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Direct linkEcheverria, Vanessa; Yang, Kexin; Lawrence, LuEttaMae; Rummel, Nikol; Aleven, Vincent – IEEE Transactions on Learning Technologies, 2023
Combining individual and collaborative learning is common, but dynamic combinations (which happen as-the-need arises, rather than in preplanned ways, and may happen on an individual basis) are rare. This work reports findings from a technology probe study exploring alternative designs for classroom co-orchestration support for dynamically…
Descriptors: Man Machine Systems, Artificial Intelligence, Cooperative Learning, Educational Technology
Doroudi, Shayan; Aleven, Vincent; Brunskill, Emma – International Journal of Artificial Intelligence in Education, 2019
Since the 1960s, researchers have been trying to optimize the sequencing of instructional activities using the tools of reinforcement learning (RL) and sequential decision making under uncertainty. Many researchers have realized that reinforcement learning provides a natural framework for optimal instructional sequencing given a particular model…
Descriptors: Reinforcement, Learning Processes, Sequential Learning, Decision Making
Download full textHolstein, Kenneth; McLaren, Bruce M.; Aleven, Vincent – Journal of Learning Analytics, 2019
Involving stakeholders throughout the creation of new educational technologies can help ensure their usefulness and usability in real-world contexts. However, given the complexity of learning analytics (LA) systems, it can be challenging to meaningfully involve non-technical stakeholders throughout their design and development. This article…
Descriptors: Learning Analytics, Technology Uses in Education, Artificial Intelligence, Stakeholders
Holstein, Kenneth; McLaren, Bruce M.; Aleven, Vincent – Grantee Submission, 2019
Involving stakeholders throughout the creation of new educational technologies can help ensure their usefulness and usability in real-world contexts. However, given the complexity of learning analytics (LA) systems, it can be challenging to meaningfully involve non-technical stakeholders throughout their design and development. This article…
Descriptors: Learning Analytics, Technology Uses in Education, Artificial Intelligence, Stakeholders
Holstein, Kenneth; McLaren, Bruce M.; Aleven, Vincent – Grantee Submission, 2019
As artificial intelligence (AI) increasingly enters K-12 classrooms, what do teachers and students see as the roles of human versus AI instruction, and how might educational AI (AIED) systems best be designed to support these complementary roles? We explore these questions through participatory design and needs validation studies with K12 teachers…
Descriptors: Artificial Intelligence, Intelligent Tutoring Systems, Instructional Design, Elementary Secondary Education
Aleven, Vincent; McLaren, Bruce M.; Sewall, Jonathan; van Velsen, Martin; Popescu, Octav; Demi, Sandra; Ringenberg, Michael; Koedinger, Kenneth R. – International Journal of Artificial Intelligence in Education, 2016
In 2009, we reported on a new Intelligent Tutoring Systems (ITS) technology, example-tracing tutors, that can be built without programming using the Cognitive Tutor Authoring Tools (CTAT). Creating example-tracing tutors was shown to be 4-8 times as cost-effective as estimates for ITS development from the literature. Since 2009, CTAT and its…
Descriptors: Intelligent Tutoring Systems, Artificial Intelligence, Programming, Educational Technology
Aleven, Vincent; McLaren, Bruce M.; Sewall, Jonathan; van Velsen, Martin; Popescu, Octav; Demi, Sandra; Ringenberg, Michael; Koedinger, Kenneth R. – Grantee Submission, 2016
In 2009, we reported on a new Intelligent Tutoring Systems (ITS) technology, example-tracing tutors, that can be built without programming using the Cognitive Tutor Authoring Tools (CTAT). Creating example-tracing tutors was shown to be 4-8 times as cost-effective as estimates for ITS development from the literature. Since 2009, CTAT and its…
Descriptors: Intelligent Tutoring Systems, Programming, Artificial Intelligence, Visual Aids
Easterday, Matthew W.; Aleven, Vincent; Scheines, Richard; Carver, Sharon M. – International Journal of Artificial Intelligence in Education, 2009
Policy problems like "What should we do about global warming?" are ill-defined in large part because we do not agree on a system to represent them the way we agree Algebra problems should be represented by equations. As a first step toward building a policy deliberation tutor, we investigated: (a) whether causal diagrams help students learn to…
Descriptors: Causal Models, Protocol Analysis, Tutors, Inferences
