Category Archives: CFLT-EXP

EXP: Tenacity: Self-Regulation of Attention and Its Relationship with Learning

1/1/17-12/31/18 PIs: Constance Steinkuehler, Kurt Squire, Richard Davidson University of Wisconsin-Madison Award Details So-called ‘non-cognitive’ factors such as grit, tenacity, and perseverance have drawn renewed attention from researchers, policy makers, and the public. Cutting across all three concepts is the fundamental idea of ‘self-regulation,’ or the ability to monitor and appropriately regulate one’s attention. Self-regulation […]

EXP: Assessing ‘Complex Epistemic Performance’ in Online Learning Environments

9/1/16-8/31/18 PIs: William Cope, ChengXiang Zhai, Duncan Ferguson, Willem Els University of Illinois at Urbana-Champaign Award Details This project will develop online software tools to assess and offer feedback to learners communicating complex scientific or technical information. “Complex epistemic performance” here refers to knowledge representations in reports or case studies which involve not only facts […]

EXP: Inq-Blotter – A Real Time Alerting Tool to Transform Teachers’ Assessment of Science Inquiry Practices

9/1/16-8/31/18 PIs: Janice Gobert, Michael Sao Pedro Rutgers University Award Details This EXP project addresses the need for real-time diagnostic tools for teachers that can assess students’ needs, i.e. provide formative assessment, in order to improve science instruction. The project will extend, pilot, implement, and study Inq-Blotter, a scalable, web-based alerting system that enables teachers’ […]

EXP: Linguistic Analysis and a Hybrid Human-Automatic Coach for Improving Math Identity

9/1/16-8/31/19 PIs: Jaclyn Ocumpaugh, Matthew Labrum, Scott Crossley, Ryan Baker, Victor Kostyuk University of Pennsylvania Award Details This project addresses the effect of students’ social identity on learning, an important factor in math and science education. Specifically, it will advance the scientific understanding of math identity (i.e. “I’m (not) a math person”) by studying the […]

EXP: Exploratory Study on the Adaptive Online Course and its Implication on Synergetic Competency

9/1/16-8/31/18 PIs: Noboru Matsuda, Norman Bier, Larry Johnson Texas A&M University Award Details Most online courseware helps teach facts and concepts, while a different type of online learning software called intelligent tutoring systems can effectively teach skills in a way that is tailored to each learner. Unfortunately, these two tools are rarely integrated because of […]

EXP: Bridging Learning in Urban Extended Spaces (BLUES) 2.0

9/1/16-8/31/18 PIs: Rogers Hall, Andrew Hostetler, David Owens Vanderbilt University Award Details This EXP project will continue collaborations (begun under an EAGER award) among learning sciences researchers, exhibit designers, and curators in library and museum organizations with extensive cultural heritage collections, and community organizations serving the regional area of Nashville. The goal is to develop […]

EXP: Agile Research Studios: Scaling Cognitive Apprenticeship to Advance Undergraduate and Graduate Research Training in STEM

9/1/16-8/31/19 PIs: Haoqi Zhang, Elizabeth Gerber, Matthew Easterday Northwestern University Award Details This project will advance undergraduate and graduate research training in STEM by designing organizational processes and cyberlearning technologies that support self-directed learning within a community of researchers. Faculty mentoring, research experience, and authentic problem solving increase undergraduate performance and retention in STEM, especially […]

EXP: Linking Eye Movements with Visual Attention to Enhance Cyberlearning

8/15/16-7/31/18 PIs: Daniel Levin, Adriane Seiffert, Gautam Biswas Vanderbilt University Award Details Although hardware and software solutions are rapidly advancing the ability to detect and track cyberlearners’ eye movements, the scientific understanding of the link between these eye movements and actual learning remains tentative. This issue is particularly important because research demonstrates surprising limits to […]

EXP: Modeling Perceptual Fluency with Visual Representations in an Intelligent Tutoring System for Undergraduate Chemistry

9/1/16-8/31/19 PIs: Martina Rau, Xiaojin Zhu, Robert Nowak University of Wisconsin-Madison Award Details Instructors often use visuals to help students learn (e.g., pie charts of fractions, or ball-and-stick models of chemical molecules) and assume that students can quickly discern relevant information (e.g., whether or not two visuals show the same chemical) once that visual representation […]

EXP: Fostering Self-Correcting Reasoning with Reflection Systems

9/1/16-8/31/19 PI: Michael Hoffmann, Richard Catrambone, Jeremy Lingle Georgia Tech Award Details This research project is exploring how to support reasoning about wicked problems. These are societal important problems that are characterized by incomplete or contradictory knowledge, have a large body of differing opinion on the problem, have a large economic burden, and are intimately […]