My research interests broadly center around educational technology, classroom learning, engagement, and culture. As such, my collaborations result from the interaction of these areas.
|Educational Technology Across Cultures
Educational technology is typically designed in western, industrialized countries and exported to other countries around the world. However, some of the design choices may not fully consider the cultural values or norms of users in all contexts. We investigate how some educational technologies are deployed around the world, understand ways that users in a variety of countries may interact with the systems, and provide recommendations to designers. These recommendations allow us to work towards promoting for all users the ability to have richer interactive experiences with technology.
Improving MOOC experiences for non-native English speakers
Many MOOC (Massive Open Online Courses – eg Coursera, edX, etc) learners are not native English speakers, yet most MOOC content is created and deployed in English. One widely assumed adaptation for these students is to translate all of the content into their mother tongue. However, we have found through interviews and observations that learners do not necessarily want this – some learners prefer to take a course in English to learn the content in English. We explore the social, economic, and geographical motivations of MOOC learners, especially those who are non-native English speakers, to discover appropriate adaptations that courses can consider for each of these learners.
Uchidiuno, J., Ogan, A., Yarzebinski, E., & Hammer, J. (2016) Understanding ESL Students’ Motivations to Increase MOOC Accessibility. Proceedings of the Third ACM Conference on Learning@ Scale, 169-172.
Uchidiuno, J., Ogan, A., Koedinger, KR, Yarzebinski, E., & Hammer, J. (2016) Browser Language Preferences as a Metric for Identifying ESL Speakers in MOOCs. Proceedings of the Third ACM Conference on Learning@ Scale, 277-280. ACM.
- Uchidiuno, J., Hammer, J., Yarzebinski, E., Koedinger, K. R., & Ogan, A. (2017). Characterizing ELL Students’ Behavior During MOOC Videos Using Content Type. Proceedings of the Fourth ACM Conference on Learning@ Scale, 185-188. ACM.
- journal submission in progress
In collaboration with the Global Learning Council, I am part of a team writing a white paper that will review existing research on educational technology, its design and effectiveness – at this point, about 400 papers and counting – and write our recommendations for how educational technology should move forward as a field for the next five to ten years.
- white paper forthcoming summer 2017
Past research collaborations:
The ArticuLab studies how people communicate with and through technology, particularly in areas of minority dialects and rapport-building. During my time in this lab as the Lab Manager, I also had the opportunity to contribute to some of its research projects.
- Finkelstein, S., Yarzebinski, E., Vaughn, C., Ogan, A., Cassell, J. (2013). The effects of culturally-congruent educational technologies on student achievement, In C. Lane, K. Yacef, J. Mostow, & P. Pavlik, (eds). Proceedings of the International Conference on Artificial Intelligence in Education (pp 493-502). Memphis, TN: Springer. [+Best Paper Award]
- Finkelstein, S., Yarzebinski, E., Vaughn, C., Cassell, J. (2013) Poster Presentation. Modeling ethnicity into technology: Using virtual agents to understand sociolinguistic variation. Proceedings of the 42nd Conference on New Ways of Analyzing Variation. Pittsburgh, PA.
The practice of learning by teaching – which says that teaching something to someone else helps solidify it in your own mind – underlies SimStudent. In this program, students work on algebra problems with SimStudent, the student’s virtual peer, and answer its questions along the way. The papers below cover many different classroom interventions, with a variety of experimental and control conditions.
- Matsuda, N., Yarzebinski, E., Keiser, V., Raizada, R., Cohen, W.W., Stylianides, G. J., & Koedinger, K. R. (2013). Cognitive anatomy of tutor learning: Lessons learned with SimStudent. Journal of Educational Psychology. Vol 105: (4).
- Matsuda, N., Yarzebinski, E., Keiser, V., Raizada, R., Stylianides, G.J., & Koedinger, K.R. (2013). Studying the Effect of a Competitive Game Show in a Learning by Teaching Environment. International Journal of Artifical Intelligence in Education. Vol 23: (1).
- Matsuda, N., Yarzebinski, E., Keiser, V., Raizada, R., Cohen, W. W., Stylianides, G., & Koedinger, K. R. (2012, August). Shallow learning as a pathway for successful learning both for tutors and tutees. In Proceedings of the 34th Annual Conference of the Cognitive Science Society (pp. 731-736). Cognitive Science Society.
- Matsuda, N., Cohen, W. W., Koedinger, K. R., Keiser, V., Raizada, R., Yarzebinski, E., Watson, S., & Stylianides, G. (2012, March). Studying the Effect of Tutor Learning using a Teachable Agent that asks the Student Tutor for Explanations. In Proceedings of the IEEE Fourth International Conference On Digital Game And Intelligent Toy Enhanced Learning (DIGITEL) (pp. 25-32). IEEE. [+Best Paper Nominee]
- Matsuda, N., Yarzebinski, E., Keiser, V., Raizada, R., Stylianides, G., & Koedinger, K. R. (2012, January). Motivational Factors for Learning by Teaching: The Effect of a Competitive Game Show in a Virtual Peer Learning Environment. In Proceedings of the 10th International Conference on Intelligent Tutoring Systems (pp. 101-111). Springer Berlin Heidelberg.
- Matsuda, N., Yarzebinski, E., Keiser, V., Raizada, R., Stylianides, G. J., Cohen, W. W., & Koedinger, K. R. (2011, January). Learning by Teaching SimStudent – An Initial Classroom Baseline Study comparing with Cognitive Tutor In Proceedings of the 15th International Conference on Artificial Intelligence in Education (AIED) (pp. 213-221). Springer Berlin Heidelberg.