I am a tenure-track Junior (=Assistant) Professor of Technology-Enhanced Learning in the Faculty of Mathematics and Computer Science at Saarland University in Germany. I am also a Faculty Associate at the Berkman Klein Center for Internet & Society at Harvard University
I am a learning scientist who works with education stakeholders to support meaningful human learning activities with technologies. I co-design intelligent technologies and novel learning strategies with educators and learners, and conduct school-based experimental studies to understand and support human learning. My research has explored topics such as:
- Co-designing novel interaction strategies with teachers to help children reason with, and learn from, visual representations in an intelligent system
- Supporting learners’ self-regulated choice-making behaviors in an intelligent system
- Designing an educational game to support engaging and effective learning in math
I received my Ph.D. in Human-Computer Interaction from Carnegie Mellon University’s HCI Institute working with Dr. Vincent Aleven. Prior to attending CMU, I completed my Master’s degree in Learning, Design, and Technology at Stanford Graduate School of Education, working with Dr. Candace Thille.
I am also an activist working in the area of open education as a member of Creative Commons Japan and as an OER Research Fellow at Open Education Group.
I’m looking for PhD students, postdocs, and research assistants to join my group! If interested, please reach out to me via email (with your CV and a brief description of your research interests and relevant experiences). Happy to chat!
- Nagashima, T., Britti, J., Wang, X., Zheng, B., Turri, V., Tseng, S., & Aleven, V. (2022). Designing playful intelligent tutoring software to support engaging and effective algebra learning. In Proceedings of the 17th European Conference on Technology Enhanced Learning (EC-TEL2022). [paper]
- Nagashima, T., Ling, E., Zheng, B., Bartel, A. N., Silla, E. M., Vest, N. A., Alibali, M. W., & Aleven, V. (2022). How does sustaining and interleaving visual scaffolding help learners? A classroom study with an Intelligent Tutoring System. In Proceedings of the 44th Annual Meeting of the Cognitive Science Society (CogSci2022). Cognitive Science Society. [paper]
- Nagashima, T., *Tseng, S., *Ling, E., Bartel, A. N., Vest, N. A., Silla, E. M., Alibali, M. W., & Aleven, V. (2022). Students’ self-regulated use of diagrams in a Choice-based Intelligent Tutoring System. In Proceedings of the Annual Meeting for the International Society of the Learning Sciences (ISLS2022), Hiroshima, Japan.
*Please see my CV for the most recent publication status