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1. Epistemic systems: A knowledge-level characterization of epistemic games.

   Swanson, H. (June 2023, Proceedings of the International Conference of the Learning Sciences)
2. Epistemic Argumentation Framework

   https://doi.org/10.1007/978-3-030-29908-8_56  

   Sakama, S; Son, Tran C (August 2019, Pacific Rim International Conference on Artificial Intelligence)

   The paper introduces the notion of an epistemic argumentation framework (EAF) as a means to integrate the beliefs of a reasoner with argumentation. Intuitively, an EAF encodes the beliefs of an agent who reasons about arguments. Formally, an EAF is a pair of an argumentation framework and an epistemic constraint. The semantics of the EAF is defined by the notion of an -epistemic labelling set, where is complete, stable, grounded, or preferred, which is a set of -labellings that collectively satisfies the epistemic constraint of the EAF. The paper shows how EAF can represent different views of reasoners on the same argumentation framework. It also includes representing preferences in EAF and multi-agent argumentation. Finally, the paper discusses the complexity of the problem of determining whether or not an -epistemic labelling set exists. 

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3. EPISTEMIC REKEYING: EPISTEMIC TENSIONS ACROSS DISCIPLINES AS OPPORTUNITIES FOR ARTISTIC RESPONSE

   Brady, C; Vogelstein, L (October 2023, Lamberg, T., & Moss, D. (2023). Proceedings of the forty-fifth annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (Vol. 2). University of Nevada, Reno.)

   Lamberg, T; Moss, D (Ed.)

   There are strong motivations to implement integrated STEAM activities that engage with key ideas in mathematics. In integrating mathematics with other STEM disciplines, however, epistemic tensions can emerge. Rather than attempting to suppress, avoid, or adjudicate these tensions, we propose a strategy of “epistemic rekeying,” in which epistemic tensions are offered as provocations for students to create playful and artistic responses. This approach takes epistemic tensions seriously and makes them accessible to young learners. We give the rationale for this approach and describe settings where students’ creativity suggested its potential to us. 

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4. Epistemic Network Analysis Visualization

   https://doi.org/10.1007/978-3-030-93859-8_9  

   Tan, Y. (January 2022, Communications in computer and information science)

   Wasson, B. (Ed.)

   Visualization plays an important role in Epistemic Network Analysis (ENA), not only in graphical representation but also to facilitate interpretation and communicate research findings. However, there is no published description of the design features behind ENA network graphs. This paper provides this description from a graphic design perspective, focusing on the design principles that make ENA network graphs aesthetically pleasing and intuitive to understand. By reviewing graphic design principles and examining other extant network visualizations, we show how the current ENA network graphs highlight the most important network characteristics and facilitate sense-making. 

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5. Directed Epistemic Network Analysis

   https://doi.org/https://doi.org/10.1007/978-3-030-67788-6_9  

   Fogel, Ariel; Swiecki, Zachari; Marquart, Cody; Cai, Zhiqiang; Brohinsky, Jais; Siebert-Evenston, Amanda; Eagan, Brendan; Ruis, Andrew R.; Shaffer, David W. (January 2021, Advances in Quantitative Ethnography: Second International Conference, ICQE 2020, Malibu, CA, USA, February 1-3, 2021, Proceedings)

   Ruis, Andrew R.; Lee, Seung B. (Ed.)

   Quantitative ethnographers across a range of domains study complex collaborative thinking (CCT): the processes by which members of a group or team develop shared understanding by making cognitive connections from the statements and actions of the group. CCT is difficult to model because the actions of group members are interdependent—the activity of any individual is influenced by the actions of other members of the group. Moreover, the actions of group members engaged in some collaborative tasks may need to follow a particular order. However, current techniques can account for either interdependence or order, but not both. In this paper, we present directed epistemic network analysis (dENA), an extension of epistemic network analysis (ENA), as a method that can simultaneously account for the interdependent and ordered aspects of CCT. To illustrate the method, we compare a qualitative analysis of two U.S. Navy commanders working in a simulation to ENA and dENA analyses of their performance. We find that by accounting for interdependence but not order, ENA was not able to model differences between the commanders seen in the qualitative analysis, but by accounting for both interdependence and order, dENA was able to do so. 

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