Editorials & Invited Papers
Kosko, K. W., Ferdig, R. E., & Roche, L. (2021). Editorial: Conceptualizing a shared definition and future directions for extended reality (XR) in teacher education. Journal of Technology and Teacher Education, 29(3), 257-278. https://www.learntechlib.org/primary/p/219894/
Peer Reviewed Journals
Gandolfi, E., Ferdig, R. E., & Kosko, K. W. (in press). Evaluating how extended reality delivery device and preservice teacher major impact presence in immersive learning environments. British Journal of Educational Technology. http://doi.org/10.1111/bjet.13446
Zolfaghari, M., Kosko, K. W., & Austin, C. K. (in press). Toward a better understanding of the nature of pedagogical content knowledge for fractions: The role of experience. Investigations in Mathematics Learning. https://doi.org/10.1080/19477503.2024.2350909
Kosko, K. W., Gandolfi, E., & Egbedeyi, T. (2024). Examining preservice teachers’ embodied noticing when viewing traditional and holographic videos of students’ fraction division. Journal of Technology and Teacher Education, 32(1), 99-122. https://www.learntechlib.org/j/JTATE/v/32/n/1/
Austin, C. K., Kosko, K. W., & Hiesler, J. L. (2023). Mathematics and science teacher educators’ use of representations of practice: A mixed methods study. School Science and Mathematics Journal, 123(1), 14-25. http://doi.org/10.1111/ssm.12563
Ferdig, R. E., Kosko, K. W., & Gandolfi, E. (2023). Exploring the relationships between teacher noticing, ambisonic audio, and variance in focus when viewing 360 video. Educational Technology, Research and Development, 71, 881-899. https://doi.org/10.1007/s11423-023-10215-2
Austin, C. K., & Kosko, K. W. (2022). Representations of Practice Used in Mathematics Methods Courses. Contemporary Issues in Technology and Mathematics Teacher Education, 22(1). https://citejournal.org/volume-22/issue-1-22/mathematics/representations-of-practice-used-in-mathematics-methods-courses
Ferdig, R. E., Kosko, K. W., & Gandolfi, G. (2022). Using the COVID-19 pandemic to create a vision for XR-based teacher education field experiences. Journal of Technology and Teacher Education, 30(2), 239-252. https://www.learntechlib.org/primary/p/221194
Gandolfi, G., Ferdig, R. E., & Kosko, K. W. (2022). Preservice teachers’ focus in 360 videos of classroom instruction: Understanding the role of presence, ambisonic audio, and camera placement in immersive videos for future educators. Journal of Technology and Teacher Education, 30(3), 60-76. https://www.learntechlib.org/primary/p/219480/paper_219480.pdf
Kosko, K. W., Heisler, J., & Gandolfi, E. (2022). Using 360-degree video to explore teachers’ professional noticing. Computers and Education, 180, 1-13. https://doi.org/10.1016/j.compedu.2022.104443
Kosko, K. W., Zolfaghari, M., & Heisler, J. L. (2022). Professional noticing as student-centered: Preservice teachers’ attending to students’ mathematics in 360 video. Eurasia Journal of Mathematics, Science and Technology Education, 18(9), 1-15. https://doi.org/10.29333/ejmste/12267
Gandolfi, E., Austin, C., Heisler, J., & Zolfaghari, M. (2021). Immersive presence for future educators: Deconstructing the concept of presence in extended reality environments for preservice teachers. Journal of Technology and Teacher Education, 29(3),339-367. https://www.learntechlib.org/primary/p/219564/
Gandolfi, E., Kosko, K. W., & Ferdig, R. E. (2021). Situating presence within extended reality for teacher training: Validation of the eXtended Reality Presence Scale (XRPS) in preservice teacher use of immersive 360 video. British Journal of Educational Technology, 52(2), 824-841. https://doi.org/10.1111/bjet.13058
Kosko, K. W., Ferdig, R. E., & Zolfaghari, M. (2021). Preservice teachers’ professional noticing when viewing standard and 360 video. Journal of Teacher Education, 72(3), 284-297. 10.1177/0022487120939544
Zolfaghari, M., Austin, C. K., & Kosko, K. W. (2021). Exploring teachers’ pedagogical content knowledge of teaching fractions. Investigations in Mathematics Learning, 13(3), 230-248. https://doi.org/10.1080/19477503.2021.1963145
Ferdig, R. E., & Kosko, K. W. (2020) Implementing 360 video to increase immersion, perceptual capacity, and teacher noticing. TechTrends, 64, 849-859. https://doi.org/10.1007/s11528-020-00522-3
Ferdig, R. E., Kosko, K. W., & Gandolfi, E. (2020). Effect and influence of ambisonic audio in viewing 360 video. Journal of Virtual Worlds Research, 13(2-3), 1-14.
Zolfaghari, M., Austin, C. K., Kosko, K., & Ferdig, R. E. (2020). Creating asynchronous virtual field experiences with 360 video. Journal of Technology and Teacher Education, 28(2), 315-320. https://www.learntechlib.org/primary/p/216115/
Book Chapters
Kosko, K. W., Zolfaghari, M. & Heisler, J. L. (2022). How immersive should virtual field experiences be? A comparison of single and multi-perspective 360 video. In E. Baumgartner, R. Kaplan-Rakowski, R. E. Ferdig, R. Hartshorne, & C. Mouza (Eds.), A retrospective of teaching, technology, and teacher education during the COVID-19 pandemic (pp. 101-108). Association for the Advancement of Computing in Education (AACE). https://www.learntechlib.org/primary/p/221522/
Kosko, K. W., Roche, L., Ferdig, R. E., Gandolfi, E., & Kratcoski, A. (2021). Integrating 360 media in teaching and teacher education. In R. E. Ferdig & K. Pytash (Eds.), What teacher educators should have learned from 2020 (243-253). Association for the Advancement of Computing in Education (AACE). https://www.learntechlib.org/p/219088/
Lenart, C., Yang, Y., Gu, Z., Lu, C.C., Kosko, K., Ferdig, R., & Guan, Q. (2021). GazeXR: A generally eye-tracking system enabling invariable gaze data in virtual environment. In J. Y. C., Chen, & G. Fragomeni (Eds.), Virtual, augmented and mixed reality (pp. 47-58). Springer. https://doi.org/10.1007/978-3-030-77599-5_4
Miller, M. E., Yang, Y., Kosko, K., Lu, C. C., Ferdig, R., & Guan, Q. (2020). Empeiría: Powering future education training systems with device agnostic web-vr apps. In J. Y. C. Chen & G. Fragomeni (Eds.), Virtual, Augmented and mixed reality: Industrial and everyday life applications (pp. 287-300). New York: Springer.
Peer Reviewed Conference Proceedings
Gandolfi, E., Ferdig, F., Kosko, K., & Clements, R. (2024). Does digital immersion matter? An analysis of the role of 360 videos within digital experiences for teacher training. In J. Cohen & G. Solano (Eds.), Proceedings of the Society for Information Technology and Teacher Education international conference (pp. 1103-1108). Las Vegas, NV: SITE. https://www.learntechlib.org/pv/224130/
Kosko, K. W., Austin, C. K., & Zolfaghari, M. (2023). Teachers’ knowledge and use of visual fraction representations. In T. Lamberg & D. Moss (Eds.), Proceeding of the 45rd annual meeting of the North American Chapter for the Psychology of Mathematics Education (Vol. I, pp. 79-84). Reno, NV.
Kosko, K. W., Egbedeyi, T., & Gandolfi, E. (2023). Exploring preservice teachers’ embodied noticing of students’ fraction division. In T. Lamberg & D. Moss (Eds.), Proceeding of the 45rd annual meeting of the North American Chapter for the Psychology of Mathematics Education (Vol. I, pp. 418-427). Reno, NV.
Lenart, C., Ahadian, P., Yang, Y., Suo, S., Corsello, A., Kosko, K., & Guan, Q. (2023). Gaze analysis system for immersive 360 video for preservice teacher education. In A. El Saddik, T. Mei, R. Cucchiara (Eds.), Proceedings of ACM Multimedia (pp. 8608-8616). Association of Computing Machinery (ACM). doi.acm.org?doi=3581783.3613908
Yang, Y., Ren, Z., Lenart, C., Corsello, A., Kosko, K., Su, S., & Guan, Q. (in press). Deep learning-based student learning behavior understanding framework in real classroom scene. In Proceedings of the International Conference on Machine Learning and Applications (ICMLA). Institute of Electrical and Electronics Engineers.
Kosko, K. W., & Ferdig, R. E. (2023). Relationships between prospective teachers’ heart rate variation and noticing of children’s mathematics. In M. Ayalon, B. Koichu, R. Leikin, L. Rubel, & M. Tabach (Eds.), Proceedings of the 46th Conference of the International Group for the Psychology of Mathematics Education (Vol. 3, pp. 203–210). PME.
Ferdig, R., Kosko, K., & Gandolfi, E. (2023). Using Fitbits and heart rate variance (HRVa) to understand preservice teacher experiences in extended reality. In E. Langran (Ed.), Proceedings of the Society for Information Technology and Teacher Education international conference (pp. 1173-1179). New Orleans, LA: SITE. https://www.learntechlib.org/p/221982/
Kosko, K. W., Austin, C. K., & Zolfaghari, M. (2023). Exploring teacher knowledge and noticing with eye tracking and 360 video. In G. Cobbs & D. Kombe (Eds.), Proceedings of the 50th annual meeting of the Research Council of Mathematics Learning (pp. 37-45), Las Vegas, NV: RCML.
Kosko, K. W., Lenart, C., & Guan, Q. (2022). Comparing expert and novice teachers’ noticing with eye-tracking in 360 video. In A. E. Lischka, E. B., Dyer, R. S. Jones, J. N. Lovett, J. Strayer, & S. Drown (Eds.), Proceeding of the 44rd annual meeting of the North American Chapter for the Psychology of Mathematics Education (pp. 1915-1916). Nashville, TN
Zolfaghari, M., Kosko, K. W., & Austin, C. K.(2022). Examining the nature of pedagogical content knowledge (PCK) with a validation argument for the PCK-Fractions measure. In A. E. Lischka, E. B., Dyer, R. S. Jones, J. N. Lovett, J. Strayer, & S. Drown (Eds.), Proceeding of the 44rd annual meeting of the North American Chapter for the Psychology of Mathematics Education (pp. 730-738).Nashville, TN
Heisler, J., & Kosko, K. W. (2021). Teacher noticing with 360 video. In J. Herron (Ed.), Proceeding of the 120th annual convention of the School Science and Mathematics Association (pp. 44-51). Cincinnati, OH: SSMA.
Kosko, K. W., Ferdig, R. E., & Gandolfi, E. (2021). Noticing mathematics from multiple perspectives. In D. Olanoff, K. Johnson, & S. Spitzer (Eds.), Proceeding of the 43rd annual meeting of the North American Chapter for the Psychology of Mathematics Education (pp. 1787-1788). Philadelphia, PA.
Kosko, K. W., Yang, Y., Austin, C., Guan, Q., Gandolfi, E., & Go, Z. (2021). Examining preservice teachers’ professional noticing of students’ mathematics through 360 video and machine learning. In D. Olanoff, K. Johnson, & S. Spitzer (Eds.), Proceeding of the 43rd annual meeting of the North American Chapter for the Psychology of Mathematics Education (pp. 1649-1658). Philadelphia, PA.
Zolfaghari, M., Heisler, J., & Kosko, K. W. (2021). Teacher noticing of students’ mathematics as student centered. In D. Olanoff, K. Johnson, & S. Spitzer (Eds.), Proceeding of the 43rd annual meeting of the North American Chapter for the Psychology of Mathematics Education (pp. 994-999). Philadelphia, PA.
Austin, C. K., & Kosko, K. W. (2020). Survey of preservice teachers’ pedagogical content knowledge for students’ multiplicative reasoning. In Sacristán, A.I., Cortés-Zavala, J.C. & Ruiz-Arias, P.M. (Eds.). Mathematics Education Across Cultures: Proceedings of the 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 764-771). Mazatlán, Sinaloa, Mexico: Cinvestav & the Mexican Association for Research on the Use of Technology in Mathematics Education (AMIUTEM). https://doi.org/10.51272/pmena.42.2020
Ferdig, R. E., Gandolfi, E., & Kosko, K. W. (2020). Preservice teacher noticing and perceptual capacity with 360 video and VR headsets. In Proceedings of the Society for Information Technology & Teacher Education (pp. 724-726), Association for the Advancement of Computing in Education (AACE).
Gandolfi, E., Ferdig, R. E., & Kosko, K. W. (2020). The extended reality presence scale. In Proceedings of the Society for Information Technology & Teacher Education (pp. 1011-1017), Association for the Advancement of Computing in Education (AACE).
Kosko, K. W., Heisler, J., & Gandolfi, E. (2020). Professional teacher noticing as embodied activity. In Sacristán, A.I., Cortés-Zavala, J.C. & Ruiz-Arias, P.M. (Eds.). Mathematics Education Across Cultures: Proceedings of the 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 1730-1731). Mazatlán, Sinaloa, Mexico: Cinvestav & the Mexican Association for Research on the Use of Technology in Mathematics Education (AMIUTEM). https://doi.org/10.51272/pmena.42.2020
Zolfaghari, M., Kosko, K. W., & Heisler, J. (2020). Exploring preservice teachers’ pedagogical content knowledge of teaching fractions. In Sacristán, A.I., Cortés-Zavala, J.C. & Ruiz-Arias, P.M. (Eds.). Mathematics Education Across Cultures: Proceedings of the 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 1703-1706). Mazatlán, Sinaloa, Mexico: Cinvestav & the Mexican Association for Research on the Use of Technology in Mathematics Education (AMIUTEM). https://doi.org/10.51272/pmena.42.2020
Kosko, K. W., Ferdig, R. E., & Zolfaghari, M. (2019) Preservice teachers’ noticing in the context of 360 video. In the S. Otten, A. G. Candela, Z. de Araujo, C. Haines, & C. Munter (Eds.), Proceedings of the 41st annual meeting of the North American Chapter for the Psychology of Mathematics Education (pp. 1167-1171). St. Louis, MO: University of Missouri.
