Camillia Matuk


Professional Title: 
Postdoctoral Scholar
Citations of DRK-12 or Related Work (DRK-12 work is denoted by *): 
  • Matuk, C., Hurwich, T., Prosperi, J. & Ezer, Y. (2020). Iterations on a transmedia game design experience for autonomous, collaborative learning. International Journal of Designs for Learning, 11(1), 108-139. DOI: 10.14434/ijdl.v11i1.24911.
  • Amato, A., Matuk, C., Schouten, D., Sutherland, S., Smith, G. & Harteveld, C. (2020, Jun 19-23). What do students learn about experimental research by designing interactive fiction games? In Proceedings of the International Conference for the Learning Sciences (ICLS). Nashville, TN.
  • Matuk, C. Amato, A., Tes, M., Vacca, R., Silander, M. & DesPortes, K. (2020, Jun 19-23). Challenges and opportunities in designing to support students’ art-based social justice inquiry. In Matuk, C. & Yoon, S. (co-organizers), Data literacy for social justice. Symposium presented at the International Conference for the Learning Sciences (ICLS). Nashville, TN.*
  • Hurwich, T., *Amato, A. & Matuk, C. (2019, Mar 9-10). How science fiction worldbuilding supports students’ scientific explanation. Poster presented at the 2019 FabLearn Conference.
  • DesPortes, K., Matuk, C., Silander, M., Vacca, R. (2020). Co-designing to support middle school data literacy: Partnerships among researchers, math and art teachers. In, Rosenberg, J & Chen, B. (Organizers), Exploring Data Science Across the Curriculum and Across Grade Levels. Structured poster session presented at the 2020 Annual Meeting of the American Educational Research Association, San Francisco, CA.*
New York University (NYU)

This project aims to enact and study the co-design of classroom activities by mathematics and visual arts teachers to promote middle school students' data literacy.

University of California, Berkeley (UC Berkeley)

This five-year project investigates how to provide continuous assessment and feedback to guide students' understanding during science inquiry-learning experiences, as well as detailed guidance to teachers and administrators through a technology-enhanced system. The assessment system integrates validated automated scorings for students' written responses to open-ended assessment items into the "Web-based Inquiry Science Environment" (WISE) program.

New York University (NYU)

This project will develop a cloud-based platform that enables high school students, teachers, and scientists to conduct original neuroscience research in school classrooms.

University of California, Berkeley (UC Berkeley)

This project is exploring how curricula and assessment using dynamic, interactive scientific visualizations of complex phenomena can ensure that all students learn significant science content. Dynamic visualizations provide an alternative pathway for students to understand science concepts, which can be exploited to increase the accessibility of a range of important science concepts. Computer technologies offer unprecedented opportunities to design curricula and assessments using visual technologies and to explore them in research, teaching, and learning.