nagashima[at]cs.uni-saarland.de

🎉 NEWS 🎉

(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 ZĂĽrich (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)

Anticipatory diagrammatic self-explanation

One of the persistent instructional challenges is how to scaffold student learning and performance (or learning processes). Studies on self-explanation (Chi et al., 1989) have not fully explored how self-explanation activities can be scaffolded so that students can both learn and perform well. In this project, we designed a novel form of self-explanation called “anticipatory diagrammatic self-explanation”. In anticipatory diagrammatĂĄic self-explanation, students are asked to infer a good next problem-solving step before working on the step. 

The interaction and interface design is based on the co-design work with middle-school teachers and user-testing with middle schoolers.

A series of classroom studies with middle schools showed that anticipatory diagrammatic self-explanation supports students’ effective learning and efficient problem-solving performance while using the software.

Papers from this project

  • Nagashima, T., Zheng, B., Tseng, S., Ling, E., & Aleven, V. (2023). Promoting students’ self-regulated choices in learning with visual representations in intelligent tutoring software. In Proceedings of the Annual Meeting for the International Society of the Learning Sciences (ISLS2023), Montreal, Canada. [pdf]
  • 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. [link]
  • 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). [link]
  • 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. [link]