A5016216731- Innovative Teaching and Learning Methods
- Intelligent Tutoring Systems and Adaptive Learning
- Online Learning and Analytics
- ICT in Developing Communities
- Child Development and Digital Technology
- Online and Blended Learning
- Mobile Learning in Education
- Visual and Cognitive Learning Processes
- Educational Games and Gamification
- AI-based Problem Solving and Planning
- Educational Environments and Student Outcomes
- AI in Service Interactions
- ICT Impact and Policies
- Neural Networks and Reservoir Computing
- Multi-Agent Systems and Negotiation
- Education Systems and Policy
- Language and cultural evolution
- Video Analysis and Summarization
- Educational Methods and Teacher Development
- Multilingual Education and Policy
- Evolutionary Algorithms and Applications
- Education and Technology Integration
- Subtitles and Audiovisual Media
- Reading and Literacy Development
- Text Readability and Simplification
Carnegie Mellon University
2012-2020
University of Pittsburgh
2011
This article describes an advanced learning technology used to investigate hypotheses about by teaching. The proposed is instance of a teachable agent, called SimStudent, that learns skills (e.g., for solving linear equations) from examples and feedback on performance. SimStudent has been integrated into online, gamelike environment in which students act as “tutors” can interactively teach providing it with feedback. We conducted 3 classroom “in vivo” studies better understand how when learn...
Access to literacy is critical children's futures, but formal education may be insufficient for fostering early literacy, especially in low-resource contexts. Educational technologies used at home able help, it unclear whether or how children (and families) will use such rural communities, particularly low-literate families. In this paper, we investigate these questions with a voice-based technology deployed families 8 communities Côte d'Ivoire 4 months. We interviews and observations 37...
Low levels of childhood literacy in global contexts may be mitigated by educational technologies, however, these technologies often rely on parents sufficient to effectively support their children. Given low adult many low-resource contexts, we investigate the nature low-literate for children's use a technology designed foster early precursors. We deployed an interactive voice response (IVR) system with 38 families rural village Côte d'Ivoire using IVR 5 weeks homes. Using call log data and...
Smartphone- and tablet-based learning systems are often posited as solutions for closing early literacy gaps between rural urban regions in emerging economies. These developed based on experiences with students contexts, limiting their success rates children from areas who have had little to no prior exposure technology. To explore how such technologies used different we deployed an application school home settings a village Tanzania. We use Rogoff's theory of instructional models understand...
We have built Sim Student, a computational model of learning, and applied it as peer learner that allows students to learn by teaching. Using we study the effect tutor learning. In this paper, discuss an empirical classroom where evaluated whether asking provide explanations for their tutoring activities facilitates learning - self-explanation The results showed in condition displayed same amount gain non-self-explanation condition, but with significantly smaller number problems tutored...
Massive Open Online Courses (MOOCs) have the potential to bridge education and literacy gaps by offering high quality, free courses anyone with an Internet connection. MOOCs in their present state, however, may be relatively inaccessible non-native English speakers, as a majority of MOOC content is language. While solution translate all into languages, it not known whether this will satisfy learning goals Second Language (ESL) speakers. Through series interviews, we investigate ESL speakers'...
Tablet-based educational technologies provide a supplement to traditional classroom-based early literacy education, especially in regions with limited schooling resources. Prior work has probed how children generally interact and learn from these technologies, however, there is research on student engagement applications that utilize valuable input techniques such as automatic handwriting speech recognition. In our study, we designed field-tested recognition the primary aim of maximizing...
Making MOOCs accessible to English Language Learners (ELLs) requires that students understand the language of instruction, and instructional strategies address their unique learning challenges. Through analysis clickstream log data gathered from two MOOC courses deployed on Coursera, Introduction Psychology Statistical Thermodynamics, we show ELL exhibit distinct struggle behaviors in video portions without visual aids e.g., narrations slides. Our findings challenge widely accepted...
Open access and low cost make Massively Online Courses (MOOCs) an attractive learning platform for students all over the world. However, majority of MOOCs are deployed in English, which can pose accessibility problem with English as a Second Language (ESL). In order to design appropriate interventions ESL speakers, it is important correctly identify these using method that scalable high number MOOC enrollees. Our findings suggest new metric, browser language preference, may be better than...