nagashima [at] cs.uni-saarland.de

NEWS ūüéČ

(Sep 2023) Won the PRESTO (“Sakigake”) grant! (‚ā¨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 Z√ľrich (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)

Publications

*Please see my CV for the complete list of publications

Stringently refereed conference and journal publications

2023

  • Chan, J. Y.-C.,¬†Nagashima, T., & Closser, A. H. (in press). Participatory design for Cognitive Science: Examples from the Learning Sciences and Human-Computer Interaction. Cognitive Science, 47(10).¬†[link]
  • Sha, H., Sugiura, M., Nagashima, T., & Shigeta, K. (in press). Relations between participation in collaborative learning and learning outcomes in online learning. Information and Technology in Education and Learning, 3(1), 1-5. [link]¬†[pdf]
  • Nagashima, T., Zheng, B., Tseng, S., Ling, E., & Aleven, V. (2023). Promoting students‚Äô 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]
  • Karumbaiah, S., Borchers, C., Shou, T., Falhs, A., Liu, C., Nagashima, T., Rummel, N., & Aleven, V. (2023). A spatiotemporal analysis of teacher practices in supporting student learning and engagement in an AI-enabled classroom. In Proceedings of the International Conference on Artificial Intelligence in Education (AIED2023), Tokyo, Japan.¬†[pdf]
  • Nagashima, T., Yadav, G., & Aleven, V. (2023). Remote classroom research toward equity during COVID-19. In K. Stamatis & J. Polman (Co-Chairs), Designing to disrupt and encountering disruption: Engaging with the unexpected in educational research [Symposium]. In Proceedings of the Annual Meeting for the International Society of the Learning Sciences (ISLS2023), Montreal, Canada. [pdf]

 

2022

  • 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) [link]¬†
  • Aleven, V., Blankestijn, J., Lawrence, L., Nagashima, T., & Taatgen, N. (2022, to appear). A dashboard to support teachers during students‚Äô self-paced AI-supported problem-solving practice. In Proceedings of the 17th European Conference on Technology Enhanced Learning (EC-TEL2022) [link]¬†
  • Hou, X., Nagashima, T., & Aleven, V. (2022). Design a dashboard for secondary-school learners to support mastery learning in a gamified learning environment. In Proceedings of the 17th European Conference on Technology Enhanced Learning (EC-TEL2022) [link]¬†
  • 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. Cognitive Science Society [link]¬†
  • Vest., N., Silla, E. M., Bartel, A. N., Nagashima, T., Aleven, V., & Alibali, M. W. (2022). Self-explanation of worked examples integrated in an Intelligent Tutoring System enhances problem solving and efficiency in algebra. In Proceedings of the 44th Annual Meeting of the Cognitive Science Society. Cognitive Science Society [link]¬†
  • Nagashima, T., Tseng, S., Ling, E., Bartel, A. N., Vest, N. A., Silla, E. M., Alibali, M. W., & Aleven, V. (2022). Students‚Äô 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.¬†[pdf]¬†
  • Shigeta, K., Takeda, T., Kaneko, D., Yagi, H., & Nagashima, T. (2022). Development of a Moodle plugin to track OER improvements. In Proceedings of the Annual Conference for Japan Society for Educational Technology, Kanagawa (in Japanese).

 

2021

  • Nagashima, T.¬†& Hrach, S. (2021). Motivating factors among university faculty for adopting Open Educational Resources: Incentives matter.¬†Journal of Interactive Media in Education, 1(19), 1-10.¬†[pdf]¬†
  • Nagashima, T. (2021). Towards fostering metacognitive use of diagrams through diagrammatic self-explanation. In Proceedings of the 12th International Conference on the Theory and Application of Diagrams (Diagrams 2021).
  • Nagashima, T., Yadav, G., & Aleven, V. (2021). A framework to guide technology-based educational studies in the evolving classroom environment. In Proceedings of the Sixteenth European Conference on Technology Enhanced Learning (EC-TEL2021).¬†[link]
  • Yang, K.,¬†Nagashima, T., Yao, J., Williams, J.J., Holstein, K., & Aleven, V. (2021). Can crowds make a good thing better, with minimal expert guidance? A step-by-step analysis of a teacher-guided crowd revision pipeline.¬†ACM Conference on Computer-Supported Collaborative Work and Social Computing (CSCW2021). [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. Best Design Paper Nominee. [pdf]
  • Nagashima, T., Yadav, G., & Aleven, V. (2021). Rethinking technology-based educational studies in the evolving classroom environment: An interview study with US teachers. In Proceedings of the Annual Meeting of the International Society of the Learning Sciences (ISLS2021), Bochum, Germany.
  • Bartel, A. N., Silla, E. M., Vest, N.A., Nagashima, T., Aleven, V., & Alibali, M. W. (2021). Reasoning about equations with tape diagrams: insights from math teachers and college students. In Proceedings of the Annual Meeting of the International Society of the Learning Sciences (ISLS2021), Bochum, Germany.¬†[link]

 

2020

  • Bartel, A. N., Silla, E. M., Vest, N. A., Nagashima, T., Aleven, V., & Alibali, M. W. (2020). Reasoning about equations with tape diagrams: Do differing visual features matter? Submitted to the 42nd Annual Meeting of the Cognitive Science Society, Toronto, Canada
  • Nagashima, T., Bartel, A. N., Silla, E. M., Vest, N. A., Alibali, M. W., & Aleven, V. (2020). Enhancing conceptual knowledge in early algebra through scaffolding diagrammatic self-explanation. In Proceedings of the International Conferences of the Learning Sciences (ICLS2020), Nashville, TN. [pdf]
  • Nagashima, T., Yang, K., Bartel, A. N., Silla, E. M., Vest, N. A., Alibali, M. W., & Aleven, V. (2020). Pedagogical Affordance Analysis: Leveraging teachers‚Äô pedagogical knowledge for eliciting pedagogical affordances and constraints of instructional tools. In Proceedings of the International Conferences of the Learning Sciences (ICLS2020). Nashville, TN. [pdf]

 

2019

  • Shigeta, K., Takeda, T., Mori, H., Yagi, H., Nagashima, T., Kaneko, D., & Hayashi, Y. (2019). A practice of group-based learning support in online learning based on learner motivation and goal setting. Workshop paper, Information Processing Society of Japan (in Japanese) [link].
  • Nagashima, T. (2019). Towards enhancing conceptual knowledge in algebra through diagrammatic self-explanation. In Companion Proceedings of the 9th International Learning Analytics and Knowledge Conference (LAK19). Tempe, AZ. [pdf]

 

2018

  • Nagashima, T. (2018). Contextualized instruction in data science and its effect on transfer of learning. In Proceedings of the 13th European Conference on Technology Enhanced Learning (EC-TEL). Leeds, UK. [pdf]
  • Takeda, T., Hayashi, Y., Shigeta, K., Mori, H., Kaneko, D., Yagi, H., & Nagashima, T. (2018). Visualizing relationships among content topics and learning activities of online courses. In Proceedings of EdMedia: World Conference on Educational Media and Technology. Amsterdam, Netherlands: Association for the Advancement of Computing in Education (AACE). [link]

 

2013~2017

  • Shigeta, K., Yagi, H., Takeda, T., Mori, H., Hayashi, Y., Kaneko, D., & Nagashima, T. (2017). A study on improving learning materials utilizing comments on MOOC discussion boards. In Proceedings of the Annual Conference for Japan Society for Educational Technology, Shimane. (in Japanese)
  • Hayashi, Y., Takeda, T., Nagashima, T., Yagi, H., Mori, H., Kaneko, D., & Shigeta, K. (2016). Development of the dashboard system for teachers to perform effective indication of the learning data analysis. In Proceedings of the 5th International Conference on Knowledge Creation and Intelligent Computing. Manado, Indonesia. [link]
  • Nagashima, T., Yagi, H., & Shigeta, K. (2015). The value of delivering MOOC as OER. In Proceedings of the Annual Conference for Japan Association for Educational Media, Tokyo. (in Japanese)¬†
  • Yagi, H. Nagashima, T., & Shigeta, K. (2015). Improvement model of lectures and teaching materials developed by OER and MOOC. In Proceedings of the Annual Conference for Japan Association for Educational Media, Tokyo. (in Japanese)
  • Yagi, H., Nagashima, T., Hamada, M., Shima, M., Kobayashi, K., & Shigeta K. (2015). Flipped classroom using interactive distance learning system: An experimental class in liberal arts education among national universities in Hokkaido. In Proceedings of the Annual Conference for Japan Society for Educational Technology, Tokyo. (in Japanese)
  • Yagi, H., Nagashima, T., Hamada, M., Shima, M., Kobayashi, K., & Shigeta K. (2015). Development of educational videos for liberal arts education among national universities in Hokkaido: How instructional designers and video content specialists can develop a collaborative workflow in a small team. In Proceedings of the Annual Conference for Japan Society for Information and Systems in Education, Tokyo. (in Japanese)
  • Shigeta, K., Yagi, H., Nagashima, T., Hamada, M., Miyazaki, T., Kobayashi, K., and Shima, M. (2015). Cooperative liberal arts education and flipped classroom implementation using MOOC. Journal of Digital Practices 6(2), 89-96. (in Japanese) [pdf]
  • Nagashima, T. (2014). What makes open education thrive? Examination of factors contributing to the success of open education initiatives. International Journal for Innovation and Quality in Learning 2(3), 10-21. [pdf]
  • Nagashima, T. (2013). Open educational resources in higher education: A global perspective. In Proceedings of the International Conference for Media in Education, Aichi.¬†
Other publications
  • Shigeta, K., Takeda, T., Kaneko, D., Yagi, H., & Nagashima, T. (2021). Development of a Moodle plugin for structuring and versioning OER. Seminar on Collaboration and Learning Environments. Information Processing Society of Japan.
  • Farrow, R., Iniesto, F., Weller, M., Pitt, R., Algers, A., Bass, M., Bozkurt, A., Cox, G., Czerwonog√≥ra, A., Elias, T., Essmiller, K., Funk, J., Lambert, S., Mittelmeier, J., Nagashima, T., Rabin, E., Rets, I., Spica, E., Vladimirschi, V. & Witthaus, G (2021). The GO-GN guide to conceptual frameworks. Open Education Research Hub. The Open University, UK. CC-BY 4.0. [paper]¬†

  • Nagashima, T. (2018). Recent trends in open textbook adoption and research. SIG Report. Game Learning and Open Education Special Interest Group. Japan Society for Educational Technology. (in Japanese)
  • Wiens, K., Tarkowski, A., Watanabe, T., Nagashima, T., Allen, N., Appleyard, B., Botero, C., Juliana, M., Mora, L., Smith, J., Salem, N., & Browne, D. (2016). Global Open Policy Report 2016. Open Policy Network.
  • Shigeta, K. & Nagashima, T. (2016). Envisioning the future of open education: a perspective from the non-English-speaking world. FutuOER.
  • Nagashima, T. (2016). OER research initiatives around the world. SIG Report. Game Learning and Open Education Special Interest Group. Japan Society for Educational Technology. (in Japanese)
  • Nagashima, T. (2015). How should we approach openness in MOOC? SIG Report. Game Learning and Open Education Special Interest Group. Japan Society for Educational Technology. (in Japanese)
  • Watanabe, T., Shigeta, K., Nagashima, T., & Tanaka, K. (2014). Implication of EU‚Äôs open education policy on educational system in Japan: Global competitiveness, employment, and digital divide. Report by Innovation Nippon. (in Japanese)