Zobrazeno 1 - 10
of 47
pro vyhledávání: '"John C. Stamper"'
Publikováno v:
L@S
While generating multiple-choice questions has been shown to promote deep learning, students often fail to realize this benefit and do not willingly participate in this activity. Additionally, the quality of the student-generated questions may be inf
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::ea5bf0fc95d66b4c1c4afacabaa7c61a
https://doi.org/10.1145/3430895.3460140
https://doi.org/10.1145/3430895.3460140
Publikováno v:
LAK
While data science education has gained increased recognition in both academic institutions and industry, there has been a lack of research on automated coding assessment for novice students. Our work presents a first step in this direction, by lever
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::206acb4587a4a087e96fb5135bba9ef5
https://doi.org/10.1145/3448139.3448209
https://doi.org/10.1145/3448139.3448209
Publikováno v:
CHI PLAY (Companion)
As civil discourse in America is becoming less substantive and respectful (Doherty, 2019), some educators have turned to educational games as a potential solution. However, providing effective instruction on key civic skills (e.g., perspective taking
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::270ab5bb9b05bba47cd8eb93320518d5
https://doi.org/10.1145/3383668.3419927
https://doi.org/10.1145/3383668.3419927
Publikováno v:
Cross Reality and Data Science in Engineering ISBN: 9783030525743
REV
REV
In this paper we show how we can utilize human-guided machine learning techniques coupled with a learning science practitioner interface (DataShop) to identify potential improvements to existing educational technology. Specifically, we provide an int
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::bbc86d2a0e94c6646357aed493499e67
https://doi.org/10.1007/978-3-030-52575-0_61
https://doi.org/10.1007/978-3-030-52575-0_61
Publikováno v:
L@S
Assigning a set of hypothesized knowledge components (KCs) to assessment items within an ed-tech system enables us to better estimate student learning. However, creating and assigning these KCs is a time-consuming process that often requires domain e
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::4afe6bc9697492829500c5dfd7fb5bea
https://doi.org/10.1145/3386527.3405940
https://doi.org/10.1145/3386527.3405940
Publikováno v:
CHI
As the media landscape is increasingly populated by less than reputable sources of information, educators have turned to argument evaluation training as a potential solution. Unfortunately, the bias literature suggests that our ability to objectively
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::95f89df1d8de671d4975d43b258b6f3d
https://doi.org/10.1145/3313831.3376469
https://doi.org/10.1145/3313831.3376469
Publikováno v:
Lecture Notes in Computer Science ISBN: 9783030522391
AIED (2)
AIED (2)
A key issue in mathematics education is supporting students in developing general problem-solving skills that can be applied to novel, non-routine situations. However, typical mathematics instruction in the U.S. too often is dominated by rote learnin
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::96ee0c8b2c2b2c5a3ef6ff729ec4fb26
https://doi.org/10.1007/978-3-030-52240-7_74
https://doi.org/10.1007/978-3-030-52240-7_74
Publikováno v:
Lecture Notes in Computer Science ISBN: 9783030522360
AIED (1)
AIED (1)
Associating assessment items with hypothesized knowledge components (KCs) enables us to gain fine-grained data on students’ performance within an ed-tech system. However, creating this association is a time consuming process and requires substantia
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::1eb48ec4aae0cb7a315a718853e83c19
https://doi.org/10.1007/978-3-030-52237-7_32
https://doi.org/10.1007/978-3-030-52237-7_32
Autor:
Scott A. Crossley, Danielle S. McNamara, Kalonji Nzinga, Ran Liu, Bruce L. Sherin, John C. Stamper, Jodi L. Davenport
Publikováno v:
Journal of Computer Assisted Learning. 35:99-109
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::6450bb5f67731753ddb967fe06178cd5
https://doi.org/10.1111/jcal.12315
https://doi.org/10.1111/jcal.12315
Autor:
Michael Eagle, Marie Bienkowski, Shuchi Grover, Nicholas Diana, John C. Stamper, Satabdi Basu
Publikováno v:
ACM Transactions on Computing Education. 17:1-25
Systematic endeavors to take computer science (CS) and computational thinking (CT) to scale in middle and high school classrooms are underway with curricula that emphasize the enactment of authentic CT skills, especially in the context of programming
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::c31c3e337954e2131badca7098690bd6
https://doi.org/10.1145/3105910
https://doi.org/10.1145/3105910