nagashima[at]cs.uni-saarland.de

🎉 NEWS 🎉

(May 2024) Our lab’s work will be presented/published at CHI, ISLS, CogSci, IDC (LDT), and EARLI SIG16 conferences! See Publications for more info.

(April 2024) AlgeSPACE project on SIC news and university news

(Mar 2024) Our lab will offer two new seminars in SS2024 – check them out here.

(Mar 2024) We will be at the Tag der digitalen Bildung (The Digital Education Day) in Saarland!

(Feb 2024) We have launched AlgeSPACE — a collection of free interactive exercises for teaching and learning how to solve systems of equations.

(Oct 2023) New grant (with Sarah Malone) on co-designing a learning dashboard on AI in Education with university students at Saarland.

(Sep 2023) Won the PRESTO (“Sakigake”) grant! (€300K) We will work on participatory design research with school students and teachers in Germany and Japan to design an intelligent system with a focus on student agency.

(Aug 2023) Echo has joined the lab as a postdoc from ASU! Learn more about her.

(Apr 2023) Starting a new role as a Visiting Professor at Hokkaido University in Japan!

(Mar 2023) Gave a talk at CAIS in Bochum

(Feb 2023) Gave a talk at ETH Zürich (FLI Colloquia)

(Dec 2022) Launched the “Future+Learning” working group with Lis Sylvan and Sandra Cortesi @BKC Harvard

(Nov 2022) Moved to Germany to start my TT position at Saarland University!

(June 2021) Our ISLS paper was nominated for Best Design Paper!

(April 2021) We were at the ED Games Expo! Here’s our entry.

(Dec 2020) Won the Fred Mulder Open Education Practice Award!

(Nov 2020) Gave a talk at Keio Univ.

(Nov 2020) Won an AECT award!

(Nov 2020) Presented at OpenEd20

(Oct 2020) Made a tape diagram template (available under CC-BY-NC)

Research

1. Understanding and supporting students' self-regulated, strategic learning with technology

We co-design learning activities and technologies with school teachers and students to understand and support meaningful, strategic learning activities (e.g., self-regulated learning, informed choice making). Our research has discovered, among others:

  • Students whose choices were supported through self-reflection on their own choice-making behaviors in intelligent tutoring software chose to use an instructional aid less frequently yet more strategically, and learned greater domain knowledge and skills [link]
  • Students, when their choices on the use of visual representations were guided with recommendations, seemed to learn and apply strategic choice-making decisions in a transfer environment where their choices are no longer guided. [link]
MathChoice: Which visual scaffolding should I use? (2023~)
Motivational scaffold to support strategic learner choices (2023~)
Supporting learning and reducing math anxiety by breathing (2023~)
Fostering strategic choice making through gamification (2023~)
Supporting students' self-regulated choice making (2021-22)
Supporting learner self-reflection with trustworthy peer agent (coming soon)

2. Understanding stakeholders' perspective on AI use in classroom

We aim to understand how students (aged 11-18) and teachers perceive and feel about the use of AI tools in school classrooms, what they prefer, and why. We design AI systems based on the understanding of how students/teachers feel and what they prefer. Our research has found, among others:

  • Student agency when learning with AI in the classroom is a multi-dimensional concept, consisting of several different aspects of agency in making decisions around data, content, orchestration, and feedback/help, rather than a one-dimensional concept.
Children's understanding of AI (2023~)
Multi-dimensionality of student agency for learning with AI (2023~)
Teachers' understanding of student agency with AI (2024~)

3. Cognitive understanding of human learning & instruction to support it

We design effective instructional techniques using adaptive technologies to support students’ cognitive learning in STEM domains, and use participatory and learning analytics approaches to understand how learning happens. Our research has discovered, among others:

  • A scaffolded self-explanation activity with diagrams in intelligent tutoring software supports effective and efficient algebra learning [pdf]
  • Students who learn with Intelligent tutoring software that gives feedback on learner effort do not outperform students who receive feedback on learner performance in math [link]
  • A playful learning experience with drag-and-drop interaction and gamification features in intelligent tutoring software supports engaging and effective algebra learning during remote schooling [link]
Playful math learning to support engaging and effective learning (2019-2023)
AlgeSPACE: interactive scaffolding with concrete examples to foster conceptual learning (2023~)
Effort-based feedback to support learning and motivation (2023~)
Re-designing ITS to enhance motivation and engagement (2024~)
Diagrammatic self-explanation (2020)
Anticipatory diagrammatic self-explanation (2020-2023)
Visualizing students' errors in algebra with diagrams (2020-2021)

4. Researcher-practitioner ecosystem

We envision the future of learning research where we will have an ecosystem that systematically allows researchers and practitioners (e.g., educators, parents, and children) to jointly conduct learning research that informs both learning theories and real-world practice. We reflect on our practice regularly and aim to develop such an ecosystem.

Parallel Design (2024~)
Rethinking classroom studies during a pandemic (2021)
Pedagogical Affordance Analysis (2020)

5. Design and evaluation of learning analytics tools

We work with educators and students to co-design and evaluate reflection tools and prompts (e.g., learning analytics dashboards) to support teaching and learning

Supporting learner reflection on their decision making with a learner dashboard (2021-23)
"In-context" student-facing learning dashboard (2017)
Dashboard for supporting teaching in MOOC (2016-2018)

6. Open Educational Resources (OER)

We work with policy researchers, education researchers, and practitioners to develop policies, strategies, and materials that promote equitable access to education.

Global Open Policy Report (2015-16)
Research, Advocacy, and Consulting on OER
Tape diagram template (2020-21)