be integrated into the US’s strategic plan of preparing the workforce for manufacturing industries. This will also benefit the engineering curriculum by exposing students to emerging ways of operating machining. In the future, this will result in the overcoming of the workforce shortage in machining industries of the U.S. by preparing the skilled machinists, and ultimately will be integrated into a series of efforts to solve the workforce shortage by retaining and bringing back manufacturing to America.

Conference Presentations

Zhu, Z., Liu, Z., Zhang Y., Zhu, L., Huang, J., Villanueva, A., Qian, X., Peppler, K., Ramani, K. (2023). LearnIoTVR: An End-to-end Virtual Reality Environment Providing Authentic Learning Experiences for Internet of Things. The ACM CHI Conference on Human Factors in Computing Systems 2023.

Ipsita, A., Erickson, L., Dong, Y., Huang, J., Bushinski, A. K., Saradhi, S., Vilanueva, M. A., Peppler, K., Redick, S. T., Ramani, K. (2022). Towards modeling of virtual reality welding simulators to promote accessible and scalable training. The ACM CHI Conference on Human Factors in Computing Systems 2022. https://doi.org/10.1145/3491102.3517696

Villanueva, A., Liu, Z., Zhu, Z., Du, X., Huang, J., Peppler, K., Ramani, K. (2021). RobotAR: An augmented reality compatible teleconsulting robotics toolkit for augmented makerspaces experiences. The ACM CHI Conference on Human Factors in Computing Systems 2021. https://doi.org/10.1145/3411764.3445726

Creative Economy at Inner-City Arts

PI: Kylie Peppler

Funded by the Donald Bren School of ICS Dean’s Office and Department of Informatics

Project Lead: Maggie Dahn

This project, Workforce Readiness for the Creative Economy of Southern California: Developing Pathways for Youth through Research-Practice Partnership, funded by UC-Irvine’s Donald Bren School of Information and Computer Sciences, builds on a long-standing partnership between Dr. Kylie Peppler and Los-Angeles based non-profit, Inner-City Arts. Inner-City Arts is a leading arts organization located in downtown Los Angeles that offers a variety of in-school, afterschool, weekend, and summer programming for middle and high school students through classes with professional teaching artists across a variety of visual, performing, and media arts disciplines.

This project looks at Inner-City Arts’ Work of Art and Institutes programming to understand how the arts can support the development of learning pathways to effectively prepare the next generation of creative industry professionals. Broadly, we are interested in understanding (1) how the arts can equip youth with foundational skills to enter and thrive in the creative economy of Southern California and (2) how personalized learning pathways create bridges between youth’s interests, skills, and authentic learning opportunities to build youth’s social networks and prepare them for the future of work. Through observations of Inner-City Arts’ programming and interviews with teaching artists and youth, we hope to show how the arts can support youth career development and connect youth to academic, civic, and economic opportunities.

Making Connections to Achieve for the Million Girl Moonshot

PIs: Kylie Peppler, Mizuko Ito

Funder: The STEM Next Opportunity Fund and The Gordon and Betty Moore Foundation

Senior Personnel: Maggie Dahn, Seth Corrigan

Navigating options for STEM programming in out-of-school time can be challenging. Word-of-mouth among parents and children and special efforts by educators might help some families find their way to good options, but without systematic support for all families, those with the best resources will be more likely to take advantage of available cross-setting STEM pathways. By researching and supporting connections across learning contexts, including home, school, out-of-school, and online settings, we can better support equitable distribution and access across regions and ecosystems in addition to within programs and organizations. Furthermore, by attending to the infrastructural barriers that structure program participation and often reinforce existing inequities, making connections across settings calls attention to broader, system-wide and infrastructural needs for more equitable and culturally sustaining approaches.

Building on a unique partnership between The STEM Next Opportunity Fund, the Million Girls Moonshot, the Mott 50-State Afterschool Network, and UC-Irvine researchers, this work takes a Research-Practice-Partnership (RPP) approach to research development and design that is embedded in community processes. Through research with partners on the national, state, and local program levels, this project leverages the connected learning framework (Ito et al., 2013, 2020) to study the strategies and models STEM programs use and create to support middle school girls through transitions from one out-of-school STEM program to another or to specific in-school support programs. Overall, the goal of the research is to better understand which strategies and models of making connections across settings between STEM programs are most effective, for whom, and under which circumstances, with the longer term goal of sharing and scaling these strategies to build capacity across state networks. This work, which began in 2020, is part of a long-term collaboration concerned with transformative educational models for equity and will result in the networked community co-construction of an equitable and efficacious approach to locating, validating, and scaling solutions already in place within the community.

Sample Publications

Dahn, M., Peppler, K., & Ito, M. (under review). Thriving across contexts: A review of strategies for making connections between learning settings.

Dahn, M., Peppler, K., & Ito, M. (2023). “We hear everyday, ‘This isn’t me.’” Translating interests toward STEM through entrepreneurial making. Frontiers, 7(2), 1-6. https://doi.org/10.3389/feduc.2022.1033742

Conference Presentations

Dahn, M., Peppler, K., & Ito, M. (2023). “It’s more about finding those relationships”: Making connections for STEM learning through brokering across settings. Presented at the American Educational Research Association Annual Meeting, Chicago, IL.

Connected Arts Learning

PIs: (TEECAP Project) Kylie Peppler (Professor of Informatics and Education), Julian Sefton-Green (Deakin University), Daniela DiGiacomo (University of Kentucky), Sam Mejias (Parsons); (Connected Arts Learning Project) Kylie Peppler, Mizuko Ito

Funder: The Wallace Foundation

Senior Personnel: Seth Corrigan, Maggie Dahn; Graduate Student Researchers: Phebe Chew, Mengqi Gao, Santiago Ojeda-Ramírez

These two research projects, TEECAP and Connected Arts Learning, bring into focus our work in the arts and arts learning with attention to supporting the work of community arts organizations and designing for broader outcomes for youth. The key aim of the international study, Tracing the Enduring Effects of Community Arts Programs (TEECAP), is to explore the long-term effects of participating in out-of-school (OST) arts education programs serving young people from minoritized communities in the U.S., Australia, and the U.K. The project delves into the life experiences of people who have participated in OST community arts programs to determine how they perceive their participation affected their lives over the long-term. This work examines the potential shaping force of OST programs on identity formation and its influences on life course trajectories that might derive from participation in non-formal arts education. By doing so, we shed light on the capacity of creative communities of practice and OST programs, in particular, to impact the life experiences of marginalized youth. This approach will challenge deficit discourses by reevaluating the educational status of the developmental processes and supportive personal relationships that many staff in this sector value as consequential outcomes, but which are rarely documented as such.

The Connected Arts Learning project (also funded by The Wallace Foundation) calls attention to how community arts programs intentionally foster not only youth achievements within the arts or academics, but also youth and community thriving—through outcomes such as youth civic engagement, occupational identities, and wellness. This framework-building work resulted in a connected arts learning framework that focuses on achieving broader outcomes through the arts by building on youth interests and identities, investing in strong relationships with adults, peers, and families, and connecting youth to future opportunities. Rooted in a foundation of community cultural wealth, a connected arts learning framework looks at how these interconnected elements create meaningful culturally- and community-centered arts opportunities for young people. A connected arts learning view also shifts the common framing of the value of the arts to recognize not only individual gains but also cultural and community benefits of arts learning. Connected arts learning describes meaningful art education that connects young people’s interests in the arts to present and future opportunities by building relationships and networks, both within the arts organization and extended to the broader community. To create this framework, we conducted interviews with arts educators, developed case studies of organizations, and engaged in a review of arts education literature. While arts education organizations often take up individual elements of connected arts learning—such as building community connections or fostering youth interests—the connected arts learning framework describes a holistic approach to arts education. We hope this framework will support the recognition and spread of meaningful, equity-oriented, and culturally- and community-connected arts education that already exists in the field.

Sample Publications

Peppler, K., Dahn, M., & Ito, M. (2022). Connected Arts Learning: Cultivating equity through connected and creative educational experiences. Review of Research in Education, 46(1), 264-287. https://doi.org/10.3102/0091732X221084322

Peppler, K., Dahn, M., Ito, M. (2023). Connected Arts Learning. Public report. The Wallace Foundation.

Conference Presentations

Dahn, M., Cawelti, L., Schindler, E., & Peppler, K. (2022, June). Designing for connected arts learning through culturally sustaining practices. In C. Chinn, E. Tan, C. Chan, & Y. Kali, (Eds.) International Collaboration toward Educational Innovation for All: ICLS Proceedings: 16th Annual Conference of the Learning Sciences (ICLS) 2022 (pp. 1946-1947). Hiroshima, Japan: International Society of the Learning Sciences.

Publications

Filter publications by research type:

SHOW ALL Suggested Readings E-Textiles & Maker Culture	Scratch & Computational Media Games & Social Media Interest-Driven Learning	Arts & Creativity Future of Work Systems Thinking

2024

Cawelti, L., Chew, P., Adesida, T., Cuéllar, N., & Peppler, K. (2024). Positionality shifts through theatre arts practices. In Learning as a cornerstone of healing, resilience, and community: ICLS Proceedings: 18th Annual Conference of the Learning Sciences (pp. 2381-2382). Buffalo, New York: International Society of the Learning Sciences.
Cawelti, L., Mueller, J., Dahn, M., Adesida, T., Cuéllar, N., & Peppler, K. (2024). An Artist/Researcher Model for Participatory Action Research in Transdisciplinary Learning Contexts. VUE (Voices in Urban Education) 52(2). doi: https://doi.org/10.35240/vue.113
Chew, P., Cawelti, L., Adesida, T., & Peppler, K. (2024). Co-creating space in virtual culinary afterschool: Insights from materials and practices. In Learning as a cornerstone of healing, resilience, and community: ICLS Proceedings: 18th Annual Conference of the Learning Sciences (pp. 1462-1465). Buffalo, New York: International Society of the Learning Sciences.
Corrigan, S., Dahn, M., Chew, P., Trapp, S., Giacomo, D., Sefton-Green, J., Mejias, S., & Peppler, K. (2024). Exploring impacts of arts education through inductive application of Rhetorical Structure Theory. In Learning as a cornerstone of healing, resilience, and community: ICLS Proceedings: 18th Annual Conference of the Learning Sciences (pp. 338-345). Buffalo, New York: International Society of the Learning Sciences.
Corrigan, S., Ojeda-Ramirez, S., Dahn, M., Chew, P., DiGiacomo, D., Sefton-Green, J., & Peppler, K (2024). Exploring impacts of arts participation through automated inductive annotation. In Learning as a cornerstone of healing, resilience, and community: ICLS Proceedings: 18th Annual Conference of the Learning Sciences (pp. 346-353). Buffalo, New York: International Society of the Learning Sciences.
Dahn, M., Peppler, K., Corrigan, S., Chew, P., DiGiacomo, D., Mejias, S., Nelligan, P., & Sefton-Green, J. (2024). Friendship as a transformative process: Cultivating interest-driven connections, community, and perspective in the arts. In Learning as a cornerstone of healing, resilience, and community: ICLS Proceedings: 18th Annual Conference of the Learning Sciences (pp. 322-329). Buffalo, New York: International Society of the Learning Sciences.
Han, A., Corrigan, S., Han, S., & Peppler, K. (2024). Co-design a logic model for inclusive AI-powered learning application with primary school teachers. In Learning as a cornerstone of healing, resilience, and community: CSCL Proceedings: 17th Annual Conference of Computer-Supported Collaborative Learning (pp. 233-236). Buffalo, New York: International Society of the Learning Sciences.
Han, A., Zhou, X., Cai, Z., Han, S., Ko, R., Corrigan, S., & Peppler, K. (2024). Teachers, parents, and students' perspectives on integrating generative AI into elementary literacy education. Proceedings of the SIGCHI Conference on Human Factors in Computing Systems, CHI ’24, May 11–16, 2024, Honolulu, HI, USA: Association for Computing Machinery. https://doi.org/10.1145/3613904.3642438
Huang, J., Han, A., Villanueva, A., Liu, Z., Zhu, Z., Ramani, K., & Peppler, K. (2024). Deepening Children’s STEM learning through making and creative writing. International Journal of Child-Computer Interaction, 40. https://doi.org/10.1016/j.ijcci.2024.100651
Liu, Z., Zhu, Z., Zhu, L., Jiang, E., Hu, X., Peppler, K., & Ramani, K. (2024). ClassMeta: Designing Interactive Virtual Student to Support Active Learning Environment in Virtual Reality Classroom. Proceedings of the SIGCHI Conference on Human Factors in Computing Systems, CHI ’24, May 11–16, 2024, Honolulu, HI, USA: Association for Computing Machinery.
Nelligan, P., DiGiacomo, D., Chew, P., Sefton-Green, J., Peppler, K., & Mejias, S. (2024). Exploring the Long-Term Impacts of Out-of-School Arts Participation Among Marginalized Youth. International Journal for Research on Extended Education.
Ojeda-Ramirez, S., Yong, Z., Zhang, Y., Liu, R., Rantanen, E., Peng, C., & Peppler, K. (2024). Qualitative eliciting of tacit knowledge in machinists. In Learning as a cornerstone of healing, resilience, and community: ICLS Proceedings: 18th Annual Conference of the Learning Sciences (pp. 1259-1262). Buffalo, New York: International Society of the Learning Sciences.
Peppler, K., & Thompson, N. (2024). Tools and materials as non-neutral actors in STEAM education. Journal of the Learning Sciences, 1-38
Rowsell, J., Keune, A., Buxton, A. and Peppler, K. (2024). Seeking Languagelessness: Maker Literacies Mindsets to Disrupt Normative Practices. Reading Research Quarterly (p 1-15). https://doi.org/10.1002/rrq.533
Speer, S., Garcia-Alonzo, A. P., Huang, J., Yankova, N., Rose, C., Peppler, K., McCann, J., & Orta-Martinez, M. (2024). SPEERLoom: An open-source loom kit for interdisciplinary engagement in math, engineering, and textiles. In Proceedings of the ACM Symposium on User Interface Software and Technology (UIST) (pp. 1-15). San Francisco, CA: ACM.
Yankova, N., Speer, S., Huang, J., Peppler, K., Robinson, O., & Orta Martinez, M. (2024). Weaving with ropes to parse mathematical abstraction. In Learning as a cornerstone of healing, resilience, and community: ICLS Proceedings: 18th Annual Conference of the Learning Sciences (pp. 2245-2246). Buffalo, New York: International Society of the Learning Sciences.

2023

Blikstein, P., Davis, R., Rosenbaum, L., Zheng, Y., Bender, S., Halverson, E., Keune, A., Martin, L., Peppler, K., Thomas Murphy, C., Vossoughi, S., Worsley, M., Yankova, N., & Hooper, P. (2023). The future of maker education. Proceedings of the 17th International Conference of the Learning Sciences - ICLS 2023 (pp. 1650-1658). Montreal, Canada: International Society of the Learning Sciences.
Cawelti, L., Dahn, M., Peppler, K., Adesida, T., Cuéllar, N., Livas, M., Meryhew, N., & Sikkema, S. (2023). “Let’s Go; We’re Writing a Song”: Co-Creating Auditory and Placial Space in an Afterschool Music Program. Proceedings of the 17th International Conference of the Learning Sciences - ICLS 2023 (pp. 1774-1775). Montreal, Canada: International Society of the Learning Sciences.
Cawelti, L., Ochoa, K., Bermudez, V. N., Chew, P., Ojeda-Ramirez, S., & Peppler, K. (2023). Facilitating connected learning PD for library professionals through design cycles. Proceedings of the 2023 Connected Learning Summit. Irvine, CA: Connected Learning Alliance. (Best Paper Award)
Cawelti, L., Peppler, K. (2023). Navigating Tensions: Dominant Traditions and Culturally Sustaining Practices in Music Learning. Proceedings of the 17th International Conference of the Learning Sciences - ICLS 2023 (pp. 1993-1994). Montreal, Canada: International Society of the Learning Sciences.
Chew, P., Peppler, K., DiGiacomo, D. K., Nelligan, P., Mejias, S., Sefton-Green, J. (2023). Relational connective tissue: A case study of freedom of movement in culinary learning. Proceedings of the 17th International Conference of the Learning Sciences - ICLS 2023 (pp. 218-225). Montreal, Canada: International Society of the Learning Sciences.
Dahn, M., Peppler, K., & Ito, M. (2023). Making connections to and from out-of-school experiences. Review of Research in Education, 47(1), 443-473, https://doi.org/10.3102/0091732X231211271
Dahn, M., Peppler, K., & Ito, M. (2023). “We hear everyday, ‘This isn’t me.’” Translating interests toward STEM through entrepreneurial making. Frontiers, 7(2), 1-6. https://doi.org/10.3389/feduc.2022.1033742.
DiGiacomo, D. K., Chew, P., Peppler, K., Nelligan, P. & Mejias, S. (2023). The interdependence of identity, belonging, and learning: Evidence from an out-of-school arts life-course study. Proceedings of the 17th International Conference of the Learning Sciences - ICLS 2023 (pp. 894-897). Montreal, Canada: International Society of the Learning Sciences.
Fishman, B., Herrenkohl, L., Pinkard, N., Taylor, K., Cederquist, S., Gu, X., Jones, D., Lee, J., Lee, L., Majors, Y., Reid, C., Samuelson, A., Henriquez, A., Penuel W., & Peppler, K. (2023). Out-of-School Time: Divergent Learning, Divergent Opportunities. Proceedings of the 17th International Conference of the Learning Sciences - ICLS 2023 (pp. 1585-1592). Montreal, Canada: International Society of the Learning Sciences.
Han, A., & Cai, Z. (2023). Design implications of generative AI systems for visual storytelling for young learners. Interaction Design and Children https://doi.org/10.1145/3585088.3593867
Huang, J., Cawelti, L., & Peppler, K. (2023). Exploring algorithm building through designing and making kinetic sculpture. Proceedings of the 17th International Conference of the Learning Sciences - ICLS 2023 (pp. 1494-1497). Montreal, Canada: International Society of the Learning Sciences.
Kumar, V., Fields, D., Blikstein, P., Peppler, K. Dahn., M., Ito, M., Braaten, M., Hayden, R., Roque, R., Chang, M. A., Philip, T., Worsley, M., Pinkard, N. (2023). Expansive Lenses to Examine Interventions (of) Moving Across Contexts. Proceedings of the 17th International Conference of the Learning Sciences - ICLS 2023 (pp. 1732-1743). Montreal, Canada: International Society of the Learning Sciences.
Ojeda-Ramírez, S., Cawelti, L., Huang, J., & Peppler, K. (2023). Tools dictate the divide: entrenched gendered practices in the making of kinetic sculptures. Proceedings of the 17th International Conference of the Learning Sciences - ICLS 2023 (pp. 1964-1965). Montreal, Canada: International Society of the Learning Sciences.
Ojeda-Ramírez, S., Sedas, M., & Peppler, K. (2023). Community Cultural Wealth in LatinoFuturism: Leveraging Speculative Fiction for STEM + Arts Asset-Based Pedagogies. Proceedings of the 17th International Conference of the Learning Sciences - ICLS 2023 (pp. 1442-1445). Montreal, Canada: International Society of the Learning Sciences.
Peppler, K., Bender, S., Phonethibsavads, T., & Yankova, N. (2023). Lights up! Assessing standards-based performance skills in drama education. Studies in Educational Evaluation.
Peppler, K., Dahn, M., & Ito, M. (2023). The Connected Arts Learning Framework: An expanded view of the purposes and possibilities for arts learning. The Wallace Foundation.
Peppler, K., Huang, J., Richey, M., Ginda, M., Börner, K., Quinlan, H., & Hart, J. (2023). Learning at Work: Visual Learning Analytics to Upskill Aerospace Engineers in Advanced Manufacturing. Proceedings of the 17th International Conference of the Learning Sciences - ICLS 2023 (pp. 1900-1901). Montreal, Canada: International Society of the Learning Sciences.
Peppler, K. & Huang, J. (2023). Visual Learning Analytics to Upskill Aerospace Engineers in Advanced Manufacturing. In P. Blikstein, J. V. Aalst, R. Kizito, K. Brennan (Eds.) 17th International Conference of the Learning Sciences (ICLS) (pp. 1900-1902). Montreal, Canada: International Society of the Learning Sciences.
Peppler, K., Keune, A., Bender, S., & Yankova, N. (2023). Theorizing mathematical unitizing through fiber crafts. Proceedings of the 17th International Conference of the Learning Sciences - ICLS 2023 (pp. 966-969). Montreal, Canada: International Society of the Learning Sciences.
Peppler, K., Sedas, M., & Thompson, N. (2023). Paper Circuits vs. Breadboards: Materializing Learners’ Powerful Ideas Around Circuitry and Layout Design. Journal of Science Education and Technology, 32, 469–492 (2023).
Saxena, P., Keune, A., Thompson, N., & Peppler, K. (2023). To Quilt is to Math: Investigating the Breadth and Depth of Mathematics in Fiber Crafts. Proceedings of the 17th International Conference of the Learning Sciences - ICLS 2023 (pp. 178-185). Montreal, Canada: International Society of the Learning Sciences.
Speer, S., Huang, J., Yankova, N., Rose, C., Peppler, K., & Orta-Martinez, M. (2023). RoboLoom: Collaboratively re-crafting CS education. In J. D. Slotta & E., Charles (Eds.) 3rd Annual Meeting of the International Society of the Learning Sciences (ISLS) Annual Meeting 2023 (pp. 31-34). Montreal, Canada: International Society of the Learning Sciences.
Vitiello, R., Huang, J., Speer, S., Yankova, N., Peppler, K., Orta-Martinez, M., & Rose, C. (2023). Studying interdisciplinary collaboration as a core skill. In C. Damșa, M. Borge, E. Koh, & M. Worsley (Eds.) 16th International Conference on Computer-Supported Collaborative Learning (CSCL) H(pp. 378-379). Montreal, Canada: International Society of the Learning Sciences.
Yankova, N., Huang, J., Vitiello, R., Speer, S., Orta-Martinez, M., Rose, C., Peppler, K. (2023). "Where is the Z-axis?": Negotiating understanding of servo rotation through gestures and tools. Proceedings of the 17th International Conference of the Learning Sciences - ICLS 2023 (pp. 1254-1257). Montreal, Canada: International Society of the Learning Sciences.
Zhu, Z., Liu, Z., Zhang Y., Zhu, L., Huang, J., Villanueva, A., Qian, X., Peppler, K., Ramani, K. (2023). LearnIoTVR: An End-to-end Virtual Reality Environment Providing Authentic Learning Experiences for Internet of Things. The ACM CHI Conference on Human Factors in Computing Systems 2023.

2022

Dahn, M., Cawelti, L., Schindler, E., & Peppler, K. (2022). Designing for connected arts learning through culturally sustaining practices. In: J. Oshima, T. Mochizuki, & Y. Hayashi (Eds.) International Collaboration toward Educational Innovation for All: International Society of the Learning Sciences (ISLS) Annual Meeting 2022 (pp. 1946-1947). Hiroshima, Japan: International Society of the Learning Sciences.
Han, A., Huang, J., Villanueva, A. M., Peppler, K. A., Liu, Z., Zhu, Z., & Ramani, K.(2022). Coding a MacGuffin: Recommendations for Teaching Narrative-based IoT Design. In Proceedings of the 2022 AERA.
Han, A., Keune, A., Huang, J., & Peppler, K., (2022). Visualizing Family Engagement in Museum Settings. In: J. Oshima, T. Mochizuki, & Y. Hayashi (Eds.) International Collaboration toward Educational Innovation for All: International Society of the Learning Sciences (ISLS) Annual Meeting 2022 (pp. 1904 - 1905). Hiroshima, Japan: International Society of the Learning Sciences.
Huang, J., Han, A., Sedas, M., Telfer-Radzat, K., & Peppler, K., (2022). Crafting paper circuits: Gendered materials for circuitry learning. In J. Oshima, T. Mochizuki, & Y. Hayashi (Eds.) International Collaboration toward Educational Innovation for All: International Society of the Learning Sciences (ISLS) Annual Meeting 2022 (pp. 1293 - 1296). Hiroshima, Japan: International Society of the Learning Sciences.
Ipsita, A., Erickson, L., Dong, Y., Huang, J., Bushinski, A. K., Saradhi, S., Vilanueva, M. A., Peppler, K., Redick, S. T., Ramani, K. (2022). Towards modeling of virtual reality welding simulators to promote accessible and scalable training. The ACM CHI Conference on Human Factors in Computing Systems 2022. https://doi.org/10.1145/3491102.3517696.
Keune, A., Peppler, K. and Dahn, M. (2022). Connected portfolios: open assessment practices for maker communities. Information and Learning Sciences, Vol. 123 No. 7/8, pp. 462-481. https://doi.org/10.1108/ILS-03-2022-0029.
Keune, A., Ruiz-Cabello, P., Peppler, K., Chappell, K., & Rowsell, J. (2022). Mapping Posthuman Methodological Innovation in the Study of Learning. In: J. Oshima, T. Mochizuki, & Y. Hayashi (Eds.) International Collaboration toward Educational Innovation for All: International Society of the Learning Sciences (ISLS) Annual Meeting 2022 (pp.113-116). Hiroshima, Japan: International Society of the Learning Sciences.
Keune, A., Yankova, N., & Peppler, K. (2022). #Quiltsforpulse: Connected and shared production-centered socio-political activism through craftivism. Learning, Media and Technology, 47(2), 251-267. https://doi.org/10.1080/17439884.2021.1961147.
Peppler, K. (2022). Makerspaces: Supporting Creativity and Innovation by Design. In J. A. Pluck (Ed.), Creativity and Innovation: Theory, Research, and Practice (pp. 265-273). Routledge. https://doi.org/10.4324/9781003233923.
Peppler, K., Dahn, M., & Ito, M. (2022). Connected Arts Learning: Cultivating Equity Through Connected and Creative Educational Experiences. Review of Research in Education, 46(1), 264–287. https://doi.org/10.3102/0091732X221084322.
Peppler, K., Keune, A., Thompson, N., & Saxena, P. (2022). Craftland is mathland: Mathematical insight and the generative role of fiber crafts in Maker Education. Frontiers in Education, 7. https://doi.org/10.3389/feduc.2022.1029175.
Schindler, E., Peppler, K. (2022). Teachers Noticing Student Interest: A Micro-interactional Foundation for Interest-driven Learning. In: J. Oshima, T. Mochizuki, & Y. Hayashi (Eds.) International Collaboration toward Educational Innovation for All: International Society of the Learning Sciences (ISLS) Annual Meeting 2022 (pp. 2010 - 2011). Hiroshima, Japan: International Society of the Learning Sciences.
Yankova, N., Dahn, M., Peppler, K., Lee, J., Montgomery, A., Moser, S., & Sikkema, S. (2022). “Keeping them with us”: Constructing equitable online spaces for the theatre classroom. In: J. Oshima, T. Mochizuki, & Y. Hayashi (Eds.) International Collaboration toward Educational Innovation for All: International Society of the Learning Sciences (ISLS) Annual Meeting 2022 (pp. 2138 - 2139). Hiroshima, Japan: International Society of the Learning Sciences.

2021

Dahn, M., Yankova, N., Peppler, K., Lee, J., Montgomery, A., Sikkema, S., & Spilberg, J. (2021). Learning to be Open: Expansive Family Networks and Emotional Support as Connection Pathways. In de Vries, E., Hod, Y., & Ahn, J. (Eds.), Proceedings of the 15th International Conference of the Learning Sciences - ICLS 2021. (pp. 901-902). Bochum, Germany: International Society of the Learning Sciences.
Dahn, M., Yankova, N., Peppler, K., Sikkema, S., Spilberg, J., Lee, J. (2021). “Way more relevant and a little less theoretical”: How teaching artists designed for online learning in a pandemic. Learning, Media, and Technology, 47(4), 456-470. https://doi.org/10.1080/17439884.2021.2012801.
Keune, A., Yankova, N., & Peppler, K. (2021). Crafting Human-Material Collaborative Learning Processes and Technology Advances. In Hmelo-Silver, C. E., De Wever, B., & Oshima, J. (Eds.), Proceedings of the 14th International Conference on Computer-Supported Collaborative Learning - CSCL 2021 (pp. 193-196). Bochum, Germany: International Society of the Learning Sciences.
Keune, A., Zambrano-Gutiérrez, J., Phonethibsavads, A., & Peppler, K. (2021). The Unexamined Influence: An Object’s Perceived Gender on Spatial Reasoning Skills in Girls. In de Vries, E., Hod, Y., & Ahn, J. (Eds.), Proceedings of the 15th International Conference of the Learning Sciences - ICLS 2021. (pp. 629-632). Bochum, Germany: International Society of the Learning Sciences.
Law, N., Zhang, J., & Peppler, K. (2021). Sustainability and Scalability of CSCL Innovations. In U. Cress, J. Oshima, C. Rosé, & A. Wise (Eds.), International handbook of computer-supported collaborative learning (pp. 121–141). Berlin: Springer https://doi.org/10.1007/978-3-030-65291-3_7.
Letourneau, S. M., Bennett, D. T., Liu, C., Argudo, Y., Peppler, K., Keune, A., Dahn, M., & Culp, K. M. (2021). Observing Empathy in Informal Engineering Activities with Girls Ages 7–14. Journal of Pre-College Engineering Education Research, 11(2), 120–128. https://doi.org/10.7771/2157-9288.135.
Letourneau, S. M., Bennett, D. T., Liu, C., Argudo, Y., Peppler, K., Keune, A., Dahn, M., & Culp, K. M. (2021). Observing Empathy in Informal Engineering Activities with Girls Ages 7–14. Proceedings of the Annual American Society of Engineering Education Conference & Exhibition (ASEE), Long Beach, CA, United States.
Mejias, S., Thompson, N., Sedas, R. M., Rosin, M., Wong, J., Price, N., Roche, J., Hurley, M., Peppler, K., Soep, L., Bevan, B., & Bell, P. (2021). The trouble with steam and why we use it anyway. Science Education, 105(2), 209–231. https://doi.org/10.1002/sce.21605.
Peppler, K. (2021). Afterword: Dwelling on Making. In C. McLean & J. Rowell (Eds.) Maker Literacies and Maker Identities in the digital age: Learning and playing through modes and media (pp. 206-208). Routledge.
Peppler, K., Davis-Soylu, H.J., Dahn, M. (2021). Artifact-oriented learning: A theoretical review of the impact of the Arts on Learning. Arts Education Policy Review, 1–17. https://doi.org/10.1080/10632913.2021.1925609.
Peppler, K., Keune, A., Dahn, M., Bennet, D., Letournau, S. M. (2021). Designing for others: the roles of narrative and empathy in supporting girls’ engineering engagement. Information and Learning Sciences, 123(3/4), 129–153. https://doi.org/10.1108/ILS-07-2021-0061.
Peppler, K., Keune, A. and Han, A. (2021). Cultivating data visualization literacy in museums. Information and Learning Sciences, 122(1/2), 1–16. https://doi.org/10.1108/ILS-04-2020-0132.
Saxena, P., Sedas, R. M., & Peppler, K. (2021). Design thinking and the learning sciences: Theoretical, practical, and empirical perspectives. Oxford University Press. https://www.oxfordbibliographies.com/view/document/obo-9780199756810/obo-9780199756810-0267.xml.
Sedas, R. M., Peppler, K., & Thompson, N. (2021). Breadboards and Paper Circuits: Differences in Advanced Circuitry Learning and PCB Layout Design. In de Vries, E., Hod, Y., & Ahn, J. (Eds.), Proceedings of the 15th International Conference of the Learning Sciences - ICLS 2021. (pp. 1149-1150). Bochum, Germany: International Society of the Learning Sciences.
Sikkema, S., Lee, J., Spilberg, J., Dahn, M., Yankova, N., Peppler, K. (2021). How the arts can unlocka closed curriculum. Phi Delta Kappan, 102(8), 20–25. https://doi.org/10.1177/00317217211013932.
Villanueva, A., Liu, Z., Kitaguchi, Y., Zhu, Z., Peppler, K., Redick, T., Ramani, K. (2021). Towards modeling of human skilling for electrical circuitry using augmented reality applications. International Journal of Educational Technology in Higher Education, 18(1). https://doi.org/10.1186/s41239-021-00268-9.
Villanueva, A., Liu, Z., Zhu, Z., Du, X., Huang, J., Peppler, K., Ramani, K. (2021). RobotAR: An augmented reality compatible teleconsulting robotics toolkit for augmented makerspaces experiences. The ACM CHI Conference on Human Factors in Computing Systems 2021. https://doi.org/10.1145/3411764.3445726.

2020

Glenn, T., Ipsita, A., Carithers, C., Peppler K., Ramani, K. (2020). StoryMakAR: Bringing Stories to Life with an Augmented Reality & Physical Prototyping Toolkit for Youth. CHI 2020.
Ito, M., Arum, R., Conley, D., Guttiérez, K., Kirshner, B., Livingstone, S., Michalchik, V., Penuel, W., Peppler, K., Pinkard, N., Rhodes, J., Tekinbaş, K., Schor, J., Sefton-Green, J., Watkins, S. C. (2020). The Connected Learning Research Network: Reflections on a Decade of Engaged Scholarship. Published by the Connected Learning Alliance. Irvine, CA. February 2020. ISBN-13: 978-0-9887255-6-0.
Keune, A. & Peppler, K., (2020). Computing in fabric: Exploring posthumanist capturing of learning. In M. Gresalfi & I. Horn (Eds.), The interdisciplinarity of the learning sciences: International conference of the learning sciences (ICLS) 2020. Nashville, TN: International Society of the Learning Sciences.
Keune, A., Peppler, K., (2020). Tuning into the craft: Materials as a driver of learning computing. In M. Gresalfi & I. Horn (Eds.), The interdisciplinarity of the learning sciences: International conference of the learning sciences (ICLS) 2020. Nashville, TN: International Society of the Learning Sciences.
Keune, A., Yankova, N., Peppler, K., (2020). #quiltsforpulse: Investigating quilting processes to inform community-based engagement. In M. Gresalfi & I. Horn (Eds.), The interdisciplinarity of the learning sciences: International Conference of the Learning Sciences (ICLS) 2020. Nashville, TN: International Society of the Learning Sciences.
Peppler, K., Keune, A., Dahn, M., Bennett, D., Letourneau, S. (2020). Designing for empathy in engineering exhibits. In C. Girvan, J. R. Byrne, B. Tangney, & V. Dagiené (Eds.), Exploring, Testing and Extending our Understanding of Constructionism: Constructionism 2020. Dublin, Ireland: ACM.
Peppler, K., Keune, A., Han, A. J., (2020). Civic engagement with visualizing data in science museums. In M. Gresalfi & I. Horn (Eds.), The interdisciplinarity of the learning sciences: International conference of the learning sciences (ICLS) 2020. Nashville, TN: International Society of the Learning Sciences.
Peppler, K., Keune, A., & Thompson, N. (2020). Reclaiming traditionally feminine practices and materials for STEM learning through the modern maker movement. In N. Holbert, M. Berland, & Y. Kafai (Eds.), Designing Constructionist Futures: The Art, Theory, and Practice of Learning Designs. Cambridge, MA: MIT Press.
Peppler, K., Sedas, M., Dahn, M. (2020). Making at Home: Interest-Driven Practices and Supportive Relationships in Minoritized Homes. Education Sciences 10(5), 143. (pp. 1-28). MDPI AG. Retrieved from http://dx.doi.org/10.3390/educsci10050143.
Peppler, K., Rowsell, J., Keune, A. (2020). Editorial: Advancing posthumanist perspectives on technology‐rich learning. In J. Kay & R. Luckin (Eds.), British Journal of Educational Technologies, 51, (pp. 1240-1245). doi:10.1111/bjet.12979.
Peppler, K., Thompson, N., Danish, J., Moczek, A., Corrigan, S. (in press). Comparing First- and Third-Person Perspectives in Early Elementary Learning of Honeybee Systems. Instructional Science. (pp. 512-519).
Phonethibsavads, A., Dahn, M., Peppler, K., Fields, D. A., & Kafai, Y. B. (2020). Consensual assessment in the new domain of e-textiles: Comparing insights from expert, quasi-expert, and novice judges. Psychology of Aesthetics, Creativity, and the Arts. https://doi.org/10.1037/aca0000370.
Villanueva, A., Zhu, Z., Liu, Z., Redick, T., Peppler, K., Ramani, K. (2020). Meta-AR-App: An Authoring Platform for Collaborative Augmented Reality in STEM Classrooms. In Proceedings of the 2020 CHI Conference on Human Factors in Computing Systems.

2019

Bender, S. & Peppler, K. (2019). Connected learning ecologies as an emerging opportunity through Cosplay. (Spanish version: Los entornos de aprendizaje conectado como oportunidad emergente mediante el Cosplay). Huelva, Spain: Comunicar. doi: 10.3916/C58-2019-03
Bevan, B., Peppler, K., Rosin, M., Scarff, L., Soep, E., Wong, J. (2019). Purposeful Pursuits: Leveraging the Epistemic Practices of the Arts and Sciences. In A. J. Stewart, M. Mueller, D. J. Tippins (Eds.) Converting STEM into STEAM Programs (pp. 21-38). Cham, Switzerland: Springer.
Faimon, L., Keune, A., Peppler, K. (2019). Motivating Computational Weaving: Intersections of Goals and Environmental Aspects to Deepen Engagement. In J. Kalir & Filipaik, D. (Eds.), Connected Learning Summit: Create. Play. Mobilize. (CLS) 2019 (pp. 221). Irvine, CA: Carnegie Mellon University ETC Press.
Fields, D., Kafai, Y., Keune, A., Peppler, K., Lindberg, L., Shaw, M., Coleman, J., Dahn, M., DeLiema, D., Tanenbaum, T. (2019). Artistry, and Affect in Computing. In J. Kalir & Filipaik, D. (Eds.), Connected Learning Summit: Create. Play. Mobilize. (CLS) 2019 (pp. 247). Irvine, CA: Carnegie Mellon University ETC Press.
Huang, J., Peppler, K. (2019). Studying computational thinking practices through collaborative design activities with Scratch. Poster to be presented at the 13th International Conference on Computer Supported Collaborative Learning (CSCL), June 2019. Lyon, France: International Society of the Learning Sciences.
Keune, A. & Peppler, K. (2019). Child-material computing: Material collaboration in fiber crafts. In K. Lund, E. Lavoué, G. P. Niccolai (Eds.), A wide lens: Combining embodied, enactive, extended, and embedded learning in collaborative settings. 13th International Conference on Computer Supported Collaborative Learning (CSCL), June 2019. Lyon, France: International Society of the Learning Sciences.
Keune, A. & Peppler, K. (2019). Materials-to-develop-with: The making of a makerspace. The British Journal of Educational Technology, 50(1), pp. 280–293. DOI: 10.1111/bjet.12702
Keune, A., Peppler, K., & Wohlwend, K. (2019). Recognition in makerspaces: Supporting opportunities for women to “make” a STEM career. Computers and Human Behavior. 99, pp. 368-380.
Keune, A., Thompson, N., Faimon, L., Peppler, K. (2019). Fiber Crafting STEM Learning. In J. Kalir & Filipaik, D. (Eds.), Connected Learning Summit: Create. Play. Mobilize. (CLS) 2019 (pp. 270-271). Irvine, CA: Carnegie Mellon University ETC Press.
Peppler. K. & Keune, A. (2019). “It helps create and enhance a community”: Youth motivations for making portfolios. Mind, Culture, and Activity, 26(3), 234-248.
Peppler, K., Danish, J., Thompson, N. (2019). Exploring disciplinary boundaries in early elementary students’ developing practices. Paper to be presented at the 13th International Conference of Computer Supported Collaborative Learning (CSCL), June 2019. Lyon, France: International Society of the Learning Sciences.
Peppler, K., Sedas, M., Keune, A, Uttamchandani, S. (2019). Balancing the scales: Implications of model size for mathematical engagement. Poster to be presented at the 13th International Conference on Computer Supported Collaborative Learning (CSCL), June 2019. Lyon, France: International Society of the Learning Sciences.
Phonethibsavads, A., Peppler, K., & Bender, S. (2019). Utilizing the consensual assessment technique to compare creativity in drama spaces. Creativity: Theories-Research-Applications, Vol. 6, Issue 1, 2019.
Wohlwend, K., Keune, A., Peppler, K. (2019). "We need it loud": Listening to preschool making from mediated and materialist perspectives. In M. Sakr & J. Osgood Postdevelopmental Approaches to Early Childhood Art,, Ch.9, pp.177. London, UK: Bloomsbury.

2018

Bender, S. & Peppler, K. (2018). Connected cosplay: Fan work as pathways toward opportunity. In J. Kay & R. Luckin (Eds.), Rethinking learning in the digital age: Making the Learning Sciences count: The International Conference of the Learning Sciences (ICLS) 2018 (Vol. 3, pg. 1605-1606). London, UK: International Society of the Learning Sciences. ISBN: 978-1-7324672-2-4
Halverson, E. & Peppler, K. (2018). The Maker movement and learning. In Fischer, R. Hmelo-Silver, C.E., Goldman, S.R., & Reimann, P. (Eds.) International handbook of the learning sciences, Ch. 28. Routledge Handbooks Online. doi 10.4324/9781315617572
Hive Research Lab. (2018). Brokering youth pathways: A toolkit for connecting youth to future opportunity. New York, NY: Hive Research Lab.
Peppler, K., Keune, A., & Chang, S. (2018). Open portfolios research brief series 2. Oakland, CA: Maker Education Initiative.
Peppler, K., Keune, A., & Whiting, J. (2018). Mobility, diversity, and openness: Design principles for equitable makerspaces. In J. Kay & R. Luckin (Eds.), Rethinking learning in the digital age: Making the Learning Sciences count: The International Conference of the Learning Sciences (ICLS) 2018 (Vol. 3, pp. 1519-1520). London, UK: International Society of the Learning Sciences. ISBN: 978-1-7324672-2-4
Peppler, K., Sedas, M., Banks, T., Searcy, J. & Wallace, S. (2018). Design math: Middle-school youth making math by building yurts. In J. Kay & R. Luckin (Eds.), Rethinking learning in the digital age: Making the Learning Sciences count: The International Conference of the Learning Sciences (ICLS) 2018 (Vol. 3, pg. 1165-1168). London, UK: International Society of the Learning Sciences. ISBN: 978-1-7324672-2-4
Peppler, K., Thompson, N., Danish, J., & Moczek, A. (2018). Comparing first- and third-person perspectives in early elementary learning of honeybee systems. In J. Kay & R. Luckin (Eds.), Rethinking learning in the digital age: Making the Learning Sciences count: The International Conference of the Learning Sciences (ICLS) 2018 (Vol. 3, pg. 512-518). London, UK: International Society of the Learning Sciences. ISBN: 978-1-7324672-2-4
Peppler, K., Thompson, N., Danish, J., & Mozek, A. (2018). In the hive: Designing for emergence when teaching complex systems in early childhood. In J. Kay & R. Luckin (Eds.), Rethinking learning in the digital age: Making the Learning Sciences count: The International Conference of the Learning Sciences (ICLS) 2018 (Vol. 3, pg. 584-591). London, UK: International Society of the Learning Sciences. ISBN: 978-1-7324672-2-4
Peppler, K., Thompson, N., Danish, J., Mozek, A. & Han, S. (2018). Indoor positioning technology & enhanced engagement in early elementary systems thinking and science learning. In J. Kay & R. Luckin (Eds.), Rethinking learning in the digital age: Making the Learning Sciences count: The International Conference of the Learning Sciences (ICLS) 2018 (Vol. 3, pg. 1077-1080). London, UK: International Society of the Learning Sciences. ISBN: 978-1-7324672-2-4
Peppler, K., Wohlwend, K., Thompson, N., Tan, V., & Thomas, A. (2018). Squishing circuits: Circuitry learning with electronics and playdough in early childhood. Journal of Science Education and Technology, 28(2), pp. 118-132. doi: 10.1007/s10956-018-9752-2
Santo, R., Ching, D., Levinson, E., White, G., Cordero, M., Peppler, K. & Hoadley, C. (2018). When is it safe enough? Considering diversity and equity when brokering pre-professional opportunities to youth of color. In J. Kay & R. Luckin (Eds.), Rethinking learning in the digital age: Making the Learning Sciences count: The International Conference of the Learning Sciences (ICLS) 2018 (Vol. 3, pg. 1671-1672). London, UK: International Society of the Learning Sciences. ISBN: 978-1-7324672-2-4
Santo, R., Ching, D., Peppler, K., & Hoadley, C. (2018). Messy, sprawling and open: Research-practice partnership methodologies for working in distributed inter-organizational networks. In B. Bevan & W. R. Penuel (Eds.), Connecting research and practice for educational improvement: Ethical and equitable approaches. New York, NY: Routledge.
Uttamchandani, S. & Peppler, K. (2018). Recounting counting: Self-appraisal in math-adjacent discourse. In J. Kay & R. Luckin (Eds.), Rethinking learning in the digital age: Making the Learning Sciences count: The International Conference of the Learning Sciences (ICLS) 2018 (Vol. 3, pg. 1509-1510). London, UK: International Society of the Learning Sciences. ISBN: 978-1-7324672-2-4

2017

Banks, T., Wallace, S., Searcy, J., Sedas, M., Peppler, K. (2017). Design Math: A Design and Project-based Effort to Learn Geometry in Middle School through Fabric-Based Yurts . Paper presented at the fifth annual FabLearn Conference: Creating a Sustainable Ecosystem for Making in Education. Palo Alto, CA: Stanford University.
Bender, S. & Peppler, K. (2017). Krump culture. In K. Peppler (Ed.) The SAGE Encyclopedia of out-of-school learning (pp. 403-404). Los Angeles, CA: Sage Publications.
Bender, S. & Peppler, K. (2017). Makerspaces. In K. Peppler (Ed.) The SAGE Encyclopedia of out-of-school learning (pp. 453-457). Los Angeles, CA: Sage Publications.
Chandrasegaran, S., Badam, S.K., Zhou, N., Zhao, Z., Kisselburgh, L., Peppler, K., Elmqvist, N., & Ramani, K. (2017). Merging sketches for creative design exploration: An evaluation of physical and cognitive operations. Accepted paper for GI (Graphics Interface) 2017, Edmonton, Alberta, Canada.
Chandrasegaran, S., Badam, S. K., Kisselburgh, L., Peppler, K., Elmqvist, N., and Ramani, K. (2017). VizScribe: A visual analytics approach to understand designer behavior. International Journal of Human-Computer Studies, 101(1), pp. 66-80. doi: 10.1016/j.ijhcs.2016.12.007
Keune, A. & Peppler, K. (2017). Maker portfolios as learning and community-building tools inside and outside makerspaces. Published in the Proceedings of the 2017 Computer Supported Collaborative Learning (CSCL) Conference, pp. 545-548. Philadelphia, PA: International Society of Learning Sciences.
Keune, A., Thompson, N. A., Peppler, K. A., & Chang, S. (2017). “My portfolio helps my making”: Motivations and mechanisms for documenting creative projects in out-of-school makerspaces. In L. Mikos & I. Eleá (eds.)Young and creative: Digital technologies empowering children in everyday life, pp. 145-158. Gothenburg, Sweden: Nordicom.
Peppler, K. (2017). Advancing arts education in a digital age. Arts in Education Quarterly Newsletter, 2(3) April 2017. Retrieved on April 14, 2017 from http://mailchi.mp/anlar/akf7tfklql#FEATURE
Peppler, K. (2017). Creativity in business and technology. In J. C. Kaufman, V. P. Glaveneau, and J. Baer (Eds.) The Cambridge Handbook of Creativity Across Domains. Cambridge, UK: Cambridge University Press.
Peppler, K. (Ed.) (2017). The SAGE Encyclopedia of out-of-school learning (Two-volume set). Los Angeles, CA: Sage Publications.
Peppler, K. (2017). Equity and access in out-of-school music making. In A. Ruthmann and R. Mantie (Eds.), The Oxford handbook of technology and music education, Ch. 48 (pp. 503-509). Oxford, UK: Oxford University Press. Oxford University Press. Retrieved 25 Aug. 2017, from http://www.oxfordhandbooks.com/view/10.1093/oxfordhb/9780199372133.001.0001/oxfordhb-9780199372133-e-48
Peppler, K. (2017). Interest-driven music education: Youth, technology, and music making today. In A. Ruthmann and R. Mantie (Eds.), The Oxford Handbook of Technology and Music Education, Ch. 18 (pp. 191-202). New York, NY: Oxford University Press. Retrieved 25 Aug. 2017, from http://www.oxfordhandbooks.com/view/10.1093/oxfordhb/9780199372133.001.0001/oxfordhb-9780199372133-e-18
Peppler, K. & Wohlwend, K. (2017). Theorizing the nexus of STEAM practice. In J. Katz-Buonincontro and C. Conway (Eds.) Arts Education Policy Review Special Issue: Gathering STEAM, pages 1-12. Published online: 25 Aug 2017 at http://www.tandfonline.com/doi/full/10.1080/10632913.2017.1316331 Routledge. doi 10.1080/10632913.2017.1316331
Santo, R., Ching, D., Peppler, K., & Hoadley, C. (2017). Participatory knowledge building within research-practice partnerships in education. In SAGE Research Methods Cases - Education. Los Angeles, CA: Sage Publications.
Tan, V., Keune, A., & Peppler, K. (2017). The materiality of design in e-textiles. In S. Goldman & Z. Kabayadondo (Eds) Taking Design Thinking to School: How the Technology of Design Can Transform Teachers, Learners, and Classrooms. New York, NY: Routledge.
Thompson, N., Peppler, K., & Danish, J. (2017). Designing BioSim: Playfully encouraging systems thinking in young children. In Zheng, R. & Gardner, M. (Eds.), Handbook of research on serious games for educational applications, Ch.7 (pp. 149-167). Hershey, PA: IGI Global.
Wohlwend, K., Peppler, K., Keune, A., and Thompson, N. (2017). Making sense and nonsense: Comparing mediated discourse and agential realist approaches to materiality in a preschool makerspace. Journal of Early Childhood Literacy 17(3), pp. 444–462. SAGE.

2016

Cantrill, C., & Peppler, K. (2016). Connected learning professional development: Production-centered and openly networked teaching communities. In New literacies and teacher learning: Professional development and the digital turn (New Literacies and Digital Epistemologies). New York, NY: Peter Lang Publishing.
Ching, D., Santo, R., Hoadley, C., & Peppler, K. (2016). Not just a blip in someone’s life: integrating brokering practices into out-of-school programming as a means of supporting and expanding youth futures. On the Horizon, 24(3), pp. 296-312. doi: 10.1108/OTH-05-2016-0026
D'Urzo, S., Foster, J., Keune, A., Peppler, K., & Stutzman, A. (2016). Makerspaces: Providing Pennsylvania practical prefiguration.Techniques, 91(6), pp. 25-27.
Litts, B., Kafai, Y. B., Fields, D. A., Halverson, E. R., Peppler, K., Keune, A., ... & Tan, M. (2016). Connected making: Designing for youth learning in online maker communities in and out of schools. Paper presented at the 12th International Conference of the Learning Sciences (ICLS), Volume 2, pp. 1041-1047. Singapore: International Society of the Learning Sciences, ISBN: 978-0-09903550-8-3
Peppler, K. (2016). A review of e-textiles in education and society. In Guzzetti, B. & Lesley, M. (Eds.), Handbook of research on the societal impact of digital media: Ch.11 (pp. 219-241). Hershey, PA: IGI Global.
Peppler, K. (2016). ReMaking arts education through physical computing. In Peppler, K., Halverson, E. & Kafai, Y. (Eds.). Makeology: Makers as learners, Vol 2, Ch. 13, pp. 206-226. New York, NY: Routledge.
Peppler, K. & Hall, T. (2016). The Make-to-Learn youth contest: Gaining youth perspectives on learning through making. In Peppler, K., Halverson, E. & Kafai, Y. (Eds.), Makeology: Makerspaces as learning environments , Vol 1, Ch. 10, pp. 141-157. New York, NY: Routledge.
Peppler, K., Halverson, E. & Kafai, Y. (Eds.) (2016). Makeology: Makerspaces as learning environments (Volume 1). New York, NY: Routledge.
Peppler, K., Halverson, E. & Kafai, Y. (Eds.) (2016). Makeology: Makers as learners (Volume 2). New York, NY: Routledge.
Santo, R., Ching, D., Peppler, K., & Hoadley, C. (2016). Working in the open: Lessons from open source on building innovation networks in education. On the Horizon, 24(3), pp. 280-295.
Wohlwend, K., Keune, A., & Peppler, K. (2016). Design playshop: Preschoolers making, playing, and learning with Squishy Circuits. In Peppler, K., Halverson, E. & Kafai, Y. (Eds.), Makeology: Makerspaces as learning environments , Vol 1, Ch. 6, pp. 83-96. New York, NY: Routledge.

2015

Chien, H., Seehra, J., Verma, A., Peppler, K., Ramani, K., Cheng, Y., Lee, C., and Chierico, A. (2015). Demo hour. In ACM Interactions XXII.3, May-June 2015 (pp. 8–11). Association for Computing Machinery, New York.
Ching, D., Santo, R., Hoadley, C., Peppler, K. (2015). On-ramps, lane changes, detours and destinations: Building connected learning pathways in Hive NYC through brokering future learning opportunities. New York, NY: Hive Research Lab.
Keune, A., Gomoll, A., and Peppler, K. (2015, September 26-27). Flexibility to learn: Material artifacts in makerspaces. Paper presented at the fifth annual FabLearn Conference: Equity and Diversity in Making. Palo Alto, CA: Stanford University.
Kisselburgh, L., Zhou, N., Chandrasegaran, S., Badam, S. K., Elmqvist, N., Peppler, K., & Ramani, K. (2015).Creative collaboration and flow: Validating the use of trace data to measure dynamics of creative flow in collaborative design teams. Published in the proceedings of the 2015 Computer Supported Collaborative Learning (CSCL) Conference, 837-838. Gothenburg, Sweden: International Society of Learning Sciences.
Peppler, K. (2015). Tool selection and its impact on collaborative learning In Constructivist Foundations, July 2015; 10(3): pp398-399. Brussels, Belgium: Center Leo Apostel for Interdisciplinary Research.
Peppler, K., Catterall, J.S., and Bender, S. (2015). Learning and achieving through the arts: A collaborative project of inner-city arts and Los Angeles Unified School District 4 (Deliverable to the U.S. Department of Education). Bloomington, IN: Indiana University.
Open portfolios maker education initiative (2015). Research Brief Series. Retrieved from: http://makered.org/opp/research-briefs/
Seehra, J., Verma, A., Peppler, K., and Ramani, K. (2015). HandiMate: Create and animate using everyday objects as material. In Proceedings of the Ninth International Conference on Tangible, Embedded, and Embodied Interaction (pp. 117-124), New York.
Santo, R., Peppler, K., Ching, D., Hoadley, C. (2015). Maybe a maker space? Organizational learning about maker education within a regional out-of-school network.. Paper presented at the fifth annual FabLearn Conference: Equity and Diversity in Making. Palo Alto, CA: Stanford University.
Tan, V., Peppler, K. (2015). Creative Design Process in Making Electronic Textiles. Proceedings of the 14th International Conference on Interaction Design and Children - IDC ’15, 327–330. https://doi.org/10.1145/2771839.2771908
Thompson, N., Peppler, K., and Danish, J. (2015, September 26-27). Designing BioSim: Playfully Encouraging Systems Thinking. Paper presented at the fifth annual FabLearn Conference: Equity and Diversity in Making. Palo Alto, CA: Stanford University.
Wohlwend, K. and Peppler, K.(2015). All rigor and no play is no way to improve learning. In Phi Delta Kappan, May 2015; 96(8): pp. 22-26.
Yoon, S.H., Verma, A., Peppler, K., & Ramani, K. (2015). HandiMate: Exploring a Modular Robotics kit for Animating Crafted Toys. In B. Shapiro, C. Quintana, S. Gilutz, & M. Skov (Eds.), Proceedings of the 14th annual conference of ACM SIGCHI Interaction Design & Children (IDC 2015). Tufts University, Boston: ACM.

2014

Buchholz, B., Shively, K., Peppler, K., & Wohlwend, K. (2014). Hands on, hands off: Gendered access in sewing and electronics practices. In Mind, Culture, and Activity. July 2014, 21(4) pp. 1-20. DOI:10.1080/10749039.2014.939762
Kafai, Y. & Peppler, K. (2014). Transparency reconsidered: Creative, critical, and connected making with e-textiles. In M. Boler & M. Ratto (Eds.), DIY citizenship (Ch.12, pp.179-188). Cambridge, MA: MIT Press.
Peppler, K. (2014). Foreword. In A. Garcia (ed.), Teaching in the connected learning classroom. Irvine, CA: Digital Media and Learning Research Hub.
Peppler, K. (2014). New creativity paradigms: Arts learning in the digital age. New York, NY: Peter Lang Publishing.
Peppler, K., Gresalfi, M., Salen Tekinbaș, K. & Santo, R. (2014). Soft circuits: Crafting e-fashion with DIY electronics. Cambridge, MA: MIT Press.
Peppler, K., Salen Tekinbaș, K., Gresalfi, M. & Santo, R. (2014). Short circuits: Crafting e-puppets with DIY electronics. Cambridge, MA: MIT Press.
Peppler, K., Santo, R., Salen Tekinbaș, K., & Gresalfi, M. (2014). Script changers: Digital storytelling with Scratch. Cambridge, MA: MIT Press.
Peppler, K. A., Powell, C. W., Thompson, N., & Catterall, J. (2014, October). Positive impact of arts integration on student academic achievement in English language arts. In The Educational Forum, 78(4), 364-377.
Portowitz, A., Peppler, K., Downton, M. & Lichtenstein, O. (2014). In harmony: A technology-based music education program designed to improve children's musical understanding, cognitive skills, and inter-cultural understanding. International Journal of Music Education, 32(2).
Salen Tekinbaș, K., Gresalfi, M., Peppler, K., & Santo, R. (2014). Gaming the system: Designing with Gamestar Mechanic. Cambridge, MA: MIT Press.
Santo, R., Ching, D., Peppler, K., Hoadley, C. (2014a). What does it mean to “work open” in Hive NYC? A vision for collective organizational learning. New York, NY: Hive Research Lab
Santo, R., Ching, D., Peppler, K., Hoadley, C. (2014b). Spread & scale in Hive NYC. New York, NY: Hive Research Lab
Sefton-Green, J., Kumpulainen, K., Brennan, K., Mikkola, A., Peppler, K., & Soep, E. (2014). Learning and becoming through making and participatory media. Published in the proceedings of the 2014 International Conference of the Learning Sciences (ICLS), Boulder, CO.

2013

Buechley, L., Peppler, K., Eisenberg, M., & Kafai, Y. (Eds.) (2013). Textile messages: Dispatches from the world of e-textiles and education. New York, NY: Peter Lang Publishing. (E-textbook version available from the: Kortext Digital Textbook Catalog)
McKay, C. & Peppler, K. (2013). MakerCart: A mobile fab lab for the classroom. Position Paper at the Interaction Design for Children Conference (IDC), New York, NY.
Peppler, K. (2013). New opportunities for interest-driven arts learning in a digital age. (Deliverable to the Wallace Foundation). Bloomington, Indiana: Indiana University.
Peppler, K. (2013). On screen and onstage: Interest-driven arts for teens. Opera America, Fall 2013, pp. 30-31.
Peppler, K. (2013). Social media and creativity. In D. Lemish (Ed.), Routledge international handbook of children, adolescents, and media (pp. 193-200). New York, NY: Routledge.
Peppler, K. (2013). STEAM-powered computing education: Using e-textiles to integrate the arts and STEM. IEEE Computer, September 2013, pp. 38-43.
Peppler, K. & Bender, S. (2013). Maker movement spreads innovation one project at a time. Phi Delta Kappan, 95(3), pp. 22-27.
Peppler, K.& Danish, J. (2013). E-textiles for educators: Participatory simulations with e-puppetry. In Textile messages: Dispatches from the world of e-textiles and education (Ch 10, pp. 133-141). New York, NY: Peter Lang Publishing.
Peppler, K., Danish, J. & Phelps, D. (2013). Collaborative gaming: Designing board games to teach young children about complex systems and collective behavior. In Simulation & gaming: An interdisciplinary journal of theory, practice and research. September 18, 2013, 46(9), pp. 38-43. doi: 10.1177/1046878113501462
Peppler, K. & Glosson, D. (2013). Learning about circuitry with e-textiles. In M. Knobel & C. Lankshear (Eds.), The New Literacies Reader, New York, NY: Peter Lang Publishing.
Peppler, K.& Glosson, D. (2013). Learning about circuitry with e-textiles in after-school settings. In Textile messages: Dispatches from the world of e-textiles and education (Ch 5, pp. 71-83).New York, NY: Peter Lang Publishing.
Peppler, K. & Glosson, D. (2013). Stitching circuits: Learning about circuitry through e-textile materials. Journal of Science Education and Technology. October 2013, 22(5), pp. 751-763.
Peppler, K. & McKay, C. (2013). Broadening participation and issues of inclusion and accessibility in making. Paper at the Interaction Design for Children Conference (IDC), New York, NY.
Peppler, K., Sharpe, L., & Glosson, D. (2013). E-textiles and the new fundamentals of fine arts. In Textile messages: Dispatches from the world of e-textiles and education (Ch 8, pp. 107-117). New York, NY: Peter Lang Publishing.
Wohlwend, K. & Peppler, K. (2013). Designing with pink technologies and Barbie transmedia. In G. M. Boldt & McArdle, F. (Eds.) Young children, pedagogy and the arts: Ways of seeing (pp. 129-145). New York, NY: Routledge.

2012

Downton, M. P., Peppler, K. A., Portowitz, A., Bamberger, J. & Lindsay, E. (2012). Composing pieces for peace: Using Impromptu to build cross-cultural awareness. Visions of Research in Music Education, 20, pp. 1-37.
Kafai, Y. B. & Peppler, K. A. (2012). Developing gaming fluencies with Scratch: Realizing game design as an artistic process. In C. Steinkuehler, K. Squire and S. Barab (Eds.), Games, learning, and society: Learning and meaning in the digital age. New York, NY: Cambridge University Press.
Peppler, K. (2012). Scratch: digital art making. ChildArt Magazine, 12(1), Number 42. iv.
Peppler, K. & Warschauer, M. (2012). Uncovering literacies, disrupting stereotypes: Examining the (dis)abilities of a child learning to computer program and read. International Journal of Learning and Media, 3(3), pp. 15-41. doi:10.1162/IJLM_a_00073

2011

Danish, J., Peppler, K., Phelps, D. & Washington, D. (2011). Life in the hive: Supporting inquiry into complexity within the zone of proximal development. Journal of Science Education and Technology, 20(5), 454–467.
Davis, H., Peppler, K. & Hickey, D. (2011). Assessment assemblage: Advancing portfolio practice through the assessment stage theory. Studies in Art Education, 52(3), pp. 213-224.
Downton, M., Peppler, K., & Bamberger, J. (2011). Talking like a composer: Negotiating shared musical compositions using Impromptu. Published In the proceedings of the 2011 Computer-Supported Collaborative Learning (CSCL) Conference. Hong Kong, China.
Kafai, Y. & Peppler, K. (2011). Beyond small groups: New opportunities for research in computer-supported collective learning. Published in the proceedings of the 2011 Computer-Supported Collaborative Learning (CSCL) Conference. Hong Kong, China.
Kafai, Y. & Peppler, K. (2011). Youth, technology, and DIY: Developing participatory competencies in creative media production. In V. L. Gadsden, S. Wortham, and R. Lukose (Eds.), Youth cultures, language and literacy. Review of Research in Education, 35(1), pp. 89-119.
Peppler, K., Downton, M., Lindsay, E., & Hay, K. (2011). The nirvana effect: Tapping video games to mediate music learning and interest. International Journal of Learning and Media, 3(1), pp. 41-59.
Peppler, K., Fields, D., Kafai, Y., & Glosson, D. (2011). Articulating creativity in a new domain: Expert insights from the field of e-textiles. Published in the ACM Cognition & Creativity Conference Proceedings. ACM: Atlanta, GA.
Peppler, K. & Solomou, M. (2011). Building creativity: Collaborative learning and creativity in social media environments. On the Horizon, 19(1), pp. 13-23. Also published in the proceedings of the 2010 International Conference of the Learning Sciences, Chicago, IL.

2010

Barab, S., Dodge, T., Ingram-Goble, A., Pettyjohn, P., Peppler, K., Volk, C., Solomou, M. (2010). Pedagogical dramas and transformational play: Narratively-rich games for education. Mind, Culture, and Activity, 17(3), pp. 1-30. Also presented at the International Conference on Interactive Digital Storytelling (ICIDS) 2009, LNCS 5915. Springer-Verlag: Berlin, Germany, pp. 332–335.
Danish, J., Peppler, K., & Phelps, D. (2010). BeeSign: Designing to support mediated group inquiry of complex science by early elementary students. Published in the proceedings of the 9th International Conference on Interaction Design and Children, Barcelona, Spain.
Downton, M., Peppler, K. & Portowitz, A. (2010). Building tunes block by block: Constructing musical and cross-cultural understanding through Impromptu. Published in the proceedings of the 2010 Constructionism Conference, Paris, France.
Horcher, A. M., Peppler, K., & Glosson, D. (2010). E-textiles: The softer side of computing. Published in the proceedings from the 2010 Grace Hopper Celebration of Women in Computing, Atlanta, GA.
Kafai, Y., Peppler, K., Burke, Q., Moore, M., & Glosson, D. (2010). Fröbel’s forgotten gift: Textile construction kits as pathways into play, design and computation. Published in the proceedings of the 9th International Conference on Interaction Design and Children, Barcelona, Spain.
Peppler, K. (2010). Media arts: Arts education for a digital age. Teachers College Record, 112(8), 2118–2153.
Peppler, K. (2010). The new fundamentals: Introducing computation into arts education. In E. Clapp & M. J. Bellino (Eds.) 20under40: reinventing the arts and arts education for the 21st century, Bloomington, IN: AuthorHouse.
Peppler, K., Danish, J., Zaitlen, B., Glosson, D., Jacobs, A., & Phelps, D. (2010). BeeSim: Leveraging wearable computers in participatory simulations with young children. Published in the proceedings of the 9th International Conference on Interaction Design and Children, Barcelona, Spain.
Peppler, K. & Davis, H. (2010). Arts and learning: A review of the impact of arts and aesthetics on learning and opportunities for further research. Published in the proceedings of the 2010 International Conference of the Learning Sciences (ICLS), Chicago, IL.
Peppler, K. & Kafai, Y. B. (2010). Gaming fluencies: Pathways into a participatory culture in a community design studio. International Journal of Learning and Media, 1(4), pp. 1-14.
Peppler, K., Warschauer, M., & Diazgranados, A. (2010). Game critics: Exploring the role of critique in game-design literacies. E-Learning and Digital Media, 7(1), pp. 35-48.

2009

Kafai, Y.B., Desai, S., Peppler, K., Chiu, G., & Moya, J. (2009). The multiple roles of mentors. In Kafai, Y.B., Peppler, K., & Chapman, R. (Eds.), The computer clubhouse: Creativity and constructionism in youth communities, Chapter 8. New York, NY: Teachers College Press.
Kafai, Y.B., Peppler, K., & Chapman, R. (Eds.) (2009). The computer clubhouse: Creativity and constructionism in youth communities. New York, NY: Teachers College Press.
Kafai, Y.B., Peppler, K., & Chapman, R. (2009). A place for the future. In Kafai, Y.B., Peppler, K., & Chapman, R. (Eds.), The computer clubhouse: Creativity and constructionism in youth communities, Epilogue. New York, NY: Teachers College Press.
Kafai, Y.B., Peppler, K., & Chapman, R. (2009). The computer clubhouse: A place for youth. In Kafai, Y.B., Peppler, K., & Chapman, R. (Eds.), The computer clubhouse: Creativity and constructionism in youth communities, Introduction. New York, NY: Teachers College Press.
Kafai, Y.B., Peppler, K., Chiu, G., Maloney, J., Rusk, N., & Resnick, M. (2009). From Photoshop to programming. In Kafai, Y.B., Peppler, K., & Chapman, R. (Eds.), The computer clubhouse: Creativity and constructionism in youth communities, Chapter 12. New York, NY: Teachers College Press.
Peppler, K. (2009). Evaluation of the Inner-City Arts Teachers’ Institute. (Deliverable to the Heller Foundation). Los Angeles, CA: University of California.
Peppler, K. & Alvarez, M. (2009). Evaluation of the Inner-City Arts Creativity in the Classroom Series. (Deliverable to the Heller Foundation). Los Angeles, CA: University of California.
Peppler, K., Catterall, J. & Feilen, K. (2009). Arts in the middle: A collaborative project of Inner-City Arts and Los Angeles Unified School District 4 (Deliverable to the U.S. Department of Education). Bloomington, IN: Indiana University.
Peppler, K., Chapman, R. & Kafai, Y.B. (2009). Perspectives from the field: It takes a village to raise a clubhouse. In Kafai, Y.B., Peppler, K., & Chapman, R. (Eds.), The computer clubhouse: Creativity and constructionism in youth communities, Chapter 3. New York, NY: Teachers College Press.
Peppler, K. & Kafai, Y. (2009). Creative coding: Programming for personal expression. Published in the proceedings of the 8th International Conference on Computer Supported Collaborative Learning (CSCL), Rhodes, Greece.
Peppler, K. & Kafai, Y.B. (2009). Making games, art, and animations with Scratch. In Kafai, Y.B., Peppler, K., & Chapman, R. (Eds.), The computer clubhouse: Creativity and constructionism in youth communities, Chapter 4. New York, NY: Teachers College Press.
Peppler, K. & Kafai, Y.B. (2009). Video production and dance performances. In Kafai, Y.B., Peppler, K., & Chapman, R. (Eds.), The computer clubhouse: Creativity and constructionism in youth communities, Chapter 6. New York, NY: Teachers College Press.

2008

Hayes, E., Peppler, K., Kafai, Y., Games, I., Torres, R., ... & Zimmerman, E. (2008). New perspectives on learning through (game) design. Published in the proceedings of the 2008 International Conference of the Learning Sciences (ICLS), Utrecht, Netherlands.
Kafai, Y. B., Desai, S., Peppler, K., Chiu, G. & Moya, J. (2008). Mentoring partnerships in a community technology center: A constructionist approach for fostering equitable service learning. Mentoring & Tutoring, 16(2), (May 2008), pp. 191-205, doi:10.1080/13611260801916614
Maloney, J., Peppler, K., Kafai, Y.B., Resnick, M. & Rusk, N. (2008b). Media designs with Scratch: What urban youth can learn about programming in a computer clubhouse. Published in the proceedings of the 2008 International Conference of the Learning Sciences (ICLS), Utrecht, Netherlands.
Maloney, J., Peppler, K., Kafai, Y. B., Resnick, M. & Rusk, N. (2008a). Programming by choice: Urban youth learning programming with Scratch. Published in the proceedings by the ACM Special Interest Group on Computer Science Education (SIGCSE) conference, Portland, OR.
Peppler, K. & Kafai, Y.B. (2008a). Developing a design culture at the computer clubhouse: The role of local practices and mediators. Published in the proceedings of the 2008 International Conference of the Learning Sciences (ICLS), Utrecht, Netherlands.
Peppler, K. & Kafai, Y. B. (2008b). Learning from krumping: Collective agency in dance performance cultures. Published in the proceedings of the 2008 International Conference of the Learning Sciences (ICLS), Utrecht, Netherlands.
Peppler, K. & Kafai, Y.B. (2008c). New literacies and the learning sciences: A framework for understanding youths’ media arts practices. Published in the proceedings of the 2008 International Conference of the Learning Sciences (ICLS), Utrecht, Netherlands.
Peppler, K. & Kafai, Y. (2008d). Youth as media art designers: Workshops for creative codings. Published in the proceedings of the 2008 Interaction Design for Children (IDC) Conference held at Northwestern University, Chicago, IL.

2007

Catterall, J.S. & Peppler, K. (2007a). Learning in the visual arts and worldviews of young children. Cambridge Journal of Education, 37(4), pp. 543-560. doi: 10.1080/03057640701705898
Catterall, J.S. & Peppler, K. (2007b). Learning in the visual arts and worldviews of young children : Where self-efficacy and originality meet. In Evaluating the Impact of Arts and Cultural Education: A European and International Research Symposium, Centre Pompidou, Paris.
French translation: Catterall, J.S., & Peppler, K. (2007). Initiation aux arts visuels et vision du monde chez les jeunes enfants: quand confiance en son efficacité et originalité se rencontrent. In Symposium européen et international de researche: Évaluer les effets de l’éducation artistique et culturelle (pp. 283-293). Paris: La documentation Française.
Kafai, Y., Peppler, K. & Chiu, G. (2007). High tech programmers in low-income communities: Seeding reform in a community technology center. In C. Steinfield, B. Pentland, M. Ackerman, &. N. Contractor (Eds.), Communities and technologies 2007 (pp. 545-564). New York: Springer.
Peppler, K. & Kafai, Y.B. (2007a). Collaboration, computation, and creativity: Media arts practices in urban youth cultures. Published in the proceedings of the 2007 Computer Supported Collaborative Learning (CSCL) Conference held at Rutgers University, New Brunswick, NJ.
Peppler, K. & Kafai, Y. (2007b). From SuperGoo to Scratch: exploring creative digital media production in informal learning. Learning, Media, and Technology, 32(2), pp. 149-166. DOI:10.1080/17439880701343337
Peppler, K. & Kafai, Y. B. (2007c). What video game making can teach us about learning and literacy: Alternative pathways into participatory culture. In Akira Baba (Ed.), Situated Play: Proceedings of the Third International Conference of the Digital Games Research Association (DiGRA) (pp. 369-376). Tokyo, Japan: The University of Tokyo.

2006

Barron, B., Kafai, Y., Joseph, D., Pinkard, N., Resnick, M., Martin, C., Schatz, C., Shapiro, B., Millner, A., Peppler, K., Chiu, G. & Desai, S. (2006). Clubs, homes, and online communities as contexts for engaging youth in technological fluency-building activities. Symposium and proceedings published in the 2006 International Conference of the Learning Sciences (pages 1022-1028), Bloomington, IN.
Kafai, Y., Peppler, K., Alavez, M. & Ruvalcaba, O. (2006). Seeds of a computer culture: An archival analysis of programming artifacts from a community technology center . Proceedings Published in the 2006 International Conference of the Learning Sciences, Bloomington, IN.
Peppler, K. (2006). Ryman Arts 2000-2006: An overview of the program and an assessment of student portfolio work (Deliverable to the Ryman Arts Program). Los Angeles, CA: University of California.
Peppler, K. & Catterall, J.S. (2006). Year two findings on the arts learning of children enrolled in the LA’s BEST after school arts program (Deliverable to the LA’s BEST After-School Arts Program). Los Angeles, CA: University of California.
Peppler, K. & Kafai, Y. (2006). Creative codings: Investigating cultural, personal, and epistemological connections in media arts programming. Proceedings published in the 2006 International Conference of the Learning Sciences (ICLS), Bloomington, IN.

Honors & Awards

Honors and Awards

2024	UCI Faculty Academy for Teaching Excellence (FATE) Fellow for 2024-2025. Acceptance into FATE is a lifetime honor bestowed on faculty who have demonstrated the aptitude to develop learning environments that foster student growth
2024	Donald Bren School of Information and Computer Sciences (ICS) Excellence in Mid-Career Research Award
2024	The ACM CHI Conference on Human Factors in Computing Systems 2023’s “Best Paper Honourable Mention” for the paper “ClassMeta: Designing Interactive Virtual Classmate to Promote VR Classroom Participation”
2023	Selected to participate in the 2023-2024 UCI Provost’s Leadership Academy
2023	Connected Learning Summit’s Best Research Paper Award for the paper “Facilitating Connected Learning PD”
2023	One of 54 teams selected to advance in the NSF-sponsored VITAL Prize Challenge Semi-Final Round
2023	One of 100 teams selected to advance in the NSF-sponsored VITAL Prize Challenge Discovery Round
2023	The ACM CHI Conference on Human Factors in Computing Systems 2023’s “Honorable Mention Award” for being among the top 5% of papers for the paper “LearnIoTVR: An End-to-end Virtual Reality Environment Providing Authentic Learning Experiences for Internet of Things”.
2022	NSF STEM for ALL Video Showcase award for Using Narratives to Support Empathy and Engineering, Presenters’ Choice and Facilitator’s Choice, May 10-17, Access, inclusion and Equity.
2021	ASEE Pre-College Engineering Education (PCEE) Division's Best Paper Award for “Observing empathy in informal engineering activities with girls ages 7-14” (RTP, Diversity).
2019	One of 20 nominated for SIGCSE Top Ten Papers of All Time Award for Maloney, J., Peppler, K., Kafai, Y. B., Resnick, M. & Rusk, N. (2008). Programming by Choice: Urban Youth Learning Programming with Scratch. Published in the proceedings by the ACM Special Interest Group on Computer Science Education, Portland, OR.
2019	Certificate for Engaged Instruction, UCI Division of Teaching Excellence and Innovation.
2018	NSF STEM for ALL Video Showcase award for The Biosim Project: BeeSim, May 14-21, Transforming the Educational Landscape.
2017	One of 10 Women Championing Connected Learning, honored during Women's History Month by Digital Media + Learning.
2017	Outstanding Alumni Early Career Award, Psychological and Brain Studies, Indiana University.
2017	University of Otago Research Fellow.
2017	Early Career Alumni Award from Indiana University's Department of Psychological and Brain Sciences
2016	NSF Faculty Early Career Development (CAREER) Award Recipient, the National Science Foundation’s most prestigious awards in support of junior faculty who exemplify the role of teacher-scholars through outstanding research, excellent education and the integration of education and research within the context of the mission of their organizations.
2016	MIRA Tech Educator of the Year, (April 23, 2016) from TechPoint. Honored as one of Indiana’s best educators for technology excellence and innovation.
2016	Ziro.io is Finalist in the Best of CES 2016 (ziro.io).
2016	Water Bears 3D Puzzle App wins Purdue University’s Engineering Gift Guide Selection.
2016	Water Bears 3D Puzzle App wins Balefire Labs Top Selection.
2016	Water Bears 3D Puzzle App wins TECHwithKIDS.com Best Pick App.
2015	Water Bears 3D Puzzle App wins “Best of Show” in Serious Games Competition in 2015.
2015	Water Bears 3D Puzzle App selected as Serious Play Awards Gold Medal Winner
2015	Water Bears 3D Puzzle App Children’s Technology Review Editors Choice for Excellence in Design
2014	Outstanding Junior Faculty Award from Indiana University. The awards, presented by the Office of the Vice Provost for Research and the Office of the Vice Provost for Faculty and Academic Affairs, honor tenure-track faculty who have begun to develop nationally recognized research or scholarship programs and devoted productive time to teaching and service, but who have not yet achieved tenure.
2012	“Be Great!” Award Recipient from the Boys and Girls Clubs of Bloomington in recognition for volunteer work technology lab work.
2011	American Educational Research Association (AERA) Highest Ranked Paper Submission Award in the Peace Education Special Interest Group (SIG).
2011	American Educational Research Association (AERA) Best Emerging Media Paper in the Media, Culture & Curriculum (MCC) Special Interest Group (SIG).
2011	Video Showcase: Interactive Bee Game featured in Instructables.com, Technology/Wearables.
2011	Spotlight in Make Magazine: BeeSim Game Using LilyPad and XBee.
2009	Indiana Governor’s Award for Tomorrow’s Leaders. Top Award given to outstanding young leaders in the state of Indiana that have shown exemplary leadership under the age of 30.
2008	Honorable Mention in Prixars Electronica in Community Art for work on the Scratch Online Community. One of the highest international awards in the digital arts community.
2008	Group Volunteer of the Year at the Boys and Girls Clubs of Bloomington for outstanding service to the organization.
2008	Top Paper at the Special Interest Group on Computer Science Education (SIGCSE) Conference.
2007	UC Presidential Postdoctoral Fellowship (2007-2008).
2006	Spencer Dissertation Fellowship for Research Related to Education (2006-2007).

Courses Taught

Arts, Making and Engineering (EDUC 218/IN4MATX 295), University of California, Irvine
Ubiquitous Computing (IN4MATIX 148), University of California, Irvine
Re-Crafting Soft Technologies (ICS 190), University of California, Irvine
Learning, Development, and Culture (EDUC 225), University of California, Irvine
Graduate Topical Seminar: Constructionism (ED P631), Indiana University
Graduate Topical Seminar: Designs for Change (ED P674/Formerly P650), Indiana University
Graduate Topical Seminar: Learning in New Media (ED P574), Indiana University
Online Graduate Topical Seminar: Learning in New Media (ED P574), Indiana University
Apprenticeship in the Learning Sciences (ED P573), Indiana University
Educational Psychology for All Grades (ED P254), Indiana University
Culture, Technology, and Human Development (ED 194B), UCLA
Culture, Communications, and Human Development (ED 194C), UCLA
Quantitative Statistics (PSYCH P211), Indiana University
Neural Bases of Human Behavior (PSYCH E105), Indiana University
Introductory Psychology (PSYCH P101), Indiana University

Contact Information

Kylie Peppler, Ph.D.

Office Address

University of California, Irvine
DBH 5206
Irvine, CA 92697-3440
USA

kpeppler@uci.edu

Websites

CreativityLabs.com

Connected Learning Lab

Kylie Peppler

Professor of Informatics & Education Director of The Creativity Labs Co-Director of The Connected Learning Lab University of California, Irvine

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Research Interests

Education

Academic Appointments

Professor: Informatics and Education

University of California, Irvine

Associate Professor: Informatics and Education

University of California, Irvine

Associate Professor: Learning Sciences

Indiana University, Bloomington

Assistant Professor: Learning Sciences

Indiana University, Bloomington

UC Presidential Postdoctoral Fellow

University of California, Irvine

Graduate Student Researcher

UCLA

Highlighted Projects from the Creativity Labs

Current and prior support from:

Making Connections to Achieve for the Million Girl Moonshot

Connected Arts Learning

Future of Work with AI and XR

Re-Crafting STEM

Maker Tools and Materials

Community Arts and STEAM Partnerships

Maker Tools and Materials

Re-Crafting STEM

Community Arts and STEAM Partnerships

Future of Work with AI and XR

How Narrative Elements Shape Girls' Engagement in Engineering

Creative Economy at Inner-City Arts

Making Connections to Achieve for the Million Girl Moonshot

Connected Arts Learning

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Honors & Awards

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Contact Information

Professor of Informatics & Education
Director of The Creativity Labs
Co-Director of The Connected Learning Lab
University of California, Irvine