My research interests includes problem solving in engineering at cognitive and metacognitive level. At cognitive level, I am interested in troubleshooting problem-solving, a high level cognitive process that could range from the identification, symptoms to determine, and action required to fix a problem. My goal is to evaluate the instruction of troubleshooting in the performance of problem-solving skills in engineering students. At metacognitive level, my interest is in self-regulated learning in laboratory environments. My long-term goals include improving laboratory hands-on activities based on how students improve their metacognitive skills from interpreting the assignments to monitor their performance.

• Delahunty, T., Pérez, L.C., Rivera-Reyes, P., Psota, E. and Molfese, D. (2018). Investigating the Relationship between Spatial Ability and Electrical Circuits Problem Solving in an Engineering Degree Program, 7th International Conference on Spatial Cognition, Rome, Italy, Sep 10-14, 2018, n. pages: 6.
• Rivera-Reyes, P., Pérez, L.C. and Delahunty, T. (2018). Assessing the Cognitive Demand of Problems in an Undergraduate Electrical Engineering Course. San Jose, CA: Frontiers in Education (FIE) Annual Conference.
• Lopez, S., Lawanto, O. and Rivera-Reyes, P. (2018). Developing Portable Lab Kits for a Foundation Circuits Class. Salt Lake City, UT: American Society for Engineering Education (ASEE) Annual Conference.
• Delahunty, T., Pérez, L.C. and Rivera-Reyes, P. (2018). Exploring the Role of Spatial Skill in Electrical Circuits Problem Solving. Engineering Design Group Conference, Kingston, Jamaica.
• Rivera-Reyes, P., Lawanto, O. and Pate, M. L. (2017). Students’ Task Interpretation and Conceptual Understanding in Electronics Laboratory. IEEE Transactions on Education, Vol. 60, Issue 4, p. 265-272.
• Rivera-Reyes, P., Lawanto, O. and Pate, M.L. (2016). Understanding Student Coregulation in Task Interpretation during Electronics Laboratory Activities. International Education Studies, Vol. 9, Issue 7, p. 1-9.
• Rivera-Reyes, P. and Pérez, L.C. (2016). Abstraction and Problem Solving in an Electrical Engineering Circuits Course. Erie, PA: Frontiers in Education (FIE) Annual Conference.
• Pérez, L.C. and Rivera-Reyes, P. (2016). Abstraction Thresholds in Undergraduate Electrical Engineering Curricula. New Orleans, LA: American Society for Engineering Education (ASEE) Annual Conference.
• Rivera-Reyes, P., Boyles, R. and Lawanto, O. (2013). Offsetting Gender Bias in Engineering: Gender Equity Internet Controlled Fish Farm Curriculum Activity. San Antonio, TX: American Society for Engineering Education (ASEE) Annual Conference.
• Rivera-Reyes, P., Lawanto, O. and Boyles, R. (2013). Bridging Engineering and Technology Education Fields: Providing Synthesis and Knowledge through Historical Perspectives of Engineering and technology Education Construct. Atlanta, GA: American Society for Engineering Education (ASEE) Annual Conference.
• Rivera-Reyes, P. and Boyles, R. (2013). Training in Troubleshooting Problem-Solving: Preparing Undergraduates Engineering Students for Industry. Atlanta, GA: American Society for Engineering Education (ASEE) Annual Conference.