New Awards! Congratulations to the newest cohort of Research on Emerging Technologies for Teaching and Learning (RETTL, formerly Cyberlearning) award recipients. Welcome to the Center for Integrative Research in Computing and Learning Sciences (CIRCLS) community!
Current NSF awards:
- Using Augmented Reality and Artificial Intelligence to Improve Teaching and Learning Spatial Transformations in STEM Disciplines PI: Wei Yan, Alabama A&M University. CoPIs: Francis Quek, Philip Yasskin, Dezhen Song, Heather Burte
- Catalyst Project: Development and Implementation of Intelligent Adaptive Cyberlearning System for Minority Freshmen Students PI: Salam Khan, Alabama A&M University. CoPIs: Peter Clarke, Jacob Oluwoye, Lydia Davenport, Anjan Biswas
- EAGER: Collaborative Research: Second Language Speech Production: Formulation of Objective Speech Intelligibility Measures and Learner-Specific Feedback PI: Stephen Looney, Pennsylvania State Univ University Park.
- Combining Smartphone Light Detection and Ranging with Augmented Reality to Enhance Position-Based Teaching and Learning in STEM PI: Colleen Megowan-Romanowicz, American Modeling Teachers Association. CoPI: Mina Johnson-Glenberg, Chrystian Vieyra, Daniel O’Brien, Rebecca Vieyra
- Transformative Computational Models of Narrative to Support Teaching Indigenous Perspectives in K-12 Classrooms PI: Rogelio Cardona-Rivera. University of Utah.
- CAREER: Developing Computational Tools to Revitalize the U.S. Textile Manufacturing Workforce PI: Fatma Baytar, Cornell University.
- Using AI to Focus Teacher-Student Troubleshooting in Classroom Robotics PI: Ross Higashi, Carnegie-Mellon University. CoPI: Jean Oh
- Collaborative Research: Common Error Diagnostics and Support in Short-answer Math Questions PI: Cristina Heffernan, Assistments Foundation Inc.
- Integrating Artificial Intelligence with Smart Engineering and English Language Arts in Upper Elementary Education PI: Jennifer Cross, Tufts University. CoPIs: Jivko Sinapov, Chris Rogers, Steven Coxon
- Transformative Computational Models of Narrative to Support Teaching Indigenous Perspectives in K-12 Classrooms PI: Melissa Tehee, Utah State University. CoPI: Breanne Litts
- Collaborative Research: Common Error Diagnostics and Support in Short-answer Math Questions PI: Neil Heffernan, Worcester Polytechnic Institute. CoPI: Stacy Shaw
- Identifying and Extracting Meaningful Indicators of Children’s Moment-to-Moment Programming Processes in Scratch Gregory Chung, University of California-Los Angeles. CoPI: Kilchan Choi
- Targeted Infusion Project: Technology Enhanced Education and Practices for Success (TEEPS) in Undergraduate Organic Chemistry at Clark Atlanta University PI: Dinadayalane Tandabany, Clark Atlanta University. CoPIs: Issifu Harruna, Conrad Ingram, Xinle Li
- EAGER: Adaptive Digital Twinning: An Immersive Visualization Framework for Structural Cyber-Physical Systems PI: Devin Harris, University of Virginia Main Campus. CoPIs: Jennifer Chiu, Bradford Campbell, Panagiotis Apostolellis
- EAGER: Technology to Review Online Videos for Education (TROVE). PI: Claire Christensen, SRI International. CoPI: Anirban Roy
- New Dimensions of ASL Learning: Implementing and Testing Signing Avatars & Immersive Learning (SAIL 2). PI: Lorna Quandt, Gallaudet University. CoPI: Melissa Malzkuhn
- CAREER: Developing New Scientific Instruments for Classroom Observation: A Multi-modal Machine Learning Approach. PI: Jacob Whitehill, Worcester Polytechnic Institute.
- Enhancing flexible STEM thinking by generating interactive diagrams at scale. PI: Joshua Sunshine, Carnegie-Mellon University. CoPIs: Keenan Crane, Ken Koedinger
- Bimodal Haptic-Mixed Reality (HMR) Needle Insertion Simulation for Hand-Eye Skills. PI: Kwangtaek Kim, Kent State University. CoPIs: Robert Clements, Jeremy Jarzembak
- Productive Online Teamwork Engagement Through Intelligent Mediation. PI: Alejandra Magana-de-Leon, Purdue University. CoPIs: Dominic Kao, Bedrich Benes, Jennifer Richardson
- Exploring Artificial Intelligence-enhanced Electronic Design Process Logs: Empowering High School Engineering Teachers. PI: Mark Riedl, Georgia Tech Research Corporation. CoPIs: Jeff Rosen, Meltem Alemdar, Roxanne Moore
- Supporting Computational Literacy by Designing a Collaborative Platform at the Intersection of Music and Code. PI: Michael Horn, Northwestern University. CoPIs: Michael Zang, Andrea Hillsamer
- Collaborative Research: Common Error Diagnostics and Support in Short-answer Math Questions. PI: Shiting Lan, University of Massachusetts Amherst.
- Inclusively-designing sensory extensions for STEM inquiry learning. PI: Emily Moore, University of Colorado at Boulder. CoPI: Ann Eisenberg
- The Role of Agency and Interactivity in Embodied Conversational Agents to Support Teacher Training in High Poverty Schools. PI: Mubbasir Kapadia, Rutgers University New Brunswick. CoPIs: Matthew Stone, Elisa Shernoff
- Supporting collaborative reflection by K-12 teachers with analytics from intelligent tutoring software. PI: Vincent Aleven, Carnegie-Mellon University.
- Supporting Designers in Learning to Co-create with AI for Complex Computational Design Tasks. PI: Nikolas Martelaro, Carnegie-Mellon University. CoPIs: Lining Yao, Kenneth Holstein
- RETTL: Facilitating socially constructed learning through a shared, mobile-based virtual reality platform in informal learning settings. PI: Sang Won Lee, Virginia Polytechnic Institute and State University. CoPIs: Jeffrey Ogle, Chelsea Lyles, Phyllis Newbill, Myounghoon Jeon
- Improving Student Learning While Decreasing Bias in Teaching Through Simulation. PI: Rhonda Christensen, University of North Texas. CoPI: Gerald Knezek
- Collaborative Research: Advancing STEM Online Learning by Augmenting Accessibility with Explanatory Captions and AI.
PI: Qi Wang, Gallaudet University.
PI: Yun Huang, University of Illinois at Urbana-Champaign. CoPI: Lawrence Angrave
PI: Meng Jiang, University of Notre Dame
- EAGER: Collaborative Research: Second Language Speech Production: Formulation of Objective Speech Intelligibility Measures and Learner-Specific Feedback.
PI: John H. L. Hansen, University of Texas at Dallas
PI: Okim Kang, Northern Arizona University