PIs: Marsha Lovett, Christopher Genovese Carnegie-Mellon University Award Details This PI team aims to use artificial intelligence to exploit data collected from intelligent tutoring systems to provide feedback both to students and to teachers effectively and at the right times. The team is using a new analytic approach, which introduces hierarchical modeling to learning analytics, […]
Tag Archives: Social sciences learning
EXP: Collaborative Research: A System of Animation Gestures for Effective Teaching Avatars
PIs: Voicu Popescu, Nicoletta Adamo-Villani, Purdue University (Award Details) Susan Cook, University of Iowa (Award Details) Howard Friedman,University of California-Riverside (Award Details) This project addresses the challenge of making avatars used in tutoring systems and other learning technologies more engaging and more effective learning guides. One focus is on making the movements of an avatar […]
EXP: Collaborative Research: Engaging Interdisciplinary Students in Innovation Education through Crowd-based Technology
Steven Dow, Carnegie-Mellon University (Award Details) Elizabeth Gerber, Northwestern University (Award Details) This project team is exploring how crowd-based technology can support innovation education through feedback from potential customers and users, specifically looking at how the new forms of authentic feedback can be put to good use to support learning better to design, solve problems, […]
EXP: Developing STEM Identities through Participation in Science-Infused Media and Virtual Peer Networks
PIs: June Ahn, Mega Subramaniam, Allison Druin, Kenneth Fleischmann University of Maryland College Park Award Details Researchers are seeking to understand the roles that school libraries, school librarians, and virtual peer networks (VPNs) can play in helping middle-school students become interested in STEM, imagine themselves in STEM careers, and see themselves as interested-in-science people. In […]
DIP: Interaction Research in Complex Informal Learning Environments
PIs: Stephen Uzzo, Marc Levy, Jan Plass, Eric Siegel, Margaret Honey New York Hall of Science Award Details This project brings together an interdisciplinary team of learning science researchers, game designers, game theory researchers, and environmental scientists to engage diverse audiences in the science of sustainability and sustainable development. Taking its inspiration from Buckminster Fuller’s […]
DIP: Sustaining Ecological Communities Through Citizen Science and Online Collaboration
PIs: Rebecca Jordan, Gregory Newman, Steven Gray, Cindy Hmelo-Silver, Alycia Crall Rutgers University New Brunswick Award Details This project team is investigating the interaction among citizen scientists working both with each other and with professionals, along several dimensions. The cyberlearning environment in which these interactions takes place is built on an existing cyberinfrastructure, the International […]
EAGER: Adolescents Learning Social Problem-Solving Skills Using an Interactive On-Line Graphic Novel
PI: Elizabeth Ozer University of California-San Francisco Award Details The long-term goal of this project team is to learn how to design interactive graphic novels and associated serious games to help adolescents learn social problem solving skills. The intention is that these skills will not simply be learned in a way that allows the teens […]
DIP: Collaborative Research: Social Robots as Mechanisms for Language Instruction, Interaction, and Evaluation in Pre-School Children
Cynthia Breazeal, MIT (Award Details) David DeSteno, Northeastern University (Award Details) Paul Harris, Harvard University (Award Details) This project is leveraging emerging technologies in social robotics with recent findings from social, developmental, and cognitive psychology to design, implement, and evaluate a new generation of robots that is capable of interacting with and instructing young learners […]
DIP: BioSourcing: A Crowdsourcing Approach to Increasing Public Understanding in Computational Biosciences
PIs: Kurt Squire, Michael Ferris, Enid Montague, Bilge Mutlu, Benjamin Shapiro University of Wisconsin-Madison Award Details This project explores the hypothesis that compelling learning games based on contemporary science that offer opportunities to contribute to scientific inquiry will lead to increased interest in science, increased career choice of science, increased conceptual understanding of science content, […]
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