Related papers: Variation of Instructor-Student Interactions in an…
This study investigates how an urban, high school physics class responded to the inclusion of a classroom set of iPads and associated applications, such as screencasting. The participatory roles of students and the expressions of their…
Although developing proficiency with modeling is a nationally endorsed learning outcome for upper-division undergraduate physics lab courses, no corresponding research-based assessments exist. Our longterm goal is to develop assessments of…
Through a case study, we demonstrate that teachers can tacitly notice student epistemic framing, and that this noticing can prompt instructor action which tips student framing. Our study is based on video data taken during tutorial sections…
Monitoring students' engagement and understanding their learning pace in a virtual classroom becomes challenging in the absence of direct eye contact between the students and the instructor. Continuous monitoring of eye gaze and gaze…
A typical problem in MOOCs is the missing opportunity for course conductors to individually support students in overcoming their problems and misconceptions. This paper presents the results of automatically intervening on struggling…
Interactive Imitation Learning (IIL) is a branch of Imitation Learning (IL) where human feedback is provided intermittently during robot execution allowing an online improvement of the robot's behavior. In recent years, IIL has increasingly…
In 2020, I designed the course CMSC 20630/30630 Human-Robot Interaction: Research and Practice as a hands-on introduction to human-robot interaction (HRI) research for both undergraduate and graduate students at the University of Chicago.…
Most, if not all, physics undergraduate degree programs include instructional lab experiences. Physics lab instructors, both faculty and staff, are instrumental to student learning in instructional physics labs. However, the faculty-staff…
Programming instructors have diverse philosophies about integrating generative AI into their classes. Some encourage students to use AI, while others restrict or forbid it. Regardless of their approach, all instructors benefit from…
Learning of advanced physics, requires a combination of empirical, conceptual and theoretical understanding. Students use a combination of these approaches to learn new material. Each student has different prior knowledge and will master…
Reproducing cognitive development, group interaction, and long-term evolution in virtual classrooms remains a core challenge for educational AI, as real classrooms integrate open-ended cognition, dynamic social interaction, affective…
There is some evidence that conceptual inquiry-based introductory physics lab curricula, such as RealTime Physics, may improve students' understanding of physics concepts. Thus, these curricula may be attractive for instructors who seek to…
Following the emergence of COVID-19 in Spring 2020, undergraduate in-person physics laboratory courses at a R1 public university were adapted for remote learning to accommodate the subsequent campus closure. Video lectures and web-based…
Most science classes and in particular Physics are delivered through traditional teaching methods. More specifically, in the traditional stand-and-deliver lecture, the information was transmitted unilaterally from the teacher to the student…
Each student matters, but it is hardly for instructors to observe all the students during the courses and provide helps to the needed ones immediately. In this paper, we present StuArt, a novel automatic system designed for the…
While Machine learning gives rise to astonishing results in automated systems, it is usually at the cost of large data requirements. This makes many successful algorithms from machine learning unsuitable for human-machine interaction, where…
While intelligent tutoring systems (ITSs) can use information from past students to personalize instruction, each new student is unique. Moreover, the education problem is inherently difficult because the learning process is only partially…
How students utilize immediate tutoring feedback in programming education depends on various factors. Among them are the feedback quality, but also students' engagement, i.e., their perception, interpretation, and use of feedback. However,…
Research suggests that interacting with more peers about physics course material is correlated with higher student performance. Some studies, however, have demonstrated that different topics of peer interactions may correlate with their…
Engaging in interactions with peers is important for student learning. Many studies have quantified patterns of student interactions in in-person physics courses using social network analysis, finding different network structures between…