TY - CONF TI - Automatic Generation of Proof Problems in Deductive Logic AU - Mostafavi, Behrooz AU - Barnes, Tiffany AU - Croy, Marvin T2 - 4th International Conference on Educational Data Mining C2 - 2011/// C3 - Proceedings of the 4th International Conference on Educational Data Mining (EDM 2011) CY - Eindhoven, Netherlands DA - 2011/// PY - 2011/7/6/ SP - 289–294 ER - TY - CONF TI - The EDM Vis Tool AU - Johnson, Matt AU - Eagle, Michael AU - Joseph, Leena AU - Barnes, Tiffany T2 - EDM 2011 C2 - 2011/// C3 - Electronic Data Mining DA - 2011/// PY - 2011/// SP - 349–350 ER - TY - JOUR TI - Enhancing the Automatic Generation of Hints with Expert Seeding AU - Stamper, John AU - Barnes, Tiffany AU - Croy, Marvin T2 - International Journal of Artificial Intelligence in Education DA - 2011/// PY - 2011/// VL - 21 IS - 1-2 SP - 153-167 ER - TY - JOUR TI - Astrojumper: Motivating Exercise with an Immersive Virtual Reality Exergame AU - Finkelstein, Samantha L. AU - Nickel, Andrea AU - Lipps, Zachary AU - Barnes, Tiffany AU - Wartell, Zachary AU - Suma, Evan A. T2 - Presence: Teleoperators and Virtual Environments AB - We present the design and evaluation of Astrojumper, an immersive virtual reality exergame developed to motivate players to engage in rigorous, full-body exercise. We performed a user study with 30 people between the ages of 6 and 50 who played the game for 15 min. Regardless of differences in age, gender, activity level, and video game experience, participants rated Astrojumper extremely positively and experienced a significant increase in heart rate after gameplay. Additionally, we found that participants' ratings of perceived workout intensity positively correlated with their level of motivation. Overall, our results demonstrate that Astrojumper effectively motivates both children and adults to exercise through immersive virtual reality technology and a simple, yet engaging, game design. DA - 2011/2// PY - 2011/2// DO - 10.1162/pres_a_00036 VL - 20 IS - 1 SP - 78-92 SN - 1054-7460 1531-3263 UR - http://dx.doi.org/10.1162/pres_a_00036 ER - TY - JOUR TI - Empirically evaluating the application of reinforcement learning to the induction of effective and adaptive pedagogical strategies AU - Chi, Min AU - VanLehn, Kurt AU - Litman, Diane AU - Jordan, Pamela T2 - User Modeling and User-Adapted Interaction DA - 2011/1/5/ PY - 2011/1/5/ DO - 10.1007/S11257-010-9093-1 VL - 21 IS - 1-2 SP - 137-180 J2 - User Model User-Adap Inter LA - en OP - SN - 0924-1868 1573-1391 UR - http://dx.doi.org/10.1007/S11257-010-9093-1 DB - Crossref KW - Reinforcement learning KW - Pedagogical strategy KW - Machine learning KW - Human learning ER - TY - CHAP TI - Leveraging Card-Based Collaborative Activities as Culturally Situated Design Tools AU - McCrickard, D. Scott AU - Townsend, DeMarcus AU - Winchester, Woodrow W. AU - Barnes, Tiffany T2 - Communications in Computer and Information Science AB - This paper describes two examples of virtual card games serving as Culturally Situated Design Tools (CSDTs) for young people. CSDTs have promise in helping people to learn by connecting principles from computing with aspects of their heritage or gender. The development and deployment of card games on two cutting-edge platforms (mobile devices and multitouch tables) revealed novel ways to display information to users and important lessons for deploying them to young people. PY - 2011/// DO - 10.1007/978-3-642-22098-2_47 SP - 232-236 OP - PB - Springer Berlin Heidelberg SN - 9783642220975 9783642220982 UR - http://dx.doi.org/10.1007/978-3-642-22098-2_47 DB - Crossref ER - TY - CHAP TI - Experimental Evaluation of Automatic Hint Generation for a Logic Tutor AU - Stamper, John C. AU - Eagle, Michael AU - Barnes, Tiffany AU - Croy, Marvin T2 - Lecture Notes in Computer Science AB - In our prior work we showed it was feasible to augment a logic tutor with a data-driven Hint Factory that uses data to automatically generate context-specific hints for an existing computer aided instructional tool. Here we investigate the impact of automatically generated hints on educational outcomes in a robust experiment that shows that hints help students persist in deductive logic courses. Three instructors taught two semester-long courses, each teaching one semester using a logic tutor with hints, and one semester using the tutor without hints, controlling for the impact of different instructors on course outcomes. Our results show that students in the courses using a logic tutor augmented with automatically generated hints attempted and completed significantly more logic proof problems, were less likely to abandon the tutor, and performed significantly better on a post-test implemented within the tutor. PY - 2011/// DO - 10.1007/978-3-642-21869-9_45 SP - 345-352 OP - PB - Springer Berlin Heidelberg SN - 9783642218682 9783642218699 UR - http://dx.doi.org/10.1007/978-3-642-21869-9_45 DB - Crossref ER - TY - CONF TI - GameChanger AU - Payton, Jamie AU - Powell, Evie AU - Nickel, Andrea AU - Doran, Katelyn AU - Barnes, Tiffany T2 - Proceeding of the 1st international workshop AB - While the health benefits of exercise are wide-ranging and wellknown, the population of the United States is suffering from a lack of physical activity. We believe that combining elements of social interaction with exercise in video games will lead to increased and sustained engagement in physical activity. In this paper, we present an initial design of GameChanger, a middleware to support the development of a new generation of social exergames that interweave physical activity as a core game mechanic with social elements such as competition and collaboration. The GameChanger middleware provides programming abstractions that are specific to social exergame mechanics, elevating their description so that even non-expert programmers can create interesting social exergames that utilize mobile phones and sensing technology to integrate physical activity into gameplay. In addition, the middleware provides constructs for performing continuous assessment of physical activity during gameplay; these constructs can be used to provide feedback to the gameplayer or to collect datasets for evaluation by health researchers. As such, the GameChanger middleware can also serve as a platform to support scientific experimentation and exploration to determine which combinations of social and physical elements have the greatest impact on physical activity. C2 - 2011/// C3 - Proceeding of the 1st international workshop on Games and software engineering - GAS '11 DA - 2011/// DO - 10.1145/1984674.1984688 PB - ACM Press SN - 9781450305785 UR - http://dx.doi.org/10.1145/1984674.1984688 DB - Crossref ER - TY - CONF TI - Experimental evaluation of BeadLoom game AU - Boyce, Acey Kreisler AU - Campbell, Antoine AU - Pickford, Shaun AU - Culler, Dustin AU - Barnes, Tiffany T2 - the 16th annual joint conference AB - The Virtual Bead Loom (VBL) is a Culturally Situated Design Tool that successfully teaches students middle school math concepts while they learn about and create their own Native American bead artifacts. We developed BeadLoom Game to augment VBL with game elements that encourage players to apply the computational thinking skills of iteration and layering while optimizing the number of steps they take to solve a puzzle. In our prior work, we showed that BeadLoom Game is effective at teaching Cartesian coordinates, iteration, and layering. In this study, we use a switching replications experimental design to compare performance of BeadLoom Game with the VBL. Our results from two summer camps, one for middle school and one for college-bound high school students, show that through the addition of game based objectives, BeadLoom Game teaches Cartesian coordinates as well as the VBL but also teaches the computational thinking practices of iteration and layering. C2 - 2011/// C3 - Proceedings of the 16th annual joint conference on Innovation and technology in computer science education - ITiCSE '11 DA - 2011/// DO - 10.1145/1999747.1999816 PB - ACM Press SN - 9781450306973 UR - http://dx.doi.org/10.1145/1999747.1999816 DB - Crossref ER - TY - CONF TI - BeadLoom Game AU - Boyce, Acey AU - Doran, Katelyn AU - Campbell, Antoine AU - Pickford, Shaun AU - Culler, Dustin AU - Barnes, Tiffany T2 - the 6th International Conference AB - BeadLoom Game (BLG) is an educational puzzle game designed to teach students basic Cartesian coordinates, iteration, and layering. Although this game has been proven to be successful at teaching students these concepts, many participants reported wanting more competitive and free-play creative elements in the game. In response, we augmented the BeadLoom Game with a competitive high score table, a creative custom puzzle mode, and a social network framework. Here we report results of an experiment where middle school students are given versions of the BLG with different combinations of these new features. Based on the in-game metrics and player surveys we show that while both the competitive and the creative game modes increase a majority of the player's motivation it is not until we add both features that we maximize this effect. Through a combination of creative and competitive game modes we are able to have the highest motivation for the largest number of different players. C2 - 2011/// C3 - Proceedings of the 6th International Conference on Foundations of Digital Games - FDG '11 DA - 2011/// DO - 10.1145/2159365.2159384 PB - ACM Press SN - 9781450308045 UR - http://dx.doi.org/10.1145/2159365.2159384 DB - Crossref ER - TY - CONF TI - Snag'em: Creating Community Connections through Games AU - Powell, Evie AU - Stukes, Felesia AU - Barnes, Tiffany AU - Lipford, Heather Richter T2 - 2011 IEEE Third Int'l Conference on Privacy, Security, Risk and Trust (PASSAT) / 2011 IEEE Third Int'l Conference on Social Computing (SocialCom) AB - It is difficult for new community members to make the connections that would be most beneficial to them - connections with seasoned members of the community, or members of other groups. To address this problem, we have created Snag'em, a web-based social networking game that helps people create, monitor, and strengthen connections with one another. In contrast to existing social games, Snag'em facilitates offline interaction to create an online social network. This paper discusses the design of Snag'em, the use of game mechanics to engage academic community members in social interaction, and the results of two preliminary studies along with the design implications of each. C2 - 2011/10// C3 - 2011 IEEE Third Int'l Conference on Privacy, Security, Risk and Trust and 2011 IEEE Third Int'l Conference on Social Computing DA - 2011/10// DO - 10.1109/passat/socialcom.2011.229 PB - IEEE SN - 9781457719318 9780769545783 UR - http://dx.doi.org/10.1109/passat/socialcom.2011.229 DB - Crossref ER - TY - CONF TI - Social user generated content's effect on creativity in educational games AU - Boyce, Acey AU - Doran, Katie AU - Campbell, Antoine AU - Pickford, Shaun AU - Culler, Dustin AU - Barnes, Tiffany T2 - the 8th ACM conference AB - BeadLoom Game (BLG) is an educational puzzle game developed by adding game elements to a free-play educational tool called the Virtual Bead Loom (VBL). To motivate students who prefer the creative freedom of VBL, we added Custom Puzzle mode to BLG so players can create, share, and rate user-generated puzzles. We compare VBL and BLG Custom Puzzles to show that this mode increases the creativity and complexity of student work. C2 - 2011/// C3 - Proceedings of the 8th ACM conference on Creativity and cognition - C&C '11 DA - 2011/// DO - 10.1145/2069618.2069675 PB - ACM Press SN - 9781450308205 UR - http://dx.doi.org/10.1145/2069618.2069675 DB - Crossref ER - TY - JOUR TI - The STARS Alliance AU - Dahlberg, Teresa AU - Barnes, Tiffany AU - Buch, Kim AU - Rorrer, Audrey T2 - ACM Transactions on Computing Education AB - The Students and Technology in Academia, Research, and Service (STARS) Alliance is a nationally-connected system of regional partnerships among higher education, K-12 schools, industry and the community with a mission to broaden the participation of women, under-represented minorities and persons with disabilities in computing (BPC). Each regional partnership is led by a STARS member college or university with partners such as local chapters of the Girl Scouts, the Black Data Processors Association, public libraries, Citizen Schools, and companies that employ computing graduates. STARS goals include retaining and graduating undergraduates and recruiting and bridging undergraduates into graduate programs. The alliance works toward these goals through activities that advance the central values of Technical Excellence, Leadership, Community, and Service and Civic Engagement. In particular, all STARS college and university members implement the STARS Leadership Corps ( SLC ), an innovative model for enveloping a diverse set of BPC practices within a common framework for implementation within multiple organizations, common assessment, and sustainability through curricula integration. Herein, we describe the SLC model and its implementation in the STARS schools, including details of an SLC service-learning course that has been adopted by eight STARS schools. We report the results of our three-year study of the SLC in the 20 STARS schools. Our study found a positive effect of participation in the SLC on important student success variables, including self-efficacy, perceived social relevance of computing, grade point average, and commitment to remain in computing. Results indicate that the SLC model is effective for students under-represented in computing, as well as for those not from under-represented groups. DA - 2011/10/1/ PY - 2011/10/1/ DO - 10.1145/2037276.2037282 VL - 11 IS - 3 SP - 1-25 J2 - TOCE LA - en OP - SN - 1946-6226 UR - http://dx.doi.org/10.1145/2037276.2037282 DB - Crossref ER - TY - JOUR TI - Learning Cultural Conversational Protocols with Immersive Interactive Virtual Humans AU - Babu, Sabarish V. AU - Suma, Evan AU - Hodges, Larry F. AU - Barnes, Tiffany T2 - International Journal of Virtual Reality AB - This paper reports on a study conducted to investi-gate the effects of using immersive virtual humans in natural multi-modal interaction to teach users cultural conversational verbal and non-verbal protocols in south Indian culture. The study was conducted using a between-subjects experimental design. We compared instruction and interactive feedback from immersive virtual humans against instruction based on a written study guide with illustrations of the cultural protocols. Partici-pants were then tested on how well they learned the cultural conversational protocols by exercising the cultural conventions in front of videos of real people. Subjective evaluations of participants' performance was conducted by three south Indian reviewers who were blind to the condition the participants were assigned. Objective evaluations of participants' performance were conducted on the motion tracking log data recorded during the testing session. We also measured the participants' pre and post positive and negative affect of training in both conditions, as well as the effect of co-presence with the life-size virtual south Indians. The results of our subjective evaluation suggest that participants who trained with the virtual humans performed significantly better than the participants who studied from literature. The results also revealed that there were no significant differences in positive or negative affect between conditions. However, overall for all participants in both conditions, positive affect increased and negative affect decreased from before to after instruction. DA - 2011/1/1/ PY - 2011/1/1/ DO - 10.20870/ijvr.2011.10.4.2826 VL - 10 IS - 4 SP - 25-35 J2 - IJVR OP - SN - 1081-1451 UR - http://dx.doi.org/10.20870/ijvr.2011.10.4.2826 DB - Crossref ER - TY - JOUR TI - Dynamic modeling as a cognitive regulation scaffold for developing complex problem-solving skills in an educational massively multiplayer online game environment AU - Eseryel, D. AU - Ge, X. AU - Ifenthaler, D. AU - Law, V. T2 - Journal of Educational Computing Research AB - Following a design-based research framework, this article reports two empirical studies with an educational MMOG, called McLarin's Adventures, on facilitating 9th-grade students' complex problem-solving skill acquisition in interdisciplinary STEM education. The article discusses the nature of complex and ill-structured problem solving and, accordingly, how the game-based learning environment can facilitate complex problem-solving skill acquisition. The findings of the first study point to the importance of supporting cognitive regulation of students for successful complex problem-solving skill acquisition in digital game-based learning. The findings of the follow-up study show that when scaffolded by dynamic modeling, students made significant improvement in their complex problem-solving outcomes. Implications drawn from the findings of these two studies are discussed related to: (1) educational game design strategies to effectively facilitate complex problem-solving skill development; and (2) stealth or embedded assessment of progress in complex problem solving during digital game-based learning. DA - 2011/// PY - 2011/// DO - 10.2190/EC.45.3.a VL - 45 IS - 3 SP - 265-286 UR - http://www.scopus.com/inward/record.url?eid=2-s2.0-84857583520&partnerID=MN8TOARS ER - TY - CONF TI - Dimensions of social interactions contributing to knowledge construction and building in an online learning community AU - Law, V. AU - Ge, X. AU - Eseryel, D. C2 - 2011/// C3 - Connecting Computer-Supported Collaborative Learning to Policy and Practice: CSCL 2011 Conf. Proc. - Short Papers and Posters, 9th International Computer-Supported Collaborative Learning Conf. DA - 2011/// VL - 2 SP - 586-590 UR - http://www.scopus.com/inward/record.url?eid=2-s2.0-84858375791&partnerID=MN8TOARS ER - TY - JOUR TI - An investigation of the development of a reflective virtual learning community in an Ill-structured domain of instructional design AU - Law, V. AU - Ge, X. AU - Eseryel, D. T2 - Knowledge Management and E-Learning DA - 2011/// PY - 2011/// VL - 3 IS - 4 SP - 513-533 UR - http://www.scopus.com/inward/record.url?eid=2-s2.0-84866257400&partnerID=MN8TOARS ER - TY - CONF TI - Scaffolding Complex problem solving: Current state and future directions. AU - Ge, X. AU - Eseryel, D. C2 - 2011/11/8/ C3 - Panel session presented at the 2011 Annual Convention of Association for Educational Communications and Technology DA - 2011/11/8/ ER - TY - CONF TI - Complex problem solving research: Current state and future directions. AU - Eseryel, D. C2 - 2011/11/8/ C3 - Panel session presented at the Annual Convention of Association for Educational Communications and Technology DA - 2011/11/8/ ER - TY - CONF TI - Assessing complex problem solving – Theories, Methods, and Tools. AU - Ge, X. AU - Ifenthaler, D. AU - Eseryel, D. C2 - 2011/4/8/ C3 - Panel presented at the Annual Meeting of the American Educational Research Association DA - 2011/4/8/ ER - TY - CONF TI - Current and future trends in the field of instructional design and technology. AU - Eseryel, D. C2 - 2011/11/8/ C3 - Panel session organized for the Annual Convention of Association for Educational Communications and Technology DA - 2011/11/8/ ER - TY - CHAP TI - Alternative assessment strategies for game-based learning environments. AU - Eseryel, D. AU - Ifenthaler, D. AU - Ge, X. T2 - Multiple perspectives on problem solving and learning in the digital age A2 - Ifenthaler, D. A2 - Kinshuk, P.Isaias A2 - Sampson, D.G. A2 - Spector, J.M. PY - 2011/// SP - 159–178 PB - Springer ER -