Author Archives: CIRCL Admin

NSF Institute in AI-Augmented Learning

What is key for the cyberlearning community is that this program targets funding for a specific ~$20M institute in AI-Augmented Learning. Amy Baylor is the primary contact person for inquiries. See the solicitation and NSF press release. Proposals deadlines are January 28, 2020 for Institute proposals in one of the six specified themes, and January […]

NSF seeks Program Officer in Science Media

NSF seeks a program officer with expertise in research or development of media in STEM education for the Division of Research on Learning in Formal and Informal Settings (DRL) in the Directorate for Education and Human Resources (EHR). This includes but is not limited to expertise in one or more of the following areas: education […]

Join us virtually for Cyberlearning 2019

As CIRCL Co-PI Sarita Pillai explains so well in her blog post about Cyberlearning 2019, please join us virtually and explore resources on this site to learn more about cyberlearning. In-person registration is closed, but all are welcome to join Cyberlearning 2019 virtually. Register here for Cyberlearning 2019 webcasts and use #NSFCL19 to dive into […]

Collaborative Research: Immersive Virtual Reality with Haptic Feedback to Improve Safety Hazard Recognition, Assessment, and Decision-Making Among Construction Professionals

9/1/19-8/31/22 PIs: Steven Ayer, Arizona State University (Award Details) Jeremi London, Virginia Polytechnic (Award Details) The construction industry accounts for hundreds of fatalities and hundreds of thousands of non-fatal injuries annually. The current modes of safety training do not effectively prepare practitioners to build safely. Research shows that safety learning occurs to a great extent […]

Collaborative Research: Open Player and Community Modeling as a Learning Tool

9/1/19-8/31/22 PIs: Magy Seif El-Nasr, Northeastern University (Award Details) Jichen Zhu, Drexel University (Award Details) An active research area in intelligent tutoring systems and game-based learning is personalized learning. In these environments, the computer analyzes learner behaviors in real time and builds individual models of critical aspects of learning (e.g., level of engagement, knowledge acquisition) […]

Collaborative Research: CSL-MultiAD: Assessing Collaborative STEM Learning through Rich Information Flow based on Multi-Sensor Audio Diarization

8/1/19-7/31/22 PIs: John H. L. Hansen, University of Texas at Dallas (Award Details) Dwight Irvin, University of Kansas Center for Research (Award Details) The ability to learn concepts, especially for science and math (STEM) based disciplines, is impacted by educators who inspire, motivate, and create supportive environments and teaching methodologies which lower the entry barrier […]

Collaborative Research: Student Affect Detection and Intervention with Teachers in the Loop

9/1/19-8/31/22 PIs: Shiting Lan, University of Massachusetts Amherst (Award Details) Neil Heffernan, Worcester Polytechnic Institute (Award Details) Ryan Baker, University of Pennsylvania (Award Details) In recent years, there has been increasing effort to integrate modern artificial intelligence technologies into adaptive learning systems to enhance student learning. One key emerging area is in the use of […]

Exploring Social Learning in Collaborative Augmented Reality with Virtual Agents as Learning Companions

7/15/19-6/30/22 PIs: Marjorie Zielke, Scotty Craig, Robert Rege, James Wagner University of Texas at Dallas Award Details In the context of medical student education, this Cyberlearning project will investigate how to design rich social learning experiences that integrate real and virtual features (objects or people) to enhance the learning process. To simulate a role-playing experience […]

EAGER: Inq-Blotter: Designing Supports for Teachers’ Real Time Instruction

8/1/19-7/31/21 PI: Janice Gobert Rutgers University New Brunswick Award Details Teachers are often frustrated because large-scale assessment data are neither timely nor adequate to understand students’ needs so they can improve science instruction. What is missing are diagnostic, real-time tools to support teachers’ practices and, in turn, students’ learning. To address this challenge, the principal […]