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Rau, Martina A.; Aleven, Vincent; Rummel, Nikol – Instructional Science: An International Journal of the Learning Sciences, 2017
Prior research shows that representational competencies that enable students to use graphical representations to reason and solve tasks is key to learning in many science, technology, engineering, and mathematics domains. We focus on two types of representational competencies: (1) "sense making" of connections by verbally explaining how…
Descriptors: Elementary School Students, Grade 3, Grade 4, Grade 5
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Hartmann, Christian; Olsen, Jennifer K.; Brand, Charleen; Aleven, Vincent; Rummel, Nikol – Grantee Submission, 2017
Social interdependence is a key concept in CSCL research. However, investigations of students' positive and negative interdependence during collaborative activities have often relied on self-report, rather than dialogue analysis. Bringing together politeness and social interdependence theory, we assessed "dialogue indicators" of positive…
Descriptors: Elementary School Students, Computer Uses in Education, Cooperative Learning, Intelligent Tutoring Systems
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Olsen, Jennifer K.; Rummel, Nikol; Aleven, Vincent – Grantee Submission, 2017
Collaborative and individual learning are both frequently used in classrooms to support learning. However, little research has investigated the benefits of combining individual and collaborative learning, as compared to learning only individually or only collaboratively. With our study, we address this research gap. We compared a combined…
Descriptors: Cooperative Learning, Grade 4, Grade 5, Elementary School Students
Doroudi, Shayan; Holstein, Kenneth; Aleven, Vincent; Brunskill, Emma – International Educational Data Mining Society, 2015
The field of EDM has focused more on modeling student knowledge than on investigating what sequences of different activity types achieve good learning outcomes. In this paper we consider three activity types, targeting sense-making, induction and refinement, and fluency building. We investigate what mix of the three types might be most effective…
Descriptors: Information Retrieval, Data Analysis, Learning Activities, Grade 4
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Doroudi, Shayan; Holstein, Kenneth; Aleven, Vincent; Brunskill, Emma – International Educational Data Mining Society, 2016
How should a wide variety of educational activities be sequenced to maximize student learning? Although some experimental studies have addressed this question, educational data mining methods may be able to evaluate a wider range of possibilities and better handle many simultaneous sequencing constraints. We introduce Sequencing Constraint…
Descriptors: Intelligent Tutoring Systems, Sequential Approach, Problem Solving, Learning Processes
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Belenky, Daniel; Ringenberg, Michael; Olsen, Jennifer; Aleven, Vincent; Rummel, Nikol – Grantee Submission, 2014
As learning technologies proliferate, it is important for research to address how to best align instruction to educational goals. For example, recent evidence indicates that working collaboratively may have unique benefits for facilitating the acquisition of conceptual understanding, as opposed to procedural fluency (Mullins, Rummel & Spada,…
Descriptors: Eye Movements, Intelligent Tutoring Systems, Elementary School Mathematics, Mathematical Concepts
Olsen, Jennifer K.; Aleven, Vincent; Rummel, Nikol – International Educational Data Mining Society, 2015
Student models for adaptive systems may not model collaborative learning optimally. Past research has either focused on modeling individual learning or for collaboration, has focused on group dynamics or group processes without predicting learning. In the current paper, we adjust the Additive Factors Model (AFM), a standard logistic regression…
Descriptors: Educational Environment, Predictive Measurement, Predictor Variables, Cooperative Learning
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Olsen, Jennifer K.; Aleven, Vincent; Rummel, Nikol – Grantee Submission, 2015
Student models for adaptive systems may not model collaborative learning optimally. Past research has either focused on modeling individual learning or for collaboration, has focused on group dynamics or group processes without predicting learning. In the current paper, we adjust the Additive Factors Model (AFM), a standard logistic regression…
Descriptors: Educational Environment, Predictive Measurement, Predictor Variables, Cooperative Learning
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Olsen, Jennifer K.; Aleven, Vincent; Rummel, Nikol – Grantee Submission, 2015
To be able to provide better support for collaborative learning in Intelligent Tutoring Systems, it is important to understand how collaboration patterns change. Prior work has looked at the interdependencies between utterances and the change of dialogue over time, but it has not addressed how dialogue changes during a lesson, an analysis that…
Descriptors: Intelligent Tutoring Systems, Feedback (Response), Cooperative Learning, Group Dynamics
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Olsen, Jennifer K.; Rummel, Nikol; Aleven, Vincent – Grantee Submission, 2015
To learn from an error, students must correct the error by engaging in sense-making activities around the error. Past work has looked at how supporting collaboration around errors affects learning. This paper attempts to shed further light on the role that collaboration can play in the process of overcoming an error. We found that good…
Descriptors: Intelligent Tutoring Systems, Educational Technology, Technology Uses in Education, Cooperative Learning
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Rau, Martina A.; Aleven, Vincent; Rummel, Nikol – Journal of Educational Psychology, 2017
Prior research shows that multiple representations can enhance learning, provided that students make connections among them. We hypothesized that support for connection making is most effective in enhancing learning of domain knowledge if it helps students both in making sense of these connections and in becoming perceptually fluent in making…
Descriptors: Elementary School Students, Grade 4, Grade 5, Learning
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Olsen, Jennifer K.; Belenky, Daniel M.; Aleven, Vincent; Rummel, Nikol – Grantee Submission, 2014
While collaborative Intelligent Tutoring Systems (ITSs) have been designed for older students and have been shown to support sense-making behaviors, there has not been as much work on creating systems to support collaboration between elementary school students. We have developed and tested, with 84 students, individual and collaborative versions…
Descriptors: Intelligent Tutoring Systems, Elementary School Students, Fractions, Cooperative Learning
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Olsen, Jennifer K.; Belenky, Daniel M.; Aleven, Vincent; Rummel, Nikol – Grantee Submission, 2013
Collaborative and individual instruction may support different types of knowledge. Optimal instruction for a subject domain may therefore need to combine these two modes of instruction. There has not been much research, however, on combining individual and collaborative learning with Intelligent Tutoring Systems (ITSs). A first step is to expand…
Descriptors: Cooperative Learning, Intelligent Tutoring Systems, Teaching Methods, Educational Technology