Selected Publications

2025

Arastoopour Irgens, G., Behboudi, A., Lane, A.C. (2026). Modeling and Measuring Sociocritical AI Literacies with Epistemic Network Analysis. In: Carmona, G., Lima, C., Santos, M.J., Benítez, H., Montero-Moguel, L., Galarza-Tohen, B. (eds) Advances in Quantitative Ethnography. ICQE 2025. Communications in Computer and Information Science, vol 2677. Springer, Cham.

Zahid, O., Hsiang-Pan, J., Arastoopour Irgens, G., Behboudi, A., Lane, A.C. (2026). Of Humans and Machines: Evaluating the Efficacy of GPT-4 in Coding Discourse Data. In: Carmona, G., Lima, C., Santos, M.J., Benítez, H., Montero-Moguel, L., Galarza-Tohen, B. (eds) Advances in Quantitative Ethnography. ICQE 2025. Communications in Computer and Information Science, vol 2677. Springer, Cham.

Herro, D., Arastoopour Irgens, G., Akhigbe, J., & Rowland, M. M. (2025). “Student engagement is off the charts!”Understanding the co-design and implementation of a data science Pokémon unit for second graders. Journal of Digital Learning in Teacher Education, 41(1), 75–96.

2024

Arastoopour Irgens, G., Famaye T., Bailey, C., & Behboudi, A. (2024). User experience testing and co-designing a digital game for broadening participation in computing with and for elementary school children. International Journal of Child-Computer Interaction.

Famaye, T., Arastoopour Irgens, G., & Adisa, I.O. (2024). Shifting Roles and Slow Research: Children’s Roles in Participatory Co-Design of Critical Machine Learning Activities and Technologies. Behaviour and Information Technology.

Famaye, T., Bailey, C., Adisa, I.O., & Arastoopour Irgens, G. (2024). “What makes ChatGPT dangerous is also what makes it special”: High-School Student Perspectives on the Integration or Ban of Artificial Intelligence in Educational Contexts. International Journal of Research in Education and Science.

2023

Arastoopour Irgens, G., Hirsch, S., Herro, D., & Madison, M. (2023). Analyzing a teacher and researcher co-design partnership through the lens of communities of practice. Teaching and Teacher Education.

Arastoopour Irgens, G., Herro, D., Adisa, I.O., Abimbade, O., & Fisher, A. (2023). Bop or Flop?: Integrating Music and Data Science in an Elementary Classroom. Journal of Experimental Education.

Adisa, I.O., Thompson, I., Famaye, T., Sistla, D., Bailey, C., Mulholland, K., Fecher, A., Lancaster, C., & Arastoopour Irgens, G. (2023). “S.P.O.T: A Game-Based Application for Fostering Critical ML Literacy Among Children.” International Design for Children Conference (IDC)

Famaye, T., Bailey, C.S., Adisa, I. O., & Arastoopour Irgens, G. (2023). The design of a critical machine learning program for young learners. International Conference of Learning Sciences (ICLS).

2022

Arastoopour Irgens, G., Adisa, I.O., Bailey, C., & Vega, H. (2022). Designing with and for Youth: A Participatory Design Research Approach for Critical Machine Learning Education. Education, Technology, & Society.

Arastoopour Irgens, G., Vega, H., Adisa, I.O., & Bailey, C. (2022). Characterizing Children’s Conceptual Knowledge and Computational Practices in a Critical Machine Learning Educational Program. International Journal of Child-Computer Interaction.

Arastoopour Irgens, G. & Eagan, B. (2022). Foundations and Fundamentals of Quantitative Ethnography. International Conference for Quantitative Ethnography.