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Reynolds, R. (2014). Learning management system trace logs and Google Analytics page reads as data sources for evaluating student inquiry and collaboration practices during game design learning. Proceedings of the 2014 International Conference of the Learning Sciences (ICLS) conference, Boulder, CO.
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Arnone, M., & Reynolds, R. (2009). Empirical support for the integration of dispositions in action and multiple literacies into AASL’s Standards for the 21st Century Learner. School Library Media Research, 12.
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Arnone, M., Reynolds, R., & Marshall, T. (2009). The effect of early adolescents’ psychological needs satisfaction upon their perceived competence in information skills and intrinsic motivation for research. School Libraries Worldwide, 15(2), pp 115-‐134.
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Arnone, M., Small, R., & Reynolds, R. (2010). Supporting inquiry by identifying gaps in student confidence: Development of a measure of perceived competence. School Libraries Worldwide, 16(1), pp. 47-‐60.
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Reynolds, R., & Harel Caperton, I. (2011). Contrasts in student engagement, meaning-‐making, dislikes, and challenges in a discovery-‐based program of game design learning. Educational Technology Research and Development, 59(2), pp. 267-‐289.
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Reynolds, R. (2012). Changes in student attitudes towards 6 dimensions of digital engagement in a program of game design learning. Synergy. 10(2).
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Minnigerode, L. & Reynolds, R. (2013). Don’t give up: A case study on girls and video game design. Learning Landscapes, 6, 2. Spring, 2013.
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Reynolds, R., & Chiu, M. (2013). Formal and informal context factors as contributors to student engagement in a guided discovery-‐based program of game design learning. Journal of Learning, Media & Technology. 38(4), pp. 429-‐462.
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Chu, S., Kwan, A., Reynolds, R., Tam, F., Mellecker, R., & Hong, A. (2015). Promoting sex education among teenagers through an interactive game: Reasons for success and implications. Games for Health. June 2015, 4, 3, pp. 168-‐174.
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Reynolds, R. (2016). Defining, designing for, and measuring “digital literacy” development in learners: A proposed framework. Educational Technology Research & Development. 64(1), p735-762
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