Esra Alagoz, PhD
Esra Alagoz is a social scientist with a background in qualitative research methods. She completed her doctoral training at the University of Wisconsin-Madison in 2011 studying educational technologies with a focus in online social interactions. She investigated the aspects of textual synchronous communications that result in better engagement and motivation for the users through qualitative methods including ethnography, in-depth interviews, focus groups, case studies, and participatory action research. Previous to her position at WISOR, she worked as a scientist at Center for Health Enhancement Studies (CHESS) of UW-Madison, where she studied the use of mobile health and Web 2.0 technologies including social networking tools, online support communities, as well as telehealth and video games to support recovery from substance use disorders. She has extensive experience on analyzing large-scale qualitative data sets using a variety of methods including communication analysis, qualitative content analysis, and thematic analysis.
Alagoz, E., Chih, M., et al. (under review) The use of external change agents to promote quality improvement and organizational change in healthcare organizations: A systematic review. BMC Health Services Research.
Alagoz, E., Johnson, K., Quanbeck, A., Gustafson, D. (2016) Technology-based Interventions for Late-life Addiction. Addiction in the Older Patient, Oxford University Press.
Ford, J., Alagoz, E., Johnson, K., Dinauer, S. (2015) Successful Organizational Strategies to Sustain Use of A-CHESS: A Mobile Intervention for Individuals with Alcohol Use Disorders. Journal of Medical Internet Research
Alagoz, E. (2013). Social Argumentation in Online Synchronous Communication. International Journal of Computer-Supported Collaborative Learning (IJCSCL), 8(4)
Steinkuehler, C., Alagoz, E., King, E., & Martin, C. (2012). A cross case analysis of two out-of-school programs based on virtual worlds. International Journal of Games and Computer Mediated Simulations (IJGCMS), 4(1). 25-55.
King, E., Alagoz, E., Martin, C., Chu, S., Zhang, B., Oh, Y., & Steinkuehler, C. (2011). Soft modding in two out-of-school virtual-worlds based programs. The International Journal of Learning and Media, 2(4). Available at http://ijlm.net/node/12989
Steinkuehler, C., King, E., Alagoz, E., Anton, G., Chu, S., Elmergreen, J., Fahser-Herro, D., Harris, S., Martin, C., Ochsner, A., Oh, Y., Owen, V. L., Simkins, D., Williams, C., & Zhang, B. (2011). Let me know when she stops talking: Using games for learning without colonizing play. In C. Steinkuehler, C. Martin, & A. Ochsner (Eds.), Proceedings of the 7th Annual Games+Learning+ Society (GLS) Conference. Pittsburgh PA: ETC Press.
Steinkuehler, C. & Alagoz, E. (2010). Out-of-school virtual worlds based programs: A cross-case analysis. In K. Gomez, L. Lyons, J. Radinsky (Eds.) Learning in the Disciplines: Proceedings of the 9th International Conference of the Learning Sciences (ICLS 2010) Volume 2, Short Papers, Symposia, and Selected Abstracts (pp. 304-305). International Society of the Learning Sciences: Chicago IL.
Steinkuehler, C., King, E., Alagoz, E., Oh, Y., Chu, S., Zhang, B., Bakar, A., & Martin, C. (2010). Using a designed online games-based affinity space as a quasi-natural ethnographic context and experiment lab. In K. Gomez, L. Lyons, J. Radinsky (Eds.) Learning in the Disciplines: Proceedings of the 9th International Conference of the Learning Sciences (ICLS 2010) Volume 2, Short Papers, Symposia, and Selected Abstracts (pp. 330-331). International Society of the Learning Sciences: Chicago IL.
Steinkuehler, C., King, E. Chu, S., Alagoz, E., Bakar, A., Oh, Y., & Zhang, B. (2009). Identifying protoform practices: Leadership. The International Journal of Learning and Media, 1(2).