**graduate student, ****postdoc
Akkus-Cakir, N., Gass, A., Foster, A., & Lee, F.J. (2017). Development of a game-design workshop to promote young girls interest towards computing through identity exploration. Computers & Education, 108, pp.115-130.
Foster, A. & Shah, M.**** (2016). Examining game design features for identity exploration and change. Journal of Computers in Mathematics and Science Teaching, 35(4) pp.345-360.
Foster, A. & Shah, M.**** (2016).* Knew me and new me: Facilitating student identity exploration and learning through game integration. International Journal of Gaming and Computer-Mediated Simulation, 8(3).
Foster, A. & Shah, M.**** (2016). Knew me and new me: Facilitating student identity exploration and learning through game integration. International Journal of Gaming and Computer-Mediated Simulation, 8(3).
Duvall, M.**, Matranga, A.**, Foster, A. & Silverman, J. (2016). Mobile learning: technology as mediator of personal and school experiences. International Journal of Game-Based Learning, 6(1).
Shah, M.,** & Foster, A. (2015). Developing and assessing teachers’ knowledge of game-based learning. Journal of Technology and Teacher Education, 23(2), 241-267.
Foster, A. & Shah, M.** (2015). The ICCE framework: Framing learning experiences afforded by games. Journal of Educational Computing Research, 51(4). (12% acceptance rate)
Foster, A. & Shah, M.** (2015). The Play Curricular activity Reflection Discussion model for game-based learning. Journal of Research in Technology Education, 47(2).
Shah, M.,** & Foster, A (2014). Undertaking an ecological approach to advance game-based learning: A case study. Journal of Educational Technology & Society, 17(1), 29-41.
Shah, M.**, & Foster, A. (2014). The inquiry, communication, construction, and expression (ICCE) framework for understanding learning experience in games. International Journal of Virtual and Personal Learning Environments, 5(2).
Katz-Buonincontro, J. & Foster, A. (2013). Integrating the visual arts back into the classroom with mobile applications: Teaching beyond the ‘click and view’ approach. Journal of Digital Learning and Teacher Education, 30(2), 52-59.
Foster, A. N. (2011).* The process of learning in a simulation strategy game: Disciplinary knowledge construction. Journal of Educational Computing Research, 45(1), 1-27.
Foster, A. N. (2008). Games and motivation to learn science: Personal identity, applicability, relevance and meaningfulness. Journal of Interactive Learning Research, 19(4), 597-614.
The Human Aspects of Technology and Knowledge: Exploring the cognitive, pedagogical, and experiential affordances of technologies for epistemological advancement and identity exploration in formal and informal learning spaces.
Information Technology Education: Designing, implementing, integrating, and combining technologies for knowledge construction and the exploration of identities.
Designing Intelligent Media for personalized and automated learning: Designing and developing games and computer-based environments to support identity exploration, motivation to learning, interest, behavior, and cognition, and personalized learning.
Model Development: Creating and testing epistemological and pedagogical models for learning and teaching with games and interactive digital environments to engage learners in formal and informal settings for 21st century learning and civic engagement.
STEM Learning in and out of school: Using games and virtual/computer worlds to explore metacognitive processes, knowledge building, and identity exploration in STEM disciplines.
Teachers and technology: Supporting teachers with technology understanding, design, and professional development