Tiffany Barnes

schoolNorth Carolina State Universitybar_chart#2094 Global Rank

Total Papers

HCI Rank

#2094

Research Areas

Years Active

Recent Publications

Investigating the Interaction of Game Features and Spatial Skills with Performance and Perceived Difficulty in a Block-Based 3D Programming Puzzle Game

Block-based programming puzzle games are popular as engaging, visual tools for introducing novice learners to programming. Many incorporate 3D environments, where players navigate and solve spatial challenges. However, little research has examined how spatial reasoning skills interact with game features to shape playe…

CHI '26CorrespondingHuman-LLM Collaboration +2

When AI Gets It Wrong: Scaffolding AI Hallucination Detection for Children Through Chatbot Creation

Children increasingly interact with generative AI systems that can produce hallucinated content, potentially reinforcing misconceptions and undermining critical thinking skills. We investigate how children detect and respond to hallucinations while building and testing LLM-powered chatbots in a development environment…

CHI '26CorrespondingIntelligent Tutoring Systems & Learning Analytics +2

Exploring the Design and Impact of Interactive Worked Examples for Learners with Varying Prior Knowledge

Tutoring systems improve learning through tailored interventions, such as worked examples, but often suffer from the aptitude-treatment interaction effect where low prior knowledge learners benefit more. We applied the ICAP learning theory to design two new types of worked examples, Buggy (students fix bugs), and Guid…

CHI '265th+ AuthorHuman-LLM Collaboration +2

Exploring Teacher-Chatbot Interaction and Affect in Block-Based Programming

AI-based chatbots have the potential to accelerate learning and teaching, but may also have counterproductive consequences without thoughtful design and scaffolding. To better understand teachers’ perspectives on large language model (LLM) based chatbots, we conducted a study with 11 teams of middle-school teachers us…

CHI '194th AuthorProgramming Education & Computational Thinking +2

A Field Study of Teachers Using a Curriculum-integrated Digital Game

We present a new framework describing how teachers use ST Math, a curriculum-integrated, year-long educational game, in 3rd-4th grade classrooms. We combined authentic classroom observations with teacher interviews to identify teacher needs and practices. Our findings extended and contrasted with prior work on teacher…

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