Reese, D. D. (2003). Metaphor and content: An embodied paradigm for learning. Ph.D. Dissertation, Virginia Polytechnic Institute and State University, Blacksburg, VA. Retrieved from http://scholar.lib.vt.edu/theses/available/etd-03312003-115151/unrestricted/Reese_D_D.pdf 

Reese, D. D. (2007). First steps and beyond: Serious games as preparation for future learning. Journal of Educational Media and Hypermedia, 16(3), 283-300.

Reese, D. D. (2008). GaME design for intuitive concept knowledge. In R. E. Ferdig (Ed.), Handbook of research on effective electronic gaming in education (Vol. 3, pp. 1104-1126). Hershey, PA: Idea Group. doi: 10.4018/978-1-60960-195-9.ch210

Reese, D. D. (2009). Structure mapping theory as a formalism for instructional game design and assessment. In B. Kokinov, K. Holyoak, & D. Gentner (Eds.), New frontiers in analogy research: Proceedings of the 2nd International Conference on Analogy (Analogy '09) (pp. 394-403). Sofia, Bulgaria: New Bulgarian University Press. Available at http://www.nbu.bg/cogs/analogy09/proceedings/42-T2.pdf

Reese, D. D. (2010). Introducing Flowometer: A CyGaMEs assessment suite tool. In R. V. Eck (Ed.), Gaming & cognition: Theories and perspectives from the learning sciences (pp. 227-254). Hershey, PA: IGI Global. doi: 10.4018/978-1-61520-717-6.ch011

Reese, D. D. (2012a). CyGaMEs: A full-service instructional design model harnessing game-based technologies for learning and assessment. In L. Moller, & J. B. Huett (Eds.), The next generation of distance education: Unconstrained learning (pp. 157-170). New York: Springer. doi: 10.1007/978-1-4614-1785-9_10

Reese, D. D. (2012b). An instructional design approach to effective instructional game design and assessment. In M. Orey, S. A. Jones, & R. M. Branch (Eds.), 2011 Educational Media and Technology Yearbook (Vol. 36, pp. 127-138). New York: Springer. doi: 10.1007/978-1-4614-1305-9_11

Reese, D. D. (2015a). CyGaMEs Selene player log dataset: Gameplay assessment, flow dimensions, and non-gameplay assessments. British Journal of Educational Technology, 46(5), 1005-1014. doi: 10.1111/bjet.12322

Reese, D. D. (2015b). Dashboard effects challenge flow-learning assumption in digital instructional games. In S. Tettegah, & W. D. Huang (Eds.), Emotions, Technology, and Games (pp. 231-287). New York: Elsevier. doi: 10.1016/B978-0-12-801738-8.00011-7

Reese, D. D. (2015c). Embodied learning systems. In J. M. Spector, T. Johnson, D. Ifenthaler, W. Savenye, & M. Wang (Eds.), SAGE encyclopedia of educational technology (pp. 259-262). Thousand Oaks, CA: SAGE. doi: 10.4135/9781483346397

Reese, D. D., & Gobert, J. (2012). Knowledge specification: A priori requirement for effective embedded assessment. In M. Timms, D. H. Clements, J. Gobert, D. J. Ketelhut, J. C. Lester, D. D. Reese, & E. Wiebe (Eds.), New measurement paradigms (pp. 18-32). Boston: Retrieved from CADRE (Community for Advancing Discovery Research in Education) Education Development Center website  http://cadrek12.org/sites/default/files/NMP Report.pdf.

Reese, D. D., Pawluk, D. T. V., & Taylor, C. R. (2016). Engaging learners through rational design of multisensory effects. In S. Tettegah, & S. U. Noble (Eds.), Emotions, Technology, and Design (pp. 103-127). New York: Elsevier. doi: 10.1016/B978-0-12-801872-9.00006-5.

Reese, D. D., Seward, R. J., Tabachnick, B. G., Hitt, B., Harrison, A., & McFarland, L. (2012). Timed Report measures learning: Game-based embedded assessment. In D. Ifenthaler, D. Eseryel, & X. Ge (Eds.), Assessment in game-based learning: Foundations, innovations, and perspectives (pp. 145-172). New York: Springer. doi: 10.1007/978-1-4614-3546-4_9.

Reese, D. D., Tabachnick, B. G., & Kosko, R. E. (2015). Videogame learning dynamics: Actionable measures of multidimensional learning trajectories. British Journal of Educational Technology, 46(1), 98-122. Retrieved from http://onlinelibrary.wiley.com/doi/10.1111/bjet.12128/pdf doi:10.1111/bjet.12128.

Reese, D. D. (2024). ROOT(math success) = childhood + concrete analogs + challenges. In Gathering 4 Gardner 15 (G4G15). Gathering 4 Gardner (G4G) Foundation. Retrieved March 3, 2024, from https://g4gexchangearchive.omeka.net/items/show/1672. 

Reese, D. D. (2025). TIMSS 1995-2023: Zone Proxima charts investigating fourth grade mathematics preparedness via benchmarks within year and by testing jurisdiction. Zone Proxima, LLC. Retrieved May 5, 2025 from TIMSS 1995-2023 

Reese, D. D. (2025). Use cased 2 Brazil: Zone Prodima 1995-2023 TIMSS grade 4 math charts.  Marble, NC: Retrieved August 14, 2025 from Zone Proxima, LLC website: https://math.zoneproxima.com/about/theory-research/use-case-brazil-timss-1995-2023