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Current Ph.D. StudentsEsma Nur Kahveci, Ph.D. Candidate at the University of Massachusetts Dartmouth (McLaren is a Ph.D. committee member; Esma works on McLaren's NSF Racial Equity project and is advised by Dr. Shakhnoza Kayumova) Department: Education Past Ph.D. StudentsDr. Huy Nguyen, Ph.D. completed in January 2024 at Carnegie Mellon University (Co-Advised with John Stamper) Department: Human Computer Interaction Institute Representative Papers Nguyen, H., Stec, H., Hou, X., Di, S., & McLaren, B.M. (2023). Evaluating ChatGPT’s decimal skills and feedback generation to students’ self-explanations in a digital learning game. Proceedings of Eighteenth European Conference on Technology Enhanced Learning (ECTEL 2023). https://doi.org/10.48550/arXiv.2306.16639 Won the Best Paper Award [ pdf ] [ Online Citation ] Nguyen, H., Hou, X., Richey, J.E., & McLaren, B.M. (2022). The impact of gender in learning with games: A consistent effect in a math learning game. International Journal of Game-Based Learning (IJGBL). 12(1), 1-29. http://doi.org/10.4018/IJGBL.309128 [ pdf ] [ Online Citation ] Nguyen, H.A, Hou, X., Stamper, J., & McLaren, B.M. (2020). Moving beyond test scores: Analyzing the effectiveness of a digital learning game through learning analytics. In the Proceedings of the 13th International Conference on Educational Data Mining, pp. 487–495. [ pdf ] Nguyen, H., Wang, Y., Stamper, J., & McLaren, B.M. (2019). Using knowledge component modeling to increase domain understanding in a digital learning game. Proceedings of the 12th International Conference on Educational Data Mining (EDM 2019). (pp. 139-148). [ pdf ] [ Online Citation ] Nguyen, H., Harpstead, E., Wang, Y. & McLaren, B.M. (2018). Student agency and game-based learning: A study comparing low and high agency. In C. Rosé, R. Martínez-Maldonado, H.U. Hoppe, R. Luckin, M. Mavrikis, K. Porayska-Pomsta, B. McLaren and B. du Boulay (Eds.). Proceedings of the 19th International Conference on Artificial Intelligence in Education (AIED 2018). LNAI 10947 (pp. 338-351). Springer: Berlin. [ pdf ] Dr. Ken Holstein, Ph.D. completed in 2019 at Carnegie Mellon University (Co-Advised with Vincent Aleven) Department: Human Computer Interaction Institute; Representative Papers Holstein, K., McLaren, B.M., & Aleven, V. (2019). Co-designing a real-time classroom awareness tool to support teacher-AI complementarity. Journal of Learning Analytics. [ pdf ] Holstein, K., McLaren, B.M. & Aleven, V. (2018). Student learning benefits of a mixed-reality teacher awareness tool in AI-enhanced classrooms. In C. Rosé, R. Martínez-Maldonado, H.U. Hoppe, R. Luckin, M. Mavrikis, K. Porayska-Pomsta, B. McLaren and B. du Boulay (Eds.). Proceedings of the 19th International Conference on Artificial Intelligence in Education (AIED 2018). LNAI 10947 (pp. 154-168). Springer: Berlin. Won the Best Paper Award (in a tie with one other paper) [ pdf ] Holstein, K., McLaren, B.M. & Aleven, V. (2018). Informing the design of teacher awareness tools through causal alignment analysis. In J. Kay and R. Luckin (Eds.). Proceedings of the 13th International Conference of the Learning Sciences (ICLS’18). (pp. 104-111). Won the Best Student Paper Award [ pdf ] Dr. Oliver Scheuer, Ph.D. completed in 2015 at Saarland University, Germany (Co-Advised with Armin Weinberger); Department: Educational Technology; Representative Papers Scheuer, O., McLaren, B. M., Weinberger, A., & Niebuhr, S. (2014). Promoting critical, elaborative discussions through a collaboration script and argument diagrams. Instructional Science, 42(2), 127–157. doi:10.1007/s11251-013-9274-5. [ pdf ] [ Online Citation ] Scheuer, O. & McLaren, B. M. (2013). CASE: A configurable argumentation support engine. IEEE Transactions on Learning Technologies, 10 Jan. 2013. IEEE computer Society Digital Library. IEEE Computer Society, http://doi.ieeecomputersociety.org/10.1109/TLT.2013.3. [ pdf ] [ Online Citation ] Scheuer, O., McLaren, B.M., Loll, F., & N. Pinkwart (2012). “Automated Analysis and Feedback Techniques to Support and Teach Argumentation: A Survey.” In N. Pinkwart & B.M. McLaren (Eds.) Educational Technologies for Teaching Argumentation Skills, Bentham Science Publishers. [ pdf ] [ Online Citation ] Scheuer, O., McLaren, B.M., Harrell, M., & Weinberger, A. (2011). Scripting collaboration: What affect does it have on student argumentation? In: Proceedings of the 19th International Conference on Computers in Education (ICCE-2011). Chang Mai, Thailand, Nov. 28 - Dec. 2, 2011. [ pdf ] Scheuer, O., Loll, F., Pinkwart, N. & McLaren, B.M. (2010). Computer-supported argumentation: A review of the state of the art. International Journal of Computer-Supported Collaborative Learning. 5(1), 43-102. [ pdf ] [ Online Citation ] Dr. Amir Shareghi Najar, Ph.D. completed in 2014 at the University of Canterbury, Christchurch, New Zealand Representative Papers Najar, A.S., Mitrovic, A. & McLaren, B.M. (2014). Adaptive support versus alternating worked examples and tutored problems: Which leads to better learning? Aalborg, Denmark: In the Proceedings of the 22nd Conf. User Modelling, Adaptation and Personalization (UMAP 2014). LNCS 8538 (pp. 171-182). http://www.um.org/umap2014/. Won Best Student Paper Award [ pdf ] Dr. Marieke Peeters, Ph.D. completed in 2014 at Utrecht University, the Netherlands (McLaren was a committee member); Department: Information and Computing Sciences; Dr. Dimitra Tsovaltzi, Ph.D. completed in 2010 at Saarland University, Germany (McLaren was a committee member); Department: Informatics;
Representative Papers Tsovaltzi, D., Melis, E., & McLaren, B. M. (2012). Erroneous examples: Effects on learning fractions in a web-based setting. International Journal of Technology Enhanced Learning (IJTEL).V4 N3/4 2012 pp 191-230. [ pdf ] Tsovaltzi, D., Rummel, N., McLaren, B.M., Pinkwart, N., Scheuer, O., Harrer, A. & Braun, I. (2010). Extending a virtual chemistry laboratory with a collaboration script to promote conceptual learning. International Journal of Technology Enhanced Learning, Vol. 2, Nos. 1/2, 91–110. [ pdf ] Tsovaltzi, D., Melis, E., McLaren, B.M., Dietrich, M., Goguadze, G., & Meyer, A-K. (2009). Erroneous examples: A preliminary investigation into learning benefits. In U. Cress, V. Dimitrova, & M. Specht (Eds.), Proceedings of the Fourth European Conference on Technology Enhanced Learning, Learning in the Synergy of Multiple Disciplines (EC-TEL 2009), LNCS 5794, September/October 2009, Nice, France. (pp. 688-693). Springer-Verlag Berlin Heidelberg. [ pdf ] Current Post-DocsDr. Mahboobeh Mehrvarz, Ph.D. in Educational Administration completed at Shiraz University, Iran; Past Post-DocsDr. Michael Mogessie Ashenafi, Ph.D. 2017 completed within the Department of Computer Science at the University of Trento, Italy; Representative Papers Mogessie, M., Wolf, S. D., Barbosa, M., Jones, N. & McLaren, B. M. (2020). "Work-in-Progress—A Generalizable Virtual Reality Training and Intelligent Tutor for Additive Manufacturing," 6th International Conference of the Immersive Learning Research Network (iLRN), San Luis Obispo, CA, USA, 2020, pp. 355-358, doi: 10.23919/iLRN47897.2020.9155119. [ pdf ] [ Online Citation ] Mogessie M., Richey J. E., McLaren B.M., Andres-Bray J.M.L., & Baker R.S. (2020). Confrustion and gaming while learning with erroneous examples in a decimals game. In: I. Bittencourt, M. Cukurova, K. Muldner, R. Luckin, & E. Millán (Eds.) Proceedings of the 21st International Conference on Artificial Intelligence in Education. AIED 2020. Lecture Notes in Computer Science (LNCS, Vol. 12164). Springer, Cham. https://doi.org/10.1007/978-3-030-52240-7_38 [ pdf ] [ Online Citation ] Dr. J. Elizabeth Richey, Ph.D. 2015 completed within the Psychology Department at the University of Pittsburgh; Representative Papers Richey, J. E., Andres-Bray, J. M. L., Mogessie, M., Scruggs, R., Andres, J. M., Star, J. R., Baker, R. S., & McLaren, B. M. (2019). More confusion and frustration, better learning: The impact of erroneous examples. Computers & Education. DOI: 10.1016/j.compedu.2019.05.012 [ pdf ] [ Online Citation ] Richey, J.E., McLaren, B.M., Andres-Bray, J.M.L., Mogessie, M., Scruggs, R., Baker, R.S. & Star, J.R. (2019). Confrustion in learning from erroneous examples: Does type of prompted self-explanation make a difference?. In: Isotani S., Millán E., Ogan A., Hastings P., McLaren B., Luckin R. (eds). Proceedings of the 20th International Conference on Artificial Intelligence in Education (AIED 2019). LNAI 11625 (pp. 445-457). Springer, Cham. [ pdf ] [ Online Citation ] Dr. Irene-Angelica Chounta, Ph.D. 2014 completed within the department of Electrical and Computer Engineering at the University of Patras, Greece; Representative Papers Chounta, I-A, McLaren, B.M., & Harrell, M. (2017). Building arguments together or alone? Using learning analytics to study the collaborative construction of argument diagrams. In the Proceedings of the 12th International Conference on Computer Supported Collaborative Learning (CSCL 2017). [ pdf ] Chounta, I-A., McLaren, B.M., Albacete, P., Jordan, P., & Katz, S. (2017). Modeling the zone of proximal development with a computational approach. In X. Hu, T. Barnes, A. Hershkovitz, L. Paquette (Eds), Proceedings of the 10th International Conference on Educational Data Mining (EDM 2017) (pp. 56-57). [ pdf ] Dr. Toby Dragon, Ph.D. 2013 completed in the Department of Computer Science, University of Massachusetts; Representative Papers Dragon, T., Mavrikis, M., McLaren, B.M., Harrer, A., Kynigos, C., Wegerif, R., & Yang, Y. (2013). Metafora: A web-based platform for learning to learn together in science and mathematics. IEEE Transactions on Learning Technologies, 6 (3), 197-207 July-Sept. 2013 © 2013 IEEE Published by the IEEE Computer Society. doi:10.1109/TLT.2013.4 [ pdf ] [ Online Citation ] Dragon, T., McLaren, B.M., Mavrikis, M., & Geraniou, E. (2011). Scaffolding collaborative learning opportunities: Integrating microworld use and argumentation. In: A. Paramythis, L. Lau, S. Demetriadis, M. Tzagarakis, & S. Kleanthous (Eds.) Proceedings of the International Workshop on Adaptive Support for Team Collaboration (ASTC-2011), held in conjunction with the International Conference on User Modeling, Adaptation, and Personalization (UMAP2011), (pp. 27-35). CEUR Workshop Proceedings, ISSN 1613-0073, online CEUR-WS.org/Vol-743/ASTC2011_Paper4.pdf [ pdf ] Dragon, T., Gutierrez-Santos, S., Mavrikis, M. & McLaren, B.M. (2011). Analysing and Supporting Students’ Interactions in Synthesized Learning Environments: A Case Study with a Microworld and a Discussion Tool. In: Proceedings of the Seminar on Technology-Enhanced Learning for Mathematics and Science (TELMAS): Landmark Research and New Contributions. Conducted as part of EC-TEL 2011, Palermo, Italy, September 21, 2011. Dr. Seiji Isotani, Ph.D. 2009 completed in the Department of Knowledge Systems, Osaka University, Japan;
Representative Papers Isotani, S., Adams, D., Mayer, R.E., Durkin, K., Rittle-Johnson, B., & McLaren, B.M. (2011). Can erroneous examples help middle-school students learn decimals? In: Proceedings of the Sixth European Conference on Technology Enhanced Learning: Towards Ubiquitous Learning (EC-TEL-2011). [ pdf ] Isotani, S., McLaren, B.M., & Altman, M. (2010). Towards intelligent tutoring with erroneous examples: A taxonomy of decimal misconceptions. In V. Aleven, J. Kay, J. Mostow (Eds.), Proceedings of the 10th International Conference on Intelligent Tutoring Systems (ITS-10), Lecture Notes in Computer Science, 6094 (pp. 346-348). Berlin: Springer. [ pdf ] Current Masters StudentsNone Past Masters StudentsAnuhauc Valero, M.S. completed in May 2013 at Saarland University, Germany Ugur Kira, M.S. completed in August 2012 at Saarland University, Germany
Hina Manzur, M.S. completed in March 2011 at Saarland University, Germany
Alexander Borek, M.S. completed in July 2009 at Karlsruhe Institute of Technology, Germany
Published Paper Based on Alexander's Masters Thesis: Borek, A., McLaren, B.M., Karabinos, M., & Yaron, D. (2009). How much assistance is helpful to students in discovery learning? In U. Cress, V. Dimitrova, & M. Specht (Eds.), Proceedings of the Fourth European Conference on Technology Enhanced Learning, Learning in the Synergy of Multiple Disciplines (EC-TEL 2009), LNCS 5794, September/October 2009, Nice, France. (pp. 391-404). Springer-Verlag Berlin Heidelberg. [ pdf ] Jan Mikšátko, M.S. completed in December 2007 at Charles University, Czech Republic
Published Paper Based on Jan's Masters Thesis: Mikšátko, J. & McLaren, B.M. (2008). What’s in a cluster? Automatically detecting interesting interactions in student e-Discussions. In B. Woolf, E. Aimeur, R. Nkambou, S. Lajoie (Eds.), Proceedings of the 9th International Conference on Intelligent Tutoring Systems (ITS-08), Lecture Notes in Computer Science, 5091 (pp. 333-342). Berlin: Springer. [ pdf ] |