TY - CHAP TI - Influence of a graduate course on teachers’ self-efficacy to teach statistics AU - Thrasher, E. AU - Lovett, J.N. AU - Starling, T. AU - Doerr, H.M. AU - Lee, H.S. T2 - Proceedings of the Thirty-seventh annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education A2 - Bartell, T.G. A2 - Bieda, K.N. A2 - Putnam, R.T. A2 - Bradfield, K. A2 - Dominguez, H. PY - 2015/// SP - 447-454 PB - Michigan State University ER - TY - CONF TI - The Influence of a Graduate Course on Teachers' Self-Efficacy to Teach Statistics C2 - 2015/11/5/ C3 - North American Chapter of the International Group for the Psychology of Mathematics Education DA - 2015/11/5/ UR - https://eric.ed.gov/?id=ED584249 ER - TY - JOUR TI - High-Leverage Apps for the Mathematics Classroom: WolframAlpha AU - Thrasher, Emily P. AU - Perry, Ayanna D. T2 - The Mathematics Teacher AB - Today's students have grown up with digital technology, a fact that has fundamentally changed the way they think and process information (Prensky 2001). To reach our students, we need to accommodate this change and learn to use technology in mathematically powerful ways. The Internet gives students access to vast amounts of data. As teachers, we share in the responsibility to help our students learn to make sense of this information. One resource for teachers is WolframAlpha ® , a computational knowledge engine that provides computed answers to queries. This article aims to describe how WolframAlpha can be used to support classroom practice and students' technological literacy. DA - 2015/8// PY - 2015/8// DO - 10.5951/mathteacher.109.1.0066 VL - 109 IS - 1 SP - 66-70 UR - http://dx.doi.org/10.5951/mathteacher.109.1.0066 ER - TY - JOUR TI - Portraits of One-To-One Learning Environments In A New Learning Ecology AU - Lee, J.K. AU - Spires, H.A. AU - Wiebe, E. AU - Hollebrands, K. AU - Young, C. T2 - International Journal of Learning, Teaching and Educational Research DA - 2015/// PY - 2015/// VL - 10 IS - 3 ER - TY - CONF TI - A Practical Guide to Developing and Validating Computer Science Knowledge Assessments with Application to Middle School AU - Buffum, Philip Sheridan AU - Lobene, Eleni V. AU - Frankosky, Megan Hardy AU - Boyer, Kristy Elizabeth AU - Wiebe, Eric N. AU - Lester, James C. T2 - the 46th ACM Technical Symposium AB - Knowledge assessment instruments, or tests, are commonly created by faculty in classroom settings to measure student knowledge and skill. Another crucial role for assessment instruments is in gauging student learning in response to a computer science education research project, or intervention. In an increasingly interdisciplinary landscape, it is crucial to validate knowledge assessment instruments, yet developing and validating these tests for computer science poses substantial challenges. This paper presents a seven-step approach to designing, iteratively refining, and validating knowledge assessment instruments designed not to assign grades but to measure the efficacy or promise of novel interventions. We also detail how this seven-step process is being instantiated within a three-year project to implement a game-based learning environment for middle school computer science. This paper serves as a practical guide for adapting widely accepted psychometric practices to the development and validation of computer science knowledge assessments to support research. C2 - 2015/// C3 - Proceedings of the 46th ACM Technical Symposium on Computer Science Education - SIGCSE '15 DA - 2015/// DO - 10.1145/2676723.2677295 PB - ACM Press SN - 9781450329668 UR - http://dx.doi.org/10.1145/2676723.2677295 DB - Crossref ER - TY - JOUR TI - Investigating Real-time Predictors of Engagement AU - Sharek, David AU - Wiebe, Eric T2 - International Journal of Gaming and Computer-Mediated Simulations AB - Engagement is a worthwhile psychological construct to examine in the context of video games and online training. In this context, previous research suggests that the more engaged a person is, the more likely they are to experience overall positive affect while performing at a high level. This research builds on theories of engagement, Flow Theory, and Cognitive Load Theory, to operationalize engagement in terms of cognitive load, affect, and performance. An adaptive algorithm was then developed to test the proposed operationalization of engagement. Using a puzzle-based video game, player performance and engagement was compared across three conditions: adaptive gameplay, a traditional linear gameplay, and choice-based gameplay. Results show that those in the adaptive gameplay condition performed higher compared to those in the other two conditions without any degradation of overall affect or self-report of engagement. DA - 2015/1// PY - 2015/1// DO - 10.4018/IJGCMS.2015010102 VL - 7 IS - 1 SP - 20-37 LA - en OP - SN - 1942-3888 1942-3896 UR - http://dx.doi.org/10.4018/IJGCMS.2015010102 DB - Crossref KW - Adaptive KW - Affect KW - Cognitive Load KW - Engagement KW - Flow KW - Games KW - Performance KW - Training ER - TY - CHAP TI - The Mars and Venus Effect: The Influence of User Gender on the Effectiveness of Adaptive Task Support AU - Vail, Alexandria Katarina AU - Boyer, Kristy Elizabeth AU - Wiebe, Eric N. AU - Lester, James C. T2 - Lecture Notes in Computer Science AB - Providing adaptive support to users engaged in learning tasks is the central focus of intelligent tutoring systems. There is evidence that female and male users may benefit differently from adaptive support, yet it is not understood how to most effectively adapt task support to gender. This paper reports on a study with four versions of an intelligent tutoring system for introductory computer programming offering different levels of cognitive (conceptual and problem-solving) and affective (motivational and engagement) support. The results show that female users reported significantly more engagement and less frustration with the affective support system than with other versions. In a human tutorial dialogue condition used for comparison, a consistent difference was observed between females and males. These results suggest the presence of the Mars and Venus Effect, a systematic difference in how female and male users benefit from cognitive and affective adaptive support. The findings point toward design principles to guide the development of gender-adaptive intelligent tutoring systems. PY - 2015/// DO - 10.1007/978-3-319-20267-9_22 SP - 265-276 OP - PB - Springer International Publishing SN - 9783319202662 9783319202679 UR - http://dx.doi.org/10.1007/978-3-319-20267-9_22 DB - Crossref KW - Gender effects KW - Adaptive support KW - Intelligent tutoring systems KW - Affect KW - Engagement KW - Frustration ER - TY - CONF TI - Leveraging collaboration to improve gender equity in a game-based learning environment for middle school computer science AU - Buffum, P. S. AU - Frankosky, M. AU - Boyer, K. E. AU - Wiebe, Eric AU - Mott, B. AU - Lester, J. AB - Game-based learning environments can deliver robust learning gains and also have a unique capacity to engage students. Yet they can unintentionally disadvantage students with less prior gaming experience. This is especially concerning in computer science education, as certain underrepresented groups (such as female students) may on average have less prior experience with games. This paper presents evidence that a collaborative gameplay approach can successfully address this problem at the middle school level. In an iterative, designed-based research study, we first used an experimental pilot study to investigate the nature of collaboration in the Engage game-based learning environment, and then deployed Engage in a full classroom study to measure its effectiveness at serving all students. In earlier phases of the intervention, male students outpaced their female peers in learning gains. However, female students caught up during a multi-week classroom implementation. These findings provide evidence that a collaborative gameplay approach may, over time, compensate for gender differences in experience and lead to equitable learning experiences within game-based learning environments for computer science education. C2 - 2015/// C3 - 2015 Research in Equity and Sustained Participation in Engineering, Computing, and Technology (RESPECT) DA - 2015/// DO - 10.1109/respect.2015.7296496 ER - TY - JOUR TI - Getting close to close reading: Teachers making instructional shifts in early literacy AU - Kerkhoff, S. N. AU - Spires, H. A. T2 - Journal of Language and Literacy Education DA - 2015/// PY - 2015/// VL - 11 IS - 2 SP - 44-63 ER - TY - JOUR TI - Two Modes Are Better Than One: A Multimodal Assessment Framework Integrating Student Writing and Drawing AU - Leeman-Munk, Samuel AU - Smith, Andy AU - Mott, Bradford AU - Wiebe, Eric AU - Lester, James T2 - ARTIFICIAL INTELLIGENCE IN EDUCATION, AIED 2015 AB - We are beginning to see the emergence of advanced automated assessment techniques that evaluate expressive student artifacts such as free-form written responses and sketches. These approaches have largely operated individually, each considering only a single mode. We hypothesize that there are synergies to be leveraged in multimodal assessments that can integrate multiple modalities of student responses to create a more complete and accurate picture of a student’s knowledge. In this paper, we introduce a novel multimodal assessment framework that integrates two techniques for automatically analyzing student artifacts: a deep learning-based model for assessing student writing, and a topology-based model for assessing student drawing. An evaluation of the framework with elementary students’ writing and drawing assessments demonstrate that 1) each of the framework’s two modalities provides an independent and complementary measure of student science learning, and 2) together, the multimodal framework significantly outperforms either uni-modal approach individually, demonstrating the potential synergistic benefits of multimodal assessment. DA - 2015/// PY - 2015/// DO - 10.1007/978-3-319-19773-9_21 VL - 9112 SP - 205-215 SN - 1611-3349 KW - Formative assessment KW - Multimodal assessment KW - Student writing analysis KW - Student sketch analysis ER - TY - CONF TI - The Mars and Venus effect: The influence of user gender on the effectiveness of adaptive task support AU - Vail, A. K. AU - Boyer, K. E. AU - Wiebe, E. N. AU - Lester, J. C. C2 - 2015/// C3 - User modeling, adaptation and personalization DA - 2015/// VL - 9146 SP - 265-276 ER - TY - JOUR TI - Mind the Gap: Improving Gender Equity in Game-Based Learning Environments with Learning Companions AU - Buffum, Philip Sheridan AU - Boyer, Kristy Elizabeth AU - Wiebe, Eric N. AU - Mott, Bradford W. AU - Lester, James C. T2 - ARTIFICIAL INTELLIGENCE IN EDUCATION, AIED 2015 AB - Game-based learning environments hold great promise for engaging learners. Yet game mechanics can initially pose barriers for students with less prior gaming experience. This paper examines game-based learning for a population of middle school learners in the US, where female students tend to have less gaming experience than male students. In a pilot study with an early version of Engage, a game-based learning environment for middle school computer science education, female students reported higher initial frustration. To address this critical issue, we developed a prototype learning companion designed specifically to reduce frustration through the telling of autobiographical stories. In a pilot study of two 7th grade classrooms, female students responded especially positively to the learning companion, eliminating the gender gap in reported frustration. The results suggest that introducing learning companions can directly contribute to making the benefits of game-based learning equitable for all learners. DA - 2015/// PY - 2015/// DO - 10.1007/978-3-319-19773-9_7 VL - 9112 SP - 64-73 SN - 1611-3349 KW - Learning companions KW - Game-based learning KW - Gender ER - TY - JOUR TI - DeepStealth: Leveraging Deep Learning Models for Stealth Assessment in Game-Based Learning Environments AU - Min, Wookhee AU - Frankosky, Megan H. AU - Mott, Bradford W. AU - Rowe, Jonathan P. AU - Wiebe, Eric AU - Boyer, Kristy Elizabeth AU - Lester, James C. T2 - ARTIFICIAL INTELLIGENCE IN EDUCATION, AIED 2015 AB - A distinctive feature of intelligent game-based learning environments is their capacity for enabling stealth assessment. Stealth assessments gather information about student competencies in a manner that is invisible, and enable drawing valid inferences about student knowledge. We present a framework for stealth assessment that leverages deep learning, a family of machine learning methods that utilize deep artificial neural networks, to infer student competencies in a game-based learning environment for middle grade computational thinking, Engage. Students’ interaction data, collected during a classroom study with Engage, as well as prior knowledge scores, are utilized to train deep networks for predicting students’ post-test performance. Results indicate deep networks that are pre-trained using stacked denoising autoencoders achieve high predictive accuracy, significantly outperforming standard classification techniques such as support vector machines and naïve Bayes. The findings suggest that deep learning shows considerable promise for automatically inducing stealth assessment models for intelligent game-based learning environments. DA - 2015/// PY - 2015/// DO - 10.1007/978-3-319-19773-9_28 VL - 9112 SP - 277-286 SN - 1611-3349 KW - Game-based learning environments KW - Stealth assessment KW - Deep learning KW - Computational thinking KW - Educational games ER - TY - JOUR TI - Massively Open Online Course for Educators (MOOC-Ed) network dataset AU - Kellogg, Shaun AU - Edelmann, Achim T2 - BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY AB - Abstract This paper presents the Massively Open Online Course for Educators ( MOOC ‐ E d) network dataset. It entails information on two online communication networks resulting from two consecutive offerings of the MOOC called T he D igital L earning T ransition in K ‐12 S chools in spring and fall 2013. The courses were offered to educators from the USA and abroad. Though based on the same course, minor controlled variations were made to both MOOCs in terms of the course length, discussion prompts and group size. The dataset provides opportunities to examine how participants leverage online communication forums to support their learning. In particular, it allows modeling network mechanisms to better understand factors that facilitate or impede the exchange of information among educators. DA - 2015/9// PY - 2015/9// DO - 10.1111/bjet.12312 VL - 46 IS - 5 SP - 977-983 SN - 1467-8535 ER - TY - JOUR TI - How high school students construct or create animations about water boiling AU - Albert, J. L. AU - Blanchard, M. R. AU - Wiebe, E. N. T2 - Application of Visual Data in K-16 Science Classrooms DA - 2015/// PY - 2015/// SP - 191-216 ER - TY - JOUR TI - DIGITAL GAMEPLAY effects on young adolescents' science content learning AU - Spires, H. A. AU - Zheng, M. X. AU - Bartlett, M. E. T2 - Research on teaching and learning with the literacies of young adolescents DA - 2015/// PY - 2015/// VL - 10 SP - 75-95 ER - TY - JOUR TI - The Development and Validation of a Measure of Student Attitudes Toward Science, Technology, Engineering, and Math (S-STEM) AU - Unfried, Alana AU - Faber, Malinda AU - Stanhope, Daniel S. AU - Wiebe, Eric T2 - Journal of Psychoeducational Assessment AB - Using an iterative design along with multiple methodological approaches and a large representative sample, this study presents reliability, validity, and fairness evidence for two surveys measuring student attitudes toward science, technology, engineering, and math (S-STEM) and interest in STEM careers for (a) 4th- through 5th-grade students (Upper Elementary S-STEM) and (b) 6th- through 12th-grade students (Middle/High S-STEM). Findings from exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) suggested the use of a four-factor structure to measure student attitudes toward science, math, engineering/technology, and 21st century skills. Subject matter experts and literature reviews provided evidence of content validity. Reliability levels were high for both versions. Furthermore, both the Upper Elementary S-STEM and Middle/High S-STEM Surveys demonstrated evidence of configural, metric, and scalar invariance across grade levels, races/ethnicities, and genders. The findings support the validity of interpretations and inferences made from scores on the instruments’ items and subscales. DA - 2015/2/16/ PY - 2015/2/16/ DO - 10.1177/0734282915571160 VL - 33 IS - 7 SP - 622-639 J2 - Journal of Psychoeducational Assessment LA - en OP - SN - 0734-2829 1557-5144 UR - http://dx.doi.org/10.1177/0734282915571160 DB - Crossref KW - K-12 KW - STEM KW - measurement KW - scale development KW - measurement invariance KW - attitudes ER - TY - JOUR TI - Value creation in online communities for educators AU - Booth, Sharon E. AU - Kellogg, Shaun B. T2 - BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY AB - Abstract The popularity and pervasiveness of online communities have led researchers and practitioners alike to closely examine the utility of online communities for supporting and facilitating professional learning. As economic constraints leave fewer resources available for professional development, educators in particular are examining the potential of online communities to enhance and extend traditional professional development opportunities. Leveraging the potential of online communities requires an in‐depth understanding of the value that members find through their participation. This study used W enger, T rayner and de L aat's value creation framework to better understand cycles of value creation in online communities. Findings illuminate how members with varying perspectives and levels of expertise co‐construct new forms of meaning and understanding in ways that are individually and collectively valuable, and how they apply that knowledge to their professional practice. Additionally, the study offers insight into the ways in which actions of community leaders and a sponsoring organization support and facilitate value creation through different types of activities, tools and interactions. DA - 2015/7// PY - 2015/7// DO - 10.1111/bjet.12168 VL - 46 IS - 4 SP - 684-698 SN - 1467-8535 ER - TY - JOUR TI - MOOCs From the Viewpoint of the Learner AU - Wiebe, Eric AU - Thompson, Isaac AU - Behrend, Tara T2 - Educational Researcher AB - This response to Perna et al. provides an alternate approach to research on massive open online courses (MOOCs). We argue that a student-centered, theory-driven conceptualization and methodological approaches allow us to move beyond descriptive statistics and into a deeper understanding of MOOC learners. Examples using a teacher development MOOC are presented. DA - 2015/5// PY - 2015/5// DO - 10.3102/0013189x15584774 VL - 44 IS - 4 SP - 252-254 J2 - Educational Researcher LA - en OP - SN - 0013-189X 1935-102X UR - http://dx.doi.org/10.3102/0013189X15584774 DB - Crossref KW - higher education KW - instructional technologies KW - learning environments KW - psychology KW - research methodology ER - TY - JOUR TI - Multiple Perspectives on Elementary Teachers' Science Identities: A case study AU - Madden, Lauren AU - Wiebe, Eric T2 - INTERNATIONAL JOURNAL OF SCIENCE EDUCATION AB - This narrative case study examined the relationship between teacher identity and elementary science teaching. Teacher identity was described using a modification of Gee's framework incorporating three perspectives: the teachers’ self-described identity, the researchers’ view of teacher identity, and the students’ views of teacher identity. Over the course of one school year, we studied one class of second-grade students receiving science instruction from three different teachers. We found that each teacher had unique identity characteristics. Further, the three perspectives of teacher identity were sometimes in conflict with one another within individual teachers, emphasizing the importance of incorporating multiple perspectives in order to give a complete description of teacher identity. This study has meaningful implications for understanding the ways in which students’ perspectives can enrich our understanding of teacher identity. DA - 2015/2/11/ PY - 2015/2/11/ DO - 10.1080/09500693.2014.987715 VL - 37 IS - 3 SP - 391-410 SN - 1464-5289 KW - Teacher identity KW - In-service teacher education KW - Elementary science ER -