The ASSISTmentsTestBed seeks experiments of all types. Below we list 8 different thrust areas, as well as example studies that fall into those areas. Below are the citations.
|
Thrust
|
Researcher Name
|
Citation
|
L/W
|
Representative
Experiment Type
|
|
Study Prompts to Guide Learning
|
Dedre
Gentner
|
Jee,
Uttal, Gentner, et al. (2003)
|
L
|
Prompting
for comparison of analogous problems and worked examples
|
|
|
Kathleen
Arnold
|
Arnold
& McDermott (2013)
|
W
|
Testing
the value of free recall
|
|
|
Daniel
Schacter
|
Szpunar,
Khan & Schacter (2013)
|
L
|
Inserting
quizzes and tests to maintain and guide students' focus
|
|
Feedback
|
Bethany
Rittle-Johnson
|
Fyfe,
Rittle-Johnson & DeCaro (2012)
|
L
|
Immediate
versus delayed timing of feedback on problems
|
|
|
Tiffany
Barnes
|
Stamper,
Eagle, Barnes & Croy (2013)
|
L
|
Types
of hints that are provided adaptively to learners
|
|
|
John
Sweller
|
Sweller,
Kirschner & Clark (2007)
|
W
|
Comparing
levels of feedback from guided to open
|
|
|
Peter Khooshabeh
|
Keehner,
Hegarty, Cohen, et al. (2008)
|
W
|
Comparing
what you see versus the role of interacting
|
|
Sequencing & Spacing of Learning Activities
|
Henry
Roediger
|
Roediger
& Karpicke (2006)
|
L
|
Changing
the schedules and procedures for having students practice & quiz
|
|
|
Lindsey
Richland
|
Richland,
Kornell & Kao (2009)
|
L
|
Testing
effectiveness of pre-testing and problem-solving prior to instruction
|
|
|
Nicholas
Cepeda
|
Pashler,
Rohrer, Cepeda & Carpenter (2007)
|
W
|
Spacing
|
|
|
Andrew
Butler
|
Butler
& Roediger (2007)
|
W
|
Testing
effects
|
|
Self-Regulated Learning & Metacognition
|
Joyce Ehrlinger
|
Ehrlinger & Shain (2014)
|
L
|
Testing interaction interventions to increase motivation and teach
learning strategies
|
|
|
Daniel Belenky
|
Belenky & Nokes-Malach (2013)
|
W
|
How framing a task changes what students learn
|
|
|
Ido Roll
|
Roll, Holmes, Day & Bonn (2012)
|
L
|
Examine types of metacognitive scaffolding provided in problem solving
|
|
Social Context & Interaction
|
Candace Walkington
|
Walkington (2013)
|
L
|
Adapting instructional materials to students' personal & peer
interests
|
|
|
Erin Walker
|
Walker, Rummel & Koedinger (2011)
|
L
|
Embedding software & dynamics for peer assistance and question
asking
|
|
|
Ethan Brown
|
Mazzocco, Murphy, Brown, et al. (2013)
|
W
|
How judgments of confidence impact performance on early algebra
|
|
Assessment
|
Anna Rafferty
|
Rafferty & Griffiths (2014)
|
L
|
Varying computational model used to diagnose learner state and
generate scaffolding policy
|
|
|
Ryan Baker
|
Ocumpagh, Baker, et al. (2014)
|
L
|
Different computational methods for assessing affective states
|
|
|
John Nestojko
|
Storm, Bjork, Bjork & Nestojko (2006 )
|
W
|
Forgetting
|
|
Motivation & Engagement
|
Sidney
D'Mello
|
Kelly,
et al. (2013a)
|
L
|
Embedding
motivational and encouraging videos from teachers
|
|
|
Joseph
Jay Williams
|
Williams
(2013)
|
L
|
Incorporation
of messages fostering the growth mindset
|
|
|
Matthew
Bernaki
|
Bernacki,
Byrnes & Cromley (2012)
|
W
|
Goal
setting
|
|
|
Nadia
Chernyak
|
Chernyak
& Kushnir (2013)
|
W
|
The
role of choice
|
|
Mathematics Education Focus
|
Martina
Rau
|
Rau,
Aleven, Rummel & Rohrbach (2012)
|
W
|
Comparing
representational formats in supporting mathematics learning
|
Table B-1.2 For each different topic, we
list 3-5 researchers that work in that space. The “L” indicates the
researcher has given us a letter of support (see Appendix D), while “W”
indicates that they attended our Webinar. This table lists the type of
experiment that the researcher has expressed running within the TestBed, as
well as a citation of the researcher’s comparable work.
References
- Attali, Y.
& Powers, D. (2010). Immediate Feedback and Opportunity to Revise Answers:
Application of a Graded Response IRT Model. Applied
Psychological Measurement 35(6), 472-479.Retrieved August 5, 2014 from http://goo.gl/vwpFVs
- Belenky,
D.M. & Nokes-Malach, T.J. (2013). Mastery-approach goals and knowledge
transfer: An investigation into the effects of task structure and framing instructions.
Learning and Individual Differences. 25, 21-34.
- Bernacki,
M.L., Byrnes, J.P. & Cromley, J.G. (2012). The effects of achievement goals
and self-regulated learning behaviors on reading comprehension in
technology-enhanced learning environments. Contemporary Educational Psychology.
37 (2): 148-161.
- Butler,
A.C., & Roediger, H.L., III. (2007). Testing improves long-term retention
in a simulated classroom setting. European Journal of Cognitive Psychology. 19,
514-527.
- Chernyak,
N., & Kushnir, T. (2013). Giving Preschoolers Choice Increases Sharing
Behavior. Psychological Science. 24 (10): 1971-1979.
- Ehrlinger,
J. & Shain, E.A. (2014). How accuracy in students’ self perceptions relates
to success in learning. In V.A. Benassi, C.E. Overson, & C.M. Hakala
(Eds.). Applying science of learning in education: Infusing psychological
science into the curriculum. Retrieved from the Society for the Teaching of Psychology
web site: http://teachpsych.org/ebooks/asle2014/index.php.
- Fyfe, E.R.,
Rittle-Johnson, B. & DeCaro, M.S. (2012). The effects of feedback during
exploratory mathematics problem solving: Prior knowledge matters. Journal of
Educational Psychology. 104, 1094-1108.
- Jee, B.,
Uttal, D., Gentner, D., Manduca, C., Shipley, T. & Sageman, B. (2013).
Finding faults: analogical comparison
supports spatial concept learning in geoscience. Cognitive Processing, 14(2),
175-187.
- Keehner, M.,
Hegarty, M., Cohen, C., Khooshabeh, P. & Montello, D.R. (2008). Spatial
reasoning with external visualizations: what matters is what you see, not
whether you interact. Cognitive Science. 32, 1099-1132.
- Kelly, K., Heffernan, N., D'Mello, S., Namias, J.,
& Strain, A. (2013a). Adding Teacher-Created Motivational Video to an ITS.
In Boonthum-Denecke, Youngblood (Eds) Proceedings of the Twenty-Sixth International Florida Artificial Intelligence
Research Society Conference, FLAIRS 2013, St. Pete Beach, Florida. May
22-24, 2013. AAAI Press 2013. pp. 503-508. Retrieved on June 2, 2014, from http://goo.gl/cDEEqf
- Mazzocco,
M.M.M., Murphy, M.M., Brown, E.C., Rinne, L. & Herold, K.H. (2013).
Persistent consequences of atypical early number concepts. Frontiers in
Psychology. 4: 486.
- Ocumpaugh,
J., Baker, R., Gowda, S., Heffernan, N., Heffernan, C. (2014). Population
validity for Educational Data Mining models: A case study in affect detection. British Journal of Educational Technology,
45 (3), 487-501 Retrieved on August 5, 2014 from http://goo.gl/V6AJbY
- Pashler, H.,
Rohrer, D., Cepeda, N. & Carpenter, S.K. (2007). Enhancing learning and
retarding forgetting: Choices and consequences. Psychonomic Bulletin &
Review. 14 (2), 187-193.
- Rafferty, A.
N. and Griffiths, T. L. (2014). “Diagnosing Algebra Understanding via Bayesian
Inverse Planning.” Proceedings of the 7th
International Conference on Educational Data Mining (p. 351- 352).
[extended abstract] [PDF]
- Rau, M.,
Aleven, V., Rummel, N., & Rohrbach, S. (2012). Sense Making Alone Doesn't
Do It: Fluency Matters Too! ITS Support for Robust Learning with Multiple
Representations. In S. Cerri, W. Clancey, G. Papadourakis & K. Panourgia
(Eds.), Intelligent Tutoring Systems
(Vol. 7315, pp. 174-184). Berlin / Heidelberg: Springer.
- Richland, L.
E., Kornell, N., & Kao, L. S. (2009). The pretesting effect: Do
unsuccessful retrieval attempts enhance learning? Journal of Experimental
Psychology: Applied, 15(3), 243.
- Roediger, H.
L. & Karpicke, J. D. (2006). The power of testing memory: Basic research
and implications for educational practice. Perspectives
on Psychological Science, 1, 181-210. [PDF]
- Roll, I.,
Holmes, N. G., Day, J., & Bonn, D. (2012). Evaluating metacognitive scaffolding in guided invention activities. Instructional Science, 40, 691-710. doi:10.1007/s11251-012-9208-7
- Stamper, J.,
Eagle, M., Barnes, T. & Croy, M. (2013). Experimental Evaluation of
Automatic Hint Generation for a Logic Tutor. Intl. Journal on AI in Education
(IJAIED). Volume 22(1-2): 3-17.
- Storm, B.C.,
Bjork, E.L., Bjork, R.A., & Nestojko, J.F. (2006). Is retrieval success a
necessary condition for retrieval-induced forgetting? Psychonomic Bulletin
& Review. 13: 1023-1027.
- Sweller, J.,
Kirschner, P.A., Clark, R.E. (2007). Why Minimally Guided Teaching Techniques
Do Not Work: A Reply to Commentaries. Educational Psychologist. 42(2), 115-121.
- Szpunar,
K.K., Khan, N.Y., Schacter, D.L. (2013). Interpolated memory tests reduce mind
wandering and improve learning of online lectures. Proceedings of the National
Academy of Sciences. 110(16): 6313 - 6317.
- Walker, E.,
Rummel, N., & Koedinger, K. R. (2011). Designing automated adaptive support
to improve student helping behaviors in a peer tutoring activity. International Journal of Computer-Supported
Collaborative Learning, 6(2),279-306.
- Walkington,
C. (2013). Using learning technologies to personalize instruction to student
interests: The impact of relevant contexts on performance and learning
outcomes. Journal of Educational
Psychology, 105(4), 932-945.
- Williams,
J.J. (2013). Improving Learning in MOOCs by Applying Cognitive
Science. Paper
presented at the International
Conference on Artificial Intelligence in Education, Memphis, TN.
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