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Test anxiety is beginning to be recognized as a significant factor affecting student performance in science, technology, engineering, and mathematics (STEM) courses, potentially contributing to gender inequity within these fields.…
In this work, we show a methodology aimed to improve the quality of the assessment process for subjects related to basic programming. The method takes into account the relevance of the items and the students answers to follow different…
To address the challenges posed by the heterogeneity inherent in federated learning (FL) and to attract high-quality clients, various incentive mechanisms have been employed. However, existing incentive mechanisms are typically utilized in…
Students' attitudes and approaches to problem solving in physics can greatly impact their actual problem solving practices and also influence their motivation to learn and ultimately the development of expertise. We developed and validated…
Imitation learning has enabled robots to perform complex, long-horizon tasks in challenging dexterous manipulation settings. As new methods are developed, they must be rigorously evaluated and compared against corresponding baselines…
Engaging in meaningful collaborations with peers, both inside and outside the classroom, can greatly enhance students' understanding of physics and other STEM disciplines. We analyzed the characteristics of women and men who typically…
The cyclic format of the undergraduate physics curriculum depends on students' ability to recall and utilize material covered in prior courses in order to reliably build on that knowledge in later courses. However, there is evidence to…
University students taking introductory physics are generally successful executing mathematical procedures in context, but often struggle with the use of mathematical concepts for sense making. Physics instructors note that their students…
The current work aims to better understand student course experiences for those who reported negative perceptions in introductory physics. We conducted semi-structured interviews with 24 students who reported negative perceptions of their…
Engaging students with well-designed multiple-choice questions during class and asking them to discuss their answers with their peers after each student has contemplated the response individually can be an effective evidence-based…
Several prior studies in introductory physics have found a gender gap on conceptual assessments such as the Force Concept Inventory (FCI) and the Conceptual Survey of Electricity and Magnetism (CSEM) with male students performing better…
Measuring plagiarism in programming assignments is an essential task to the educational procedure. This paper discusses the methods of plagiarism and its detection in introductory programming course assignments written in C++. A small…
I propose a new model to measure simultaneously academic and financial performances of scientific activities quantitatively. The tool is very simple and can be applied to any branches of science, while it is also adjustable to varying…
Most STEM students experience the introductory physics sequence in large-enrollment (N $\gtrsim$ 100 students) classrooms, led by one lecturer and supported by a few teaching assistants. This work describes methods and principles we used to…
Dual-submission homework, where students submit work, receive feedback and then revise has gained attention as a way to foster reflection and discourage reliance on online answer repositories. This study analyzes 13 years of exam data from…
This exploratory study examines the classroom deployment of aiPlato, an AI-enabled homework platform, in a large introductory physics course at the University of Texas at Arlington. Designed to support open-ended problem solving, aiPlato…
Science is facing a reproducibility crisis. Previous work has proposed incorporating data analysis replications into classrooms as a potential solution. However, despite the potential benefits, it is unclear whether this approach is…
Analysis of institutional data for physics majors showing predictive relationships between required mathematics and physics courses in various years is important for contemplating how the courses build on each other and whether there is…
A two-stage collaborative exam is one in which students first complete the exam individually, and then complete the same or similar exam in collaborative groups immediately afterward. To quantify the learning effect from the group component…
An assumed attribute of expert physicists is that they learn readily from their own mistakes. Experts are unlikely to make the same mistakes when asked to solve a problem a second time, especially if they have had access to a correct…