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 a PhD student or postdoc, 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