(Nov 2021) Proposed my Ph.D. dissertation and I’m on the job market!!

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

(April 2021) We will be at 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)

Anticipatory diagrammatic self-explanation

A persistent instructional challenge in any education domain is how to scaffold student learning. In the research area of an established instructional strategy called “self-explanation” (Chi et al., 1989), studies have not fully explored how self-explanation activities can be scaffolded so that students can learn and perform well. In this project, we designed a novel form of self-explanation called “anticipatory diagrammatic self-explanation”. In anticipatory diagrammatic self-explanation, students are asked to infer a good next problem-solving step before working on the step. 

The design of the interaction and the interface is based on the co-design work with middle-school teachers and user-testing with middle schoolers. We have been conducting (remote) classroom experiments, testing the effectiveness of the strategy.


Relevant papers

  • Nagashima, T., Bartel, A. N., *Tseng, S., Vest, N.A., Silla, E. M., Alibali, M. W., & Aleven, V. (2021). Scaffolded self-explanation with visual representations promotes efficient learning in early algebra. In Proceedings of the Annual Meeting of the Cognitive Science Society (CogSci2021). [Preprint]
  • Nagashima, T., Bartel, A. N., *Yadav, G., *Tseng, S., Vest, N. A., Silla, E. M., Alibali, M. W., & Aleven, V. (2021). Using anticipatory diagrammatic self-explanation to support learning and performance in early algebra. In Proceedings of the Annual Meeting of the International Society of the Learning Sciences (ISLS2021), Bochum, Germany [acceptance rate: 33%]. Best Design Paper Nominee. [Preprint]