**KRISTEN PILNER BLAIR**

Graduate School of Education

Stanford, CA 94305

Email: kpilner@stanford.edu

**EDUCATION**

2009
– Ph.D. Stanford University
School of Education

Educational Psychology with Specialization in Learning
Sciences and Technology Design (Advisor: Daniel L. Schwartz)

Dissertation: The neglected importance of feedback
perception in learning: An analysis of children and adultsŐ uptake of
quantitative feedback in a mathematics simulation environment.

PhD Minor in Psychology

2002
– B.S. Stanford
University

Mathematical and Computational Science with
Interdisciplinary Honors in Education

**PROFESSIONAL
EXPERIENCE**

2002 – Current Researcher, Human Sciences & Technology
Advanced Research (H-STAR) Institute, Stanford Graduate School of Education.

**2014
– Current Senior
Research Scholar**

2009 – 2014 Research
Associate

2002 – 2009 Research
Assistant

Specific Projects:

¤ Maximizing Informativeness
and Minimizing Neglect – the next step in feedback research (with Lund
University, Sweden)

¤ Designing Contrasting Cases
for Inductive Learning

¤ Teachable Agents: Assisting
and assessing middle school science learning in formal and informal settings

¤ Real World Real Science
(with Gulf of Maine Research Institute)

¤ Learning Through Making
(with the Exploratorium)

¤ Early Math Learning with
Tablets

¤ Cognitive and Cortical
Restructuring in the Acquisition of Negative Number Concepts (with Dept. of Psychiatry)

¤ Choice Based Learning
Assessments

¤ Family Math Project - part
of the Learning in Informal and Formal Environments (LIFE) center

¤ Biological Bases of
Alphanumeric Learning Interventions (with Sackler institute)

2015
- Current Lecturer, Stanford University, Stanford
CA.

¤ EDUC 398: Core Mechanics
for Learning

2014
– 2015 Consulting
Partner, Literacy Lab, Oakland, CA.

¤ Evaluated and recommend as
suite of STEM apps and e-books for inclusion in a pilot tablet program for low
income preschool children.

¤ Created workshops to help
preschool parents support their childrenŐs math development at home and through
their everyday activities.

2006 - 2007 Instructor,
Child and Adolescent Development Department, San Jose State University

¤ Contextual Influences on Cognitive Development

** **

2002 - 2003 Research
Assistant, Bermuda Computing Curriculum Project, Stanford University School of
Education and Department of Computer Science

2001 - 2002 Research
Assistant, Stanford Mathematics Teaching and Learning Study, Stanford
University School of Education

**SELECTED PUBLICATIONS AND PROCEEDINGS**

á
Schwartz, D. L.,
Tsang, J. T., Blair, K. P. (2016).
The ABCs of how we learn: 26 scientifically proven approaches, how they
work, and when to use them. New
York, NY: W. W. Norton & Company.

á
Chin, D., Blair,
K. P., & Schwartz, D. L. (2016). Got Game? A Choice-Based Learning
Assessment of Data Literacy and Visualization Skills. *Technology, Knowledge and Learning, 21 *(2).

á
Cutumisu, M., Blair, K. P., Chin, D., &
Schwartz, D. L. (2016) Assessing whether students seek constructive criticism:
The design of an automated feedback system for a graphic design task. *International Journal of Artificial
Intelligence in Education (IJAIED)*, DOI: 10.1007/s40593-016-0137-5, Springer.

á
Cutumisu, M.,
Blair, K. P., Chin, D., & Schwartz, D. L. (2015). A game-based assessment
of childrenŐs choices to seek feedback and to revise. *Journal of Learning Analytics,** **2*(1), 49-71.

á
Tsang, J.,
Blair, K. P., Bofferding, L., & Schwartz, D. L. (2015). Learning to ŇseeÓ less than nothing:
Putting perceptual skills to work for learning numerical structure. *Cognition
& Instruction, 33 *(2), 154-197.

á
Blair, K., &
Schwartz, D. L. (2014). Neurothreats and how to prevent them [Letter to the
editor: Comment on the paper *A *voyeuristic* view of possibilities and threats:
Neurosciences and education*, by C. Lee]. *Human Development*, *57 *(1),
4-7.

á
Hallinen, N.R., Blair, K.P., Chin, D.B., & Schwartz, D.L.
(2014). Combining Generation and Direct Instruction to Prepare Students to
Transfer Big Ideas Across School Topics. In Polman, J. L., Kyza, E. A.,
O'Neill, D. K., Tabak, I., Penuel, W. R., Jurow, A. S., O'Connor, K., Lee, T.,
and D'Amico, L. (Eds.). *Learning and becoming in practice: The International
Conference of the Learning Sciences (ICLS), *Boulder, CO.

á
Chi, M., Schwartz,
D.L., Blair, K.P., & Chin, D. (2014). Choice-based Assessment: Can Choices
Made in Digital Games Predict 6th-Grade Students' Math Test Scores? In *Stamper, J., Pardos, Z., Mavrikis, M.,
McLaren, B.M. (eds.) Proceedings of the 7th International Conference on
Educational Data Mining. 36-43*

á
Blair, K. P.
(2013). Feedback and Learning in an
iPad App Targeting Number Concepts for Preschoolers. In Martinez, M. &
Castro Superfine, A. (Eds) *Proceedings of
the 35 ^{th} Annual Meeting of the North American Chapter of the
International Group for the Psychology of Mathematics Education*, Chicago,
IL. (pp. 1157-1160).

á
Blair, K. P.
(2013). Learning in Critter Corral: Evaluating three kinds of feedback in a
preschool math game. In Sawhney, N., Reardon, E., & J. P. Hourcade (Eds.), *Proceedings of the Interaction Design and
Children 2013 Conference*. New York: ACM

á
Blair, K. P.,
Tsang, J. M., & Schwartz, D. L. (2013). The bundling hypothesis: How perception and culture give rise to
abstract mathematical concepts. In S. Vosniadou (Ed.), *International Handbook of Research on Conceptual Change II.* New York: Taylor & Francis.

á
Blair, K. P. and
Schwartz, D. L. (2012). A value of concrete learning materials in adolescence.
In Reyna, V., Chapman, S., Dougherty, M. & Confrey, J (Eds.) *The Adolescent Brain: Learning, Reasoning,
and Decision Making*. Washington, DC: American Psychological Association.

á
Blair, K.P &
Schwartz, D. L (2012). How technology can change
assessment. *UNESCO policy brief. *

á
Blair, K. P.,
Rosenberg-Lee, M., Tsang, J., Schwartz, D. L., and Menon, V. (2012). Beyond
natural numbers: Representation of negative numbers in the intraparietal
sulcus. *Frontiers in Human Neuroscience,
6 (7)*.

á
Schwartz, D. L.,
Blair, K. P., & Tsang, J. (2012).
How to build educational neuroscience: two approaches with concrete
instances. *British Journal of Educational
Psychology Monograph Series, 8.*

á
Esmonde, I.,
Blair, K. P., Goldman, S., Martin,
L., Jimenez, O., and Pea, R.
(2011). Math I AM: What we learn from stories that people tell about math in
their lives.* *In B. Bevan, P. Bell,
and R. Stevens, (Eds.)* Learning outside
of school time. *New York: Springer Publishing.

á
Alexander, A.,
Blair, K.P., Goldman, S., Jimenez, O., Nakaue, M., Pea, R., & Russell, A.
(2010). Go Math! How research anchors new mobile learning environments. *Proceedings of the Sixth International IEEE
Conference on Wireless, Mobile, and Ubiquitous Technologies in Education
(WMUTE)*, pp. 57-64. Kaohsiung, Taiwan.

á
Blair, K.P.,
Schwartz, D. L., Biswas, G. and Leelawong, K. (2007). Pedagogical agents for learning by teaching:
Teachable Agents. *Educational Technology*. *47(1)* 56-61.

á
Schwartz, D. L.,
Blair, K., Biswas, G., Leelawong, K., & Davis, J. (2007). Animations of
thought: Evidence from the teachable agent paradigm. In R. Lowe & W.
Schnotz (Eds.), *Learning with animation: Research and implications for
design.* UK: Cambridge University Press.

á
Pea, R. D.,
Goldman, S., Martin, L., Blair, K. P., Booker, A., Esmonde, I., & Jimenez,
O. Situations and values in family mathematics. (2007).* Proceedings of CSCL-2007 (Computer-Supported Collaborative Learning),*
pp. 26-35. Mahwah, NJ: Erlbaum Associates.

á
Blair, K. P.
(2006). StudentsŐ understanding of ambiguity in symbols. In J. Novotn‡, H. Moraov‡, M. Kr‡tk‡ & N.
Stehl’kov‡ (Eds.), *Proceedings of the 30th
conference of the International Group for the Psychology of Mathematics Education*,
Prague, Czech Republic.

á
Goldman, S.,
Martin, L., Pea, R., Booker, A.,
& Blair, K. P. (2006). Problem emergence, problem solving, and mathematics
in family life. * Proceedings of the 7 ^{th}
International Conference of the Learning Sciences, * Bloomington, Indiana (pp. 1088-1093).

á
Hartman, K , and
Blair, K. P. (2005). The Unless Switch: Adding Conditional
Logic to Concept Mapping for Middle School Students. In
Gerrit van der Veer & Carolyn Gale (Eds.), *Proceedings of the 2005 Conference on Human Factors in Computing
Systems*, CHI 2005, Portland, Oregon. (pp. 1439-1442)

á
Blair, K. P.,
and Schwartz, D. L. (2004). Milo and J-Mole: Computers as Constructivist
Teachable Agents. In Y. Kafai et al. (Eds.),*
Embracing Diversity in the Learning Sciences: The proceedings of the Sixth
International Conference of the Learning Sciences (ICLS), *Santa Monica,
California*. *(pp. 588).

**SELECTED PEER
REVIEWED CONFERENCE PRESENTATIONS**

á
Conlin, L. D.,
Chin, D. B., Blair, K. P., Cutumisu, M., & Schwartz, D. L. (2015). Guardian
angels of our better nature: Finding evidence of the benefits of design
thinking. Proc. of the 122nd American Society for Engineering Education
(ASEEŐ15), 14-17.

á
Chin, D.B.,
Blair, K. P. & Schwartz, D.L. (2015, April). Got game? A choice-based
learning assessment of data visualization skills. Paper presented at American
Educational Research Association Annual Conference, Chicago, IL.

á
Blair,
K. P., Pfaffman, J., Cutumisu, M., Hallinen, N., & Schwartz, D. L. (2015,
April). Testing the effectiveness of iPad math game: Lessons learned from
running a multi-classroom study. Case Study to be presented at the CHI 2015
conference, Seoul, South Korea.

á
Blair, K.P.
(2013, April). Feedback in Critter Corral: The effectiveness of implication
versus corrective feedback in a math learning game. Paper presented at the *2013 Early Education and Technology for
Children Conference*, Salt Lake City, UT.

á
Blair, K.P.,
Tsang, J. T., Hallinen, N., Rosenberg-Lee, M., Menon, V., & Schwartz, D.
L (2013) Extending Natural Number
Understanding to the Integers: Cross-disciplinary research in Education,
Neuroscience, and Cognitive Science. Paper presented at the 2013 *Annual Meeting of the American Educational
Research Association*, San Francisco, CA.

á
Goldman, S.,
Pea, R., Hendrick, B. Jimenez, O, & Blair, K.P. (2013). Making Mathematics
Mobile: The Promises and Problems. Paper presented at the 2013 *Annual Meeting of the American Educational
Research Association*, San Francisco, CA.

á
Tsang, J.,
Blair, K. P., Bofferding, L,
Rosenberg-Lee, M., & Schwartz, D. (2011). Educational Neuroscience: An example in
the context of the integers. Paper presented at the *2011 Annual Meeting of the American Educational Research Association*,
New Orleans, LA.

á
Goldman, S.,
Pea, R., Blair, K. P., Jimenez, O., & Fairless, C. (2011, June).
Justification in Everyday Mathematics: The proof is in the pudding. Paper
presented at the *41 ^{st} Annual
Meeting of the Jean Piaget Society.* Berkeley, CA.

á
Blair, K. P., Rosenberg-Lee,
M., Tsang, J., Schwartz, D. L., & Menon, V. (2010, June). The Neural and
Educational Basis of Integer Representations: Magnitude. Presented at the *2010 Meeting of the Special Interest Group
ÔNeuroscience and EducationŐ of the European
Association for Research on Learning and Instruction (EARLI).*

á
Blair, K. P.,
Rosenberg-Lee, M., Tsang, J., Schwartz, D. L., & Menon, V. (2010, June).
Representations and Rules in Negative Number Processing. Poster presented at
the *16th Annual Meeting of the
Organization for Human Brian Mapping*, Barcelona, Spain.

á
Blair, K. P.
& Schwartz, D. L. (2010, May). Focusing on Feedback Perception. Paper
presented at the *2010 Annual Meeting of
the American Educational Research Association*, Denver, CO.

á
Blair, K. P.,
Goldman, S. & Alexander, A. (2010, April). Go Math! Cell phone applications
to support familiesŐ everyday mathematics use. Research Session presented at
the *2010 Annual Meeting of the National
Council of Teachers of Mathematics*, San Diego, CA.

á
Pea, R., Martin,
L.M., Goldman, S., Blair, K.P., Jimenez, O., Booker, A., & Esmonde, I.
(2009, April). Values that occasion and guide mathematics in the family. Paper
presented in Symposium: Research on Learning as a Human Science. *Annual Meetings of the American Educational
Research Association*, San Diego, CA.

á
Blair, K. P. and
Hartman, K. (2008) Computer-based
interventions to improve grouping skills.
Paper presented as part of the GroupThink symposium at the* 2008 Annual Meeting of the American
Educational Research Association*, New York, NY.

á
Esmonde, I.,
Pea, R., Goldman, S., Blair, K. P.,
Booker, A., Jimenez, O., and
Martin, L. (2008) Families talk math: Counts, accounts, and
accountabilities. Presented as part
of the LOST symposium at the *2008 Annual
Meeting of the American Educational Research Association*, New York,
NY.

á
Pea, R.,
Goldman, S., Blair, K. P., Booker,
A., Esmonde, I., Jimenez, O., and Martin, L. (2007) The
people behind the numbers: using qualitative and quantitative methods to
characterize family engagement in math.
Presented at the* Annual Meeting of
the American Educational Research Association*, Chicago, IL.

á
Pea, R.,
Goldman, S., Booker, A., Martin, L. and Blair, K. P. (2006). Understanding the nature of
mathematical activities in middle-school learnersŐ family life. A Symposium Presentation. Presented at the* Annual Meeting of the American Educational Research Association*,
San Francisco, CA.

á
Blair, K. P.,
and Schwartz, D. L. (2005) Guided Discovery Games with Teachable Agents.
Presented at the *Games, Learning and
Society Conference*, Madison, WI.

á
Schwartz, D. L.,
Blair, K. P., Davis, J. M., Chang, J., & Hartman, K. (2005). Iterative
dynamic assessments with feedback to students. A Symposium Presentation. *Annual Meeting of the American Educational
Research Association*, Montreal, Canada.

**EDUCATIONAL
TECHNOLOGIES CREATED**

BettyŐs Brain: A Teachable Agent for supporting causal
reasoning in science (Contributor with the Teachable Agents group)

Idolet, Vetlet, Vislet, Posterlet, Photolet, Farmlet:
Online interactive game-based assessment tools.

Critter Corral: An iPad game
for teaching core number concepts for children ages 4-6.

Go Roadtrip! A web-based mobile app to help families
engage in mathematics and problem solving together. (Developed with the Family
Math project.)

Milo: A Teachable Agent for teaching modeling and
statistics.

JMole: A Teachable Agent-based multi-player game for
learning fractions.

The Magnet Game: A physical and virtual game for
teaching negative numbers (Physical manipulatives and virtual manipuatives)

Spiderkid: A mathematics simulation game targeted to
grouping and multiplicative reasoning.

**PEER REVIEWER**

National Science Foundation
(grants)

Cognition and Instruction
(journal)

Cognitive Science (journal)

Instructional Science
(journal)

Journal of the Learning
Sciences (journal)

American Educational
Research Association (annual conference)

International Conference of
the Learning Sciences (bi-annual conference)

Cognitive Science Society
(annual conference)