Author Archives: CIRCL Admin

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 […]

EAGER: Comprehension Assessment via Spoken Dialog

8/1/19-7/31/20 PI: Wayne Ward University of Colorado at Boulder Award Details My Science Tutor (MyST) is an intelligent virtual tutor for elementary school students that has been developed over the last 10 years, with over 13,000 spoken dialog sessions in 8 areas of science. Its goal is to assess student understanding of concepts rather than […]

EAGER: Mixed Reality for Improved Science Reading Comprehension

8/15/19-7/31/20 PI: Len Annetta East Carolina University Award Details This EArly grant for Exploratory Research (EAGER) is a partnership between East Carolina University (ECU), Spark Plug Games, Cumberland County Schools, and Teresa C Berrien Elementary School that will develop and perform preliminary testing of mixed reality (MR) to improve understanding of academic language in elementary […]

Support for Doctoral Students to Attend the 20th International Conference on Artificial Intelligence in Education (AIED 2019)

5/1/19-4/30/20 PI: Bruce McLaren Carnegie-Mellon University Award Details The United States has historically been the global leader in the field of artificial intelligence in education (AIED), or ways to use artificial intelligence technology to enhance teaching and learning in contexts ranging from children learning math in K12 setting, to soldiers learning highly technical jobs in […]

Injecting Learning into Work: Enhancing Career Advancement through Transformation of Professional Development in Technical Career Paths

9/1/19-8/31/22 PIs: Carolyn Rose, Majd Sakr, Michael Hilton Carnegie-Mellon University Award Details The World Economic Forum estimates that up to 5 million jobs may be lost to disruptive labor changes by 2020, a development that leads to concerns regarding unemployment, underemployment, and the need for workers to reskill. This project explores how to address this […]

Broadening Participation for Remote Communities: Situated Distance Telepresence Mentoring through Embodied Communications

9/1/19-8/31/22 PIs: Francis Quek, Beverly Irby, Malini Natarajarathinam Texas A&M University Award Details As workplaces change, people will need to develop stronger and more flexible skills around technology. Schools are one place students might learn these skills, but in the case of electronics, 3D design, and similar Making technologies, many students lack access to technically-oriented […]

Mapping Fields in Augmented Reality with Personal Mobile Devices: Enhancing Visualization Skills for Education and Industry

7/15/18-6/30/21 PIs: Colleen Megowan-Romanowicz, Mina Johnson, Rebecca Vieyra, Chrystian Vieyra American Modeling Teachers Association Award Details Magnetic field visualizations are essential to many branches of the technology workforce. While fields are a core concept in K-14 STEM education, the field model of magnetic interactions is often poorly conveyed and regularly misunderstood by K-14 teachers and […]

Teachers are the Learners: Providing Automated Feedback on Classroom Inter-Personal Dynamics

8/1/18-7/31/21 PIs: Jacob Whitehill, Erin Ottmar, Lane Harrison Worcester Polytechnic Institute Award Details The quality of teacher-student interactions in school classrooms both predicts and impacts students’ learning outcomes. Training teachers to perceive subtle interactions and interpersonal classroom dynamics more accurately can help them to implement more effective interactions in their own classrooms. Contemporary methods of […]