{"id":14,"date":"2021-06-08T00:10:47","date_gmt":"2021-06-08T00:10:47","guid":{"rendered":"http:\/\/wpdev.acsu.buffalo.edu\/steminteractionlab\/?page_id=14"},"modified":"2025-11-24T15:38:24","modified_gmt":"2025-11-24T15:38:24","slug":"publications","status":"publish","type":"page","link":"https:\/\/ubwp.buffalo.edu\/steminteractionlab\/publications\/","title":{"rendered":"Publications"},"content":{"rendered":"\n<h5 class=\"wp-block-heading\">Selected Journal Articles:<\/h5>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Booth, E. T., Flood, V. J. &amp; Harrer, B. W. (2025) <a href=\"https:\/\/doi.org\/10.1103\/nw3l-dzfn\" data-type=\"link\" data-id=\"https:\/\/doi.org\/10.1103\/nw3l-dzfn\">Using representational gesture to enact instants in collaborative problem solving in physics.<\/a> <em>Physical Review Physics Education Research, 21<\/em>(2), 020136.<br>&nbsp;<\/li>\n\n\n\n<li>Flood, V. J. &amp; Harrer, B. W. (2023) <a href=\"https:\/\/www.sciencedirect.com\/science\/authShare\/S0898589823000190\/20230329T051200Z\/1?md5=75c28230ab96d3c3b0283a48ad3fa4f1&amp;dgcid=coauthor\" target=\"_blank\" rel=\"noreferrer noopener\">Kinetically<\/a><a href=\"https:\/\/doi.org\/10.1016\/j.linged.2023.101164\" target=\"_blank\" rel=\"noreferrer noopener\">-held questions: Representational gesture post-stroke holds in whole class interactions in STEM. <\/a><em>Linguistics and Education<\/em>, 74, 101164. (<a href=\"https:\/\/ubwp.buffalo.edu\/steminteractionlab\/wp-content\/uploads\/sites\/180\/2025\/11\/Flood-Harrer-2023-Kinetically-held-questions-Representational-gesture-post-stroke-holds-in-whole-class-interactions-in-STEM.pdf\" data-type=\"attachment\" data-id=\"626\">click to download the accepted version of this manuscript<\/a>)<\/li>\n<\/ul>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Flood, V. J. &amp; Harrer, B. W. (2022). <a rel=\"noreferrer noopener\" href=\"https:\/\/www.tandfonline.com\/eprint\/BCZF3DQZS9MZHYVESJD5\/full?target=10.1080\/19463014.2022.2080086\" target=\"_blank\">Teachers\u2019 responsiveness to students\u2019 gestured candidate responses in STEM whole-class interactions.<\/a> <em>Classroom Discourse<\/em>. <\/li>\n<\/ul>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Flood, V. J. (2021). <a rel=\"noreferrer noopener\" href=\"https:\/\/doi.org\/10.1016\/j.linged.2021.100913\" target=\"_blank\">The secret multimodal life of IREs: Looking more closely at representational gestures in a familiar questioning sequence.<\/a><em> Linguistics and Education<\/em>, 63, 100913.<br>&nbsp;<\/li>\n\n\n\n<li>Flood, V. J., Shvarts, A., &amp; Abrahamson, D. (2020). <a rel=\"noreferrer noopener\" href=\"https:\/\/edrl.berkeley.edu\/wp-content\/uploads\/2020\/11\/Flood.Shvarts.Abrahamson.2020.ZDM-1.pdf\" target=\"_blank\">Teaching with embodied learning technologies for mathematics: Responsive teaching for embodied learning<\/a>, <em>ZDM Mathematics Education<\/em>, (52)7, 1307-1331.<br>&nbsp;<\/li>\n\n\n\n<li>Flood, V. J. (2018). <a rel=\"noreferrer noopener\" href=\"https:\/\/edrl.berkeley.edu\/wp-content\/uploads\/2021\/04\/Flood_MMR-1.pdf\" target=\"_blank\">Multimodal revoicing as an interactional mechanism for connecting scientific and everyday concepts<\/a>. <em>Human Development<\/em>, 61(3), 145-173.<\/li>\n<\/ul>\n\n\n\n<h5 class=\"wp-block-heading\">Selected Proceedings Papers:<\/h5>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Zhu, M., Booth, E. T., Flood, V. J., &amp; Harrer, B. W. (2025). Physics Students\u2019 Metaphorical Gestures About Energy. In Rajala, A., Cortez, A., Hofmann, R., Jornet, A., Lotz-Sisitka, H., &amp; Markauskaite, L. (Eds.), <a href=\"https:\/\/repository.isls.org\/\/handle\/1\/11827\">Proceedings of the 19th International Conference of the Learning Sciences &#8211; ICLS 2025<\/a> (pp. 962-970). International Society of the Learning Sciences.<br>&nbsp;<\/li>\n\n\n\n<li>Booth, E. T., Flood, V. J., Harrer, B. W. (2024) The Enactment of an Instant: A Study of Gesture in Introductory Physics. In R. Lindgren, T. Asino, E. A. Kyza, C.-K. Looi, D. T. Keifert, and E. Suarez (Eds.), <em><a href=\"https:\/\/drive.google.com\/file\/d\/1w3Q3cmcSs1c8DyQZSpl5Hb9Hz0-N97ac\/view\">Proceedings of the 18th International Conference of the Learning Sciences 2024<\/a><\/em>. Buffalo, NY: International Society of the Learning Sciences, 1590\u20131593.<br>&nbsp;<\/li>\n\n\n\n<li>Lee, S., Scheunemann, S. M., Flood, V. J., Harrer, B. W. (2024). Gesture in Synthesizing Student Contributions in Whole-Class Discussion of Graphical Representations of Energy. In R. Lindgren, T. Asino, E. A. Kyza, C.-K. Looi, D. T. Keifert, and E. Suarez (Eds.), <em><a href=\"https:\/\/drive.google.com\/file\/d\/1w3Q3cmcSs1c8DyQZSpl5Hb9Hz0-N97ac\/view\" data-type=\"link\" data-id=\"https:\/\/drive.google.com\/file\/d\/1w3Q3cmcSs1c8DyQZSpl5Hb9Hz0-N97ac\/view\">Proceedings of the 18th International Conference of the Learning Sciences 2024<\/a><\/em>. Buffalo, NY: International Society of the Learning Sciences, 1698\u20131701.<br>&nbsp;<\/li>\n\n\n\n<li>Zirek, C., Flood, V. J., Harrer, B. W., (2024). \u201cLaminated Layers of Abstraction in Physics Students\u2019 Gesture\u201d. In R. Lindgren, T. Asino, E. A. Kyza, C.-K. Looi, D. T. Keifert, and E. Suarez (Eds.), <em><a href=\"https:\/\/drive.google.com\/file\/d\/1w3Q3cmcSs1c8DyQZSpl5Hb9Hz0-N97ac\/view\" data-type=\"link\" data-id=\"https:\/\/drive.google.com\/file\/d\/1w3Q3cmcSs1c8DyQZSpl5Hb9Hz0-N97ac\/view\">Proceedings of the 18th International Conference of the Learning Sciences 2024<\/a><\/em>. Buffalo, NY: International Society of the Learning Sciences, 1814\u20131817.<br>&nbsp;<\/li>\n\n\n\n<li>Scheuneman, S. M., Flood, V. J., &amp; Harrer, B. W. (2023) <a href=\"https:\/\/www.per-central.org\/items\/detail.cfm?ID=16598\" target=\"_blank\" rel=\"noreferrer noopener\">Characterizing representational gestures in collaborative sense-making of vectors in introductory physics.<\/a> In D. Jones, Q. Ryan, &amp; A. Pawl (Eds.), <em>Proceedings of the Physics Education Research Conference 2023<\/em>. Sacramento, CA, 290-295.<br>&nbsp;<\/li>\n\n\n\n<li>Flood, V. J. &amp; Harrer, B. W. (2023)<a href=\"https:\/\/repository.isls.org\/handle\/1\/9963\" target=\"_blank\" rel=\"noreferrer noopener\"> How Kinetically-Held Gestures Support Collaborative Problem Solving in Physics.<\/a> In P. Blikstein, J. Van Aalst, R. Kizito, &amp; K. Brennan (Eds.), <em>Proceedings of the 17th International Conference of the Learning Sciences 2023<\/em>. Montreal, Canada: International Society of the Learning Sciences, 1522-1525.<\/li>\n<\/ul>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Flood, V. J. Wang, X. C., &amp; Sheridan, M. (2022) <a href=\"https:\/\/ubwp.buffalo.edu\/steminteractionlab\/wp-content\/uploads\/sites\/180\/2022\/06\/Flood-et-al.-2022-Embodied-responsive-teaching-for-supporting-computational-thinking-in-early-childhood.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">Embodied responsive teaching for supporting computational thinking in early childhood.<\/a> In C. Chinn, E. Tan, C. Chan, &amp; Y. Kali (Eds.), <em>Proceedings of the 16th International Conference of the Learning Sciences 2022<\/em>. Hiroshima, Japan: International Society of the Learning Sciences, 855-862. <strong>Winner ICLS Best Paper Award<\/strong> &nbsp;<\/li>\n<\/ul>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Wang, X. C., Flood, V. J., &amp; Cady, A. (2021). <a href=\"https:\/\/repository.isls.org\/bitstream\/1\/7494\/1\/394-401.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">Computational Thinking through Body and Ego Syntonicity: Young Children\u2019s Embodied Sense-Making Using A Programming Toy<\/a>.<em> In Proceedings of the 15th International Conference of the Learning Sciences<\/em> 2021. International Society of the Learning Sciences. <strong>Nominated ICLS Best Paper Award<\/strong> <br>&nbsp;<\/li>\n\n\n\n<li>Flood, V. J., &amp; Harrer, B. W. (2021). <a href=\"https:\/\/repository.isls.org\/bitstream\/1\/7648\/1\/973-974.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">Responding to STEM Students&#8217; Gestured Candidate Responses<\/a>. In&nbsp;<em>Proceedings of the 15th International Conference of the Learning Sciences-2021<\/em>. International Society of the Learning Sciences.<br>&nbsp;<\/li>\n\n\n\n<li>Flood, V. J. &amp; Harrer, B. W. (2020). <a href=\"https:\/\/repository.isls.org\/\/handle\/1\/6352\" target=\"_blank\" rel=\"noreferrer noopener\">How physics students re-use gestures in collaborative knowledge building<\/a>. In D. Keifert (Chair), Analytical designs: Goodwin\u2019s substrates as a tool for studying learning. In M. Gresalfi, M. &amp; I. S. Horn (Eds.), The Interdisciplinarity of the Learning Sciences, <em>14th International Conference of the Learning Sciences 2020<\/em>, Volume 2 (pp. 374-381). Nashville, TN: International Society of the Learning Sciences.<\/li>\n<\/ul>\n\n\n\n<h5 class=\"wp-block-heading\">Selected Book Chapters:<\/h5>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Flood, V. J. (2024). <a href=\"https:\/\/www.taylorfrancis.com\/chapters\/edit\/10.4324\/9781003322511-29\/embodiment-education-virginia-flood\" data-type=\"link\" data-id=\"https:\/\/www.taylorfrancis.com\/chapters\/edit\/10.4324\/9781003322511-29\/embodiment-education-virginia-flood\">Embodiment in Education<\/a>. In L. Shapiro &amp; S. Spaulding, (Eds.), <a href=\"https:\/\/www.taylorfrancis.com\/books\/edit\/10.4324\/9781003322511\/routledge-handbook-embodied-cognition-lawrence-shapiro-shannon-spaulding?refId=66068aee-48d4-4e61-abed-e7a7728a0c97&amp;context=ubx\" data-type=\"link\" data-id=\"https:\/\/www.taylorfrancis.com\/books\/edit\/10.4324\/9781003322511\/routledge-handbook-embodied-cognition-lawrence-shapiro-shannon-spaulding?refId=66068aee-48d4-4e61-abed-e7a7728a0c97&amp;context=ubx\">The Routledge Handbook of Embodied Cognition (2nd Edition)<\/a>. Routledge.<br>&nbsp;<\/li>\n\n\n\n<li>Flood, V. J. (2024). <a href=\"https:\/\/brill.com\/display\/book\/9789004717701\/BP000017.xml\" data-type=\"link\" data-id=\"https:\/\/brill.com\/display\/book\/9789004717701\/BP000017.xml\">Mathematical enskilment: Embodied apprenticeship in mathematical taskscapes<\/a>. In Edwards, L. D. &amp; Krause, C. M. <a href=\"https:\/\/brill.com\/display\/title\/55381\" data-type=\"link\" data-id=\"https:\/\/brill.com\/display\/title\/55381\">The body in mathematics: Theoretical and methodological lenses<\/a>. Brill.<br>&nbsp;<\/li>\n\n\n\n<li>Abrahamson, D., Tancredi, S., Chen, R. S. Y., Flood, V. J., &amp; Dutton, E. (2024). Embodied design of digital resources for mathematics education: Theory, methodology, and framework of a pedagogical research program. In B. Pepin, G. Gueudet, &amp; J. Choppin (Eds.), <a href=\"https:\/\/link.springer.com\/referencework\/10.1007\/978-3-031-45667-1\">Handbook of Digital Resources in Mathematics Education<\/a>. Springer.<br>&nbsp;<\/li>\n\n\n\n<li>Swidan, O., Schacht, F., Ludwig, M., Flood, V. J. (2024). Instrumental orchestration with emerging digital technology. In B. Pepin, G. Guedet, &amp; J. Choppin (Eds.). <a href=\"https:\/\/link.springer.com\/referencework\/10.1007\/978-3-031-45667-1\">Handbook of Digital Resources in Mathematics Education.<\/a> Springer.<br>&nbsp;<\/li>\n\n\n\n<li>Flood, V. J., Shvarts, A., Abrahamson, D. (2022) Responsive teaching for embodied learning with technology. In S. Macrine &amp; Fugate, J. (Eds.), <a rel=\"noreferrer noopener\" href=\"https:\/\/mitpress.mit.edu\/books\/movement-matters\" target=\"_blank\">Movement matters: How embodied cognition informs teaching and learning<\/a>. MIT Press.<br>&nbsp;<\/li>\n\n\n\n<li>DeLiema, D., Dahn, M., Flood, V. J., Asuncion, A., Abrahamson, D., Enyedy, N., Steen, F. F. (2020). <a rel=\"noreferrer noopener\" href=\"https:\/\/edrl.berkeley.edu\/wp-content\/uploads\/2019\/09\/DeLiema-etal-2020-Debugging-CriticalThinking-CommunicativeCompetence.pdf\" target=\"_blank\">Debugging as a context for collaborative reflection on problem-solving processes<\/a>. In E. Manolo (Ed.), Deeper Learning, Dialogic Learning, and Critical Thinking: Research-based Strategies for the Classroom (pp. 209-228). Routledge.<\/li>\n<\/ul>\n","protected":false},"excerpt":{"rendered":"<p>Selected Journal Articles: Selected Proceedings Papers: Selected Book Chapters:<\/p>\n","protected":false},"author":488,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-14","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/ubwp.buffalo.edu\/steminteractionlab\/wp-json\/wp\/v2\/pages\/14","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/ubwp.buffalo.edu\/steminteractionlab\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/ubwp.buffalo.edu\/steminteractionlab\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/ubwp.buffalo.edu\/steminteractionlab\/wp-json\/wp\/v2\/users\/488"}],"replies":[{"embeddable":true,"href":"https:\/\/ubwp.buffalo.edu\/steminteractionlab\/wp-json\/wp\/v2\/comments?post=14"}],"version-history":[{"count":46,"href":"https:\/\/ubwp.buffalo.edu\/steminteractionlab\/wp-json\/wp\/v2\/pages\/14\/revisions"}],"predecessor-version":[{"id":627,"href":"https:\/\/ubwp.buffalo.edu\/steminteractionlab\/wp-json\/wp\/v2\/pages\/14\/revisions\/627"}],"wp:attachment":[{"href":"https:\/\/ubwp.buffalo.edu\/steminteractionlab\/wp-json\/wp\/v2\/media?parent=14"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}