College of Education and Human Development

Department of Educational Psychology

David DeLiema

  • Pronouns: he, him, his

  • Assistant professor

David DeLiema

Areas of interest

  • Productive failure
  • Playful learning
  • Embodied cognition
  • Spatial reasoning
  • Social interaction
Degrees

Postdoctoral researcher, University of California, Berkeley, 2016-2019
PhD, University of California, Los Angeles, 2015
BA, University of California, Los Angeles, 2008

Biography

Personal website: www.david-deliema.com

My research emphasis is on how students and teachers collaboratively navigate moments of failure when learning computer science, mathematics, and science. In particular, I study how teachers and students respond to failure productively with plans for improvement and confidence to enact new routes toward learning. This practice of “Debugging Failure” often involves collaboration, reflection, and storytelling as vital supports for learning. In complementary research threads, I study how students immerse creatively in the first-person viewpoint of concepts, reason about spatial dynamics, and learn through play. Through design-based research and sustained research-practice partnerships with educators, I aim to anchor these inquiries in the context of the moment-to-moment dynamics of talk, gesture, and action in the classroom

Publications

Fong, M. M., DeLiema, D., Flood, V. J., & Walker-van Aalst, O. (2023). Contesting sociocomputational norms: Computer programming instructors and students’ co-operative stance-taking around refactoring. International Journal of Computer-supported Collaborative Learning. DOI: 10.1007/s11412-023-09392-2

DeLiema, D., Hufnagle, A. S., Rao, V. N. V., Baker, J., Valerie, J., & Kim, J. (2023). Methodological innovations at the intersection of video-based educational research traditions: Reflections on relevance, data selection, and phenomena of interest. International Journal of Research & Method in Education, 46(1), 19-36.

DeLiema, D., Kwon, Y., Chisholm, A., Williams, I., Dahn, M., Flood, V., Abrahamson, D., & Steen, F. (2023). A multi-dimensional framework for documenting students’ heterogeneous experiences with programming bugs. Cognition & Instruction, 41(2), 158-200.

Lindgren, R., & DeLiema, D. (2022). Viewpoint, embodiment, and roles in STEM learning technologies. Educational Technology Research and Development, 70, 1009–1034.

DeLiema, D., Enyedy, N., Steen, F., Danish, J. A. (2021). Integrating viewpoint and space: How lamination across gesture, body movement, language, and material resources shapes learning. Cognition and Instruction. DOI: 10.1080/07370008.2021.1928133.

Dahn, M., DeLiema., D. & Enyedy, N. (2020). Art as a point of departure for storytelling about the experience of learning to code. Teachers College Record, 122(8), 1-42.

DeLiema, D., Dahn, M. Flood, V. J., Asuncion, A., Abrahamson, D., Enyedy, N., Steen, F. F. (2020). Debugging as a context for collaborative reflection on problem-solving processes. In E. Manolo (Ed.), Deeper Learning, Communicative Competence, and Critical Thinking: Innovative, Research-Based Strategies for Development in 21st Century Classrooms (pp. 209-228). New York: Routledge.

DeLiema, D., Enyedy, N., & Danish, J. A. (2019). Roles, rules, and keys: How different play configurations shape collaborative science inquiry. Journal of the Learning Sciences, 28(4-5), 513-555.

Hoey, E. M., DeLiema, D., Chen, R., Flood, V. J. (2018). Imitation in children’s locomotor play. Research on Children in Social Interaction, 2(1), 1-24.

DeLiema, D. (2017). Co-constructed failure narratives in mathematics tutoring. Instructional Science, 45(6), 709-735.

Enyedy, N., Danish, J. A., DeLiema, D. (2015). Constructing liminal blends in a collaborative augmented-reality learning environment. Int'l. Journal of Computer Supported Collaborative Learning, 10(1), 7-34.

DeLiema, D., Lee, V., Danish, J., Enyedy, N., & Brown, N. (2015). A microlatitudinal/microlongitudinal analysis of speech, gesture, and representation use in a student’s repeated scientific explanations of phase change. In A. A. diSessa, M. Levin, & N. J. S. Brown (Eds.). Knowledge and interaction: A synthetic agenda for the learning sciences (pp. 133-159). New York, NY: Routledge.

Kawsaki, J., DeLiema, D., Sandoval, W. (2014). The influence of non-epistemic features of settings on epistemic cognition. Canadian Journal of Science, Math, and Technology Education, 14(2), 207-221.

Presentations

Elliott, C. H., Radke, S., DeLiema, D., Silvis, D., Vogelstein, L. (2020). Whose video?: Surveying implications for participants’ engagement in video recording practices in ethnographic research. In M. Gresalfi, M. & I. S. Horn (Eds.), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 2 (pp. 414-421). Nashville, TN: International Society of the Learning Sciences.

DeLiema, D., Sharma, G.*, Valerie, J.*, Cabrera, A., & Smith, S. (2020). Temporal and geographical features of programming substrates: Navigating code structure, behavior, and function during debugging. In D. Keifert (Chair), Analytical designs: Goodwin’s substrates as a tool for studying learning. In M. Gresalfi, M. & I. S. Horn (Eds.), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 2 (pp. 1471-1478). Nashville, TN: International Society of the Learning Sciences.

Fong, M.*, Aalst, O. W-V.*, Flood, V., & DeLiema, D. (2020). When features become bugs: Stance-taking around refactoring in a coding classroom. In Y. Kafai (Chair), Turning bugs into learning opportunities: Understanding debugging processes, perspectives, and pedagogies. In M. Gresalfi, M. & I. S. Horn (Eds.), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 2 (pp. 374-381). Nashville, TN: International Society of the Learning Sciences.

Kafai, Y., DeLiema, D., Fields, D. A., Lewandowski, G., & Lewis, C. (2019). Rethinking debugging as productive failure for CS education. In Proceedings of the ACM Special Interest Group on Computer Science Education (pp. 169-170). Minneapolis, MN: ACM.

Flood, V. J., DeLiema, D., & Abrahamson, D. (2018). Bringing static code to life: The instructional work of animating computer programs with the body. In J. Kay & R. Luckin (Eds.), "Rethinking learning in the digital age: Making the Learning Sciences count," Proceedings of the 13th International Conference of the Learning Sciences (Vol. 2, pp. 1085-1088). London: International Society of the Learning Sciences.

Flood, V. J., DeLiema, D., Harrer, B. W., & Abrahamson, D. (2018). Enskilment in the digital age: The interactional work of learning to debug. In J. Kay & R. Luckin (Eds.), "Rethinking learning in the digital age: Making the Learning Sciences count," Proceedings of the 13th International Conference of the Learning Sciences (Vol. 3, pp. 1405-1406). London: International Society of the Learning Sciences.

DeLiema, D., Saleh, A., Lee, C., Enyedy, N., Danish, J. A., Illum, R., Dahn, M., Humburg, M., & Mahoney, C. (2016). Blending play and inquiry in augmented reality: A comparison of playing a video game to playing within a participatory model. In C-K. Looi, J. Polman, U. Cress, & P. Reimann (Eds.) Transforming Learning, Empowering Learners: The International Conference of the Learning Sciences (ICLS) 2016, Volume 2 (pp. 450-457). Singapore: International Society of the Learning Sciences.

Enyedy, N., Danish, J. A., DeLiema, D. (2013). Constructing and deconstructing materially-anchored conceptual blends in an augmented reality collaborative learning environment. In. N. Rummel, M. Kapur, M. Nathan, & S. Puntambekar (Eds.) To See the World and a Grain of Sand: Learning across Levels of Space, Time, and Scale: CSCL 2013 Conference Proceedings Volume 1 — Full Papers & Symposia (pp. 192-199). Madison, WI: International Society of the Learning Sciences.

DeLiema, D., Kawasaki, J., & Sandoval, W. A. (2012). High school students’ epistemic engagement in producing documentaries about public science concerns. In. J. van Aalst, K. Thompson, M. J. Jacobson, & P. Reimann, (Eds.) The Future of Learning: Proceedings of the 10th International Conference of the Learning Sciences (ICLS 2012) – Volume 2 (pp. 311-315). Sydney, NSW, Australia: International Society of the Learning Sciences.

Abrahamson, D., Petrick, C., DeLiema, D., Johnson–Glenberg, M., Birchfield, D., Koziupa, T. Savio-Ramos, C., Cruse, J., Lindgren, R., Fadjo, C., Black, J., & Eisenberg, M. (2012). You're it! Body, action, and object in STEM learning. In. J. van Aalst, K. Thompson, M. J. Jacobson, & P. Reimann, (Eds.) The Future of Learning: Proceedings of the 10th International Conference of the Learning Sciences (ICLS 2012) – Volume 2 (pp. 99-109). Sydney, NSW, Australia: International Society of the Learning Sciences.