nagashima [at]


(Mar 2023) Giving a talk at CAIS in Bochum

(Feb 2023) Gave a talk at ETH Z├╝rich (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)

Supporting self-regulated choices

One important goal of instruction is to support students’ self-regulated choice making during learning. How might we support students’ strategic choice-making behaviors? In my dissertation, I co-designed with middle-school students a metacognitive intervention package that included an interactive tutorial, adaptive recommendations, and a learner-facing dashboard to support students’ self-regulated choice making when learning algebra with visual scaffolding (i.e., when to use the visual scaffold to aid problem solving).

A classroom experiment found that students whose choices were supported with the intervention package showed strategic choice-making behaviors (i.e., used the visual scaffold less frequently overall, and rather used when they “needed” the scaffold) and learned greater conceptual and procedural knowledge in algebra.

Below you can try the platform that I used for this study, in which students learn algebra problem solving with or without using visual scaffolding.

Relevant papers

  • Nagashima, T., Zheng, B., Tseng, S., Ling, E., & Aleven, V. (2023). Promoting self-regulated choices in learning with visual representations in intelligent tutoring software. In Proceedings of the Annual Meeting of the International Society of the Learning Sciences (ISLS2023), Montreal, Canada.