Reading
| Paper | Technology | Methodologies | |
|---|---|---|---|
|
AL: An Adaptive Learning Support System for Argumentation Skills.
Wambsganss et al. CHI 2020 |
 |
Argumentation Support Tool | Experiment |
|
Designing Interactive Scaffolds to Encourage Reflection on Peer Feedback.
Cook et al. DIS 2020 |
|
Reflection Protocol | Observation |
|
Better Feedback from Nicer People: Narrative Empathy and Ingroup Framing Improve Feedback Exchange.
Wu and Bailey. CSCW 2020 |
|
Empathy Intervention | Experiment |
|
QMaps: Engaging Students in Voluntary Question Generation and Linking.
Yeckehzaare, Barghi and Resnick. CHI 2020 |
|
Concept Map Tool | Field Study |
|
Pedagogical Agents for Fostering Question-Asking Skills in Children.
Alaimi et al. CHI 2020 |
|
Conversational Agent | Experiment |
|
What Can We Learn from Augmented Reality (AR)?
Radu and Schneider. CHI 2019 |
|
Augmented Reality | Experiment |
|
Improving Inquiry-Driven Modeling in Science Education through Interaction with Intelligent Tutoring Agents.
Joyner and Goel. IUI 2015 |
|
Intelligent Tutoring System | Experiment |
|
Using Gamification to Motivate Students with Dyslexia.
Gooch et al. CHI 2016 |
|
Class Dojo | Field Study |
|
It’s My Data! Tensions Among Stakeholders of a Learning Analytics Dashboard
Sun, et al. CHI 2019 |
|
Learning Analytic Dashboard | Interview |
|
Learning to Cheat: Quantifying Changes in Score Advantage of Unproctored Assessments Over Time.
Chen et al. Learning@Scale 2020 |
|
Learning Analytic Dashboard | Behaviour Log |
|
Informal Learning Communities: The Other Massive Open Online ‘C’.
Hudgins et al. Learning@Scale 2020 |
|
Informal Learning Online Community | Behaviour Log |
|
The Effect of Informing Agency in Self-Directed Online Learning Environments.
Xie et al. Learning@Scale 2020 |
|
Self-Directed Learning Environment | Experiment |
|
How Do Distance Learners Connect? Shared Identity, Focused Work and Future Possibilities.
Sun et al. CHI 2019 |
|
Distance Learning | Interview |
|
Robots for Inclusive Play: Co-designing an Educational Game With Visually Impaired and Sighted Children.
Metatla et al. CHI 2020 |
|
Robots | Participatory Design |
|
Exploring the Design Space for Parent-Child Reading.
Vezzoli et al. CHI 2020 |
|
e-book design | Cultural Probes, Interview |
|
Conversational Technologies for In-home Learning: Using Co-Design to Understand Children’s and Parents’ Perspectives.
Garg and Sengupta. CHI 2020 |
|
Conversational Agents | Participatory Design |
|
Sara, the Lecturer: Improving Learning in Online Education with a Scaffolding-Based Conversational Agent.
Winkler et al. CHI 2020 |
|
Conversational Agents | Experiment |
|
Exploring How Game Genre in Student-Designed Games Influences Computational Thinking Development.
Troiano et al. CHI 2020 |
|
Scratch Programming | Behaviour Log |
|
Collective Support and Independent Learning with a Voice-Based Literacy Technology in Rural Communities.
Madaio et al. CHI 2020 |
|
Voice-Based Literacy Technology | Interview |
|
Tangible Landscape: A Hands-on Method for Teaching Terrain Analysis.
Millar et al. CHI 2018 |
|
Tangible Interface | Evaluation |
|
BrailleBlocks: Computational Braille Toys for Collaborative Learning.
Gadiraju, et al. CHI 2020 |
|
Braille Learning | Evaluation |
|
Augmented Reality to Enable Users in Learning Case Grammar from Their Real-World Interactions.
Draxler et al. CHI 2020 |
|
Augmented Reality | Experiment |
|
ARMath: Augmenting Everyday Life with Math Learning.
Kang et al. CHI 2020 |
|
Augmented Reality | Evaluation |
|
Privacy and Security Considerations For Digital Technology Use in Elementary Schools.
Kumar et al. CHI 2019 |
|
Classroom Technology | Interview |
|
Studying Retrieval Practice in an Intelligent Tutoring System.
Matayoshi et al. Learning @ Scale 2020. |
|
Intelligent Tutoring System | Behaviour Log |
|
Enhancing Online Problems Through Instructor-Centered Tools for Randomized Experiments.
Williams et al. CHI 2018. |
|
Instructor Tool | Field Study |
|
Understanding the Effect of In-Video Prompting on Learners and Instructors.
Shin et al. CHI 2018. |
|
In-Video Prompting | Evaluation, Interview |
|
Instructional Video Design: Investigating the Impact of Monologue- and Dialogue-style Presentations.
Lee and Muldner. CHI 2020. |
|
Instructional Video Design | Experiment |
|
Composing Flexibly-Organized Step-by-Step Tutorials from Linked Source Code, Snippets, and Outputs.
Head et al. CHI 2020. |
|
Programming Tutorials | Interview, Behaviour Log, Evaluation |
|
Continuous Evaluation of Video Lectures from Real-Time Difficulty Self-Report.
Srivastava et al. CHI 2019. |
|
Video Lecture Difficulty Rating | Experiment |
|
Automatic Diagnosis of Students’ Misconceptions in K-8 Mathematics.
Feldman et al. CHI 2018. |
|
Misconception Modeling | Evaluation |
|
Sensing Affect to Empower Students: Learner Perspectives on Affect-Sensitive Technology in Large Educational Contexts.
Wang et al. Learning@Scale 2020. |
|
Affect Detection | Survey, Interview |
|
Engaging High School Students in Cameroon with Exam Practice Quizzes via SMS and WhatsApp.
Poon et al. CHI 2019. |
|
Exam Practice | Field Study |
|
Voice-Based Quizzes for Measuring Knowledge Retention in Under-Connected Populations.
Raza et al. CHI 2019. |
|
Voice-Based Quizzes | Field Study |
|
Social Media TestDrive: Real-World Social Media Education for the Next Generation.
DiFranzo et al. CHI 2019. |
|
Social Media Environment | Evaluation |
|
Causeway: Scaling Situated Learning with Micro-Role Hierarchies.
Lee et al. CHI 2019. |
|
MOOCs | Evaluation |
|
Integrating Multimedia Tools to Enrich Interactions in Live Streaming for Language Learning.
Chen et al. CHI 2019. |
|
Multimedia Tools for Language Learning | Field Study |
|
StoryBlocks: A Tangible Programming Game to Create Accessible Audio Stories.
Koushik et al. CHI 2019. |
|
Tangible Block-Based Game | Participatory Design |
|
How Guiding Questions Facilitate Feedback Exchange in Project-Based Learning.
Cook et al. CHI 2019. |
|
Peer Feedback | Behaviour Log |
|
Unobtrusively Enhancing Reflection-in-Action of Teachers through Spatially Distributed Ambient Information.
An et al. CHI 2019. |
|
Reflection Tool for Teachers | Interview, Observation, Evaluation |
|
Voice User Interfaces in Schools: Co-designing for Inclusion With Visually-Impaired and Sighted Pupils.
Metatla et al. CHI 2019. |
|
Voice User Interface | Participatory Design |
|
Juxtapeer: Comparative Peer Review Yields Higher Quality Feedback and Promotes Deeper Reflection.
Cambre et al. CHI 2018. |
|
Peer Feedback | Experiment |
|
Growth Mindset Predicts Student Achievement and Behavior in Mobile Learning.
Kizilcec and Goldfarb. L@S 2019. |
|
SMS-Based Learning Platform | Survey, Behaviour Log |
|
Can a diversity statement increase diversity in MOOCs?
Kizilcec and Saltarelli. L@S 2019. |
|
MOOCs | Field Study |
|
UpGrade: Sourcing Student Open-Ended Solutions to Create Scalable Learning Opportunities.
Wang et al. L@S 2019. |
|
Learnersourcing | Experiment |
|
"Everyone Brings Their Grain of Salt": Designing for Low-Literate Parental Engagement with Children’s Literacy in Côte d’Ivoire.
Madaio et al. CHI 2019. |
|
Literacy | Interview |
|
A climate of support: a process-oriented analysis of the impact of rapport on peer tutoring.
Madaio et al. ICLS 2018. |
|
Peer Tutoring | Behaviour Log |
|
AXIS: Generating Explanations at Scale with Learnersourcing and Machine Learning.
Williams et al. L@S 2016. |
|
Learnersourcing, Explanations | Experiment |