Search results for author:"Nikol Rummel"
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International Journal of Artificial Intelligence in Education Vol. 26, No. 2 (2016) pp. 784–795
In this position paper we contrast a Dystopian view of the future of adaptive collaborative learning support (ACLS) with a Utopian scenario that--due to better-designed technology, grounded in research--avoids the pitfalls of the Dystopian version...
Identifying Areas of Tension in the field of technology-enhanced learning: Results of an international Delphi study
Computers & Education Vol. 65, No. 1 (July 2013) pp. 92–105
Despite steady progress in research in technology-enhanced learning (TEL), the translation of research findings and technology into educational practices falls short of expectations. We present five Areas of Tension which were identified and...
International Journal of Computer-Supported Collaborative Learning Vol. 7, No. 2 (June 2012) pp. 307–339
With the aim to promote students' mathematics learning, we extended the Cognitive Tutor Algebra (CTA), a computer-based tutoring system for high school mathematics, to a collaborative setting. Furthermore we developed a collaboration script to...
Learning to Collaborate: An Instructional Approach to Promoting Collaborative Problem Solving in Computer-Mediated Settings
Journal of the Learning Sciences Vol. 14, No. 2 (2005) pp. 201–241
Effective collaboration in computer-mediated settings among spatially distributed people is a precondition for success in many new learning and working contexts but it is hard to achieve. We have developed two instructional approaches to improve...
Educational Psychology Review Vol. 22, No. 1 (March 2010) pp. 1–7
The papers in the present special issue summarize research that aims at compiling and understanding variables associated with successful communication in computer-supported instructional settings. Secondly, the papers add to the question of how...
Educational Psychology Review Vol. 22, No. 1 (March 2010) pp. 89–102
Research on computer-supported collaborative learning has shown that students need support to benefit from collaborative activities. While classical collaboration scripts have been effective in providing such support, they have also been criticized...
International Journal of Computer-Supported Collaborative Learning Vol. 4, No. 1 (March 2009) pp. 69–92
In an earlier study, we had tested if observing a collaboration model, or alternatively, following a collaboration script could improve students' subsequent collaboration in a computer-mediated setting and promote their knowledge of good...
Educational Psychology Review Vol. 22, No. 2 (June 2010) pp. 155–174
Example-based learning has been studied from different perspectives. Cognitive research has mainly focused on "worked" examples, which typically provide students with a written worked-out didactical solution to a problem to study. Social-cognitive...
International Journal of Computer-Supported Collaborative Learning Vol. 2, No. 1 (March 2007) pp. 63–86
The analysis of the process of collaboration is a central topic in current CSCL research. However, defining process characteristics relevant for collaboration quality and developing instruments capable of assessing these characteristics are no...
Are Two Heads Always Better than One? Differential Effects of Collaboration on Students' Computer-Supported Learning in Mathematics
International Journal of Computer-Supported Collaborative Learning Vol. 6, No. 3 (September 2011) pp. 421–443
While some studies found positive effects of collaboration on student learning in mathematics, others found none or even negative effects. This study evaluates whether the varying impact of collaboration can be explained by differences in the type...
Computers & Education Vol. 62, No. 1 (March 2013) pp. 262–270
Wiki-based writing possesses a great deal of educational potential, yet students face difficulties while writing a shared document. Revising a shared document, in particular, seems to be a demanding activity for students. This study investigated...
The Impact of Guidance during Problem-Solving Prior to Instruction on Students' Inventions and Learning Outcomes
Instructional Science: An International Journal of the Learning Sciences Vol. 42, No. 3 (May 2014) pp. 305–326
Multiple studies have shown benefits of problem-solving prior to instruction (cf. Productive Failure, Invention) in comparison to direct instruction. However, students' solutions prior to instruction are usually erroneous or incomplete. In...
International Journal of Artificial Intelligence in Education Vol. 24, No. 1 (January 2014) pp. 33–61
Adaptive collaborative learning support (ACLS) involves collaborative learning environments that adapt their characteristics, and sometimes provide intelligent hints and feedback, to improve individual students' collaborative interactions. ACLS ...
Designing Automated Adaptive Support to Improve Student Helping Behaviors in a Peer Tutoring Activity
International Journal of Computer-Supported Collaborative Learning Vol. 6, No. 2 (June 2011) pp. 279–306
Adaptive collaborative learning support systems analyze student collaboration as it occurs and provide targeted assistance to the collaborators. Too little is known about how to design adaptive support to have a positive effect on interaction and...
International Journal of Computer-Supported Collaborative Learning Vol. 13, No. 1 (2018) pp. 123–129
In this brief squib, I take up the first of the provocations put forward by Wise and Schwarz in their recent article and make an attempt to spark further discussion. Specifically, I argue that instead of attempting to agree on an overarching,...
Learning and Instruction Vol. 34, No. 1 (December 2014) pp. 74–85
To progress from intuitive ideas to deep conceptual understanding, students need to become aware of gaps in their ideas. Attempting to solve problems prior to instruction may lead to a global awareness of knowledge gaps (i.e., awareness without...
Learning and Instruction Vol. 23, No. 1 (February 2013) pp. 98–114
Research shows that multiple representations can enhance student learning. Many curricula use multiple representations across multiple task types. The temporal sequence of representations and task types is likely to impact student learning. Research ...
Instructional Science: An International Journal of the Learning Sciences Vol. 40, No. 4 (July 2012) pp. 711–730
Schwartz and Martin ("Cogn Instr" 22:129-184, 2004) as well as Kapur ("Instr Sci", this issue, 2012) have found that students can be better prepared to learn about mathematical formulas when they try to invent them in small groups before receiving...
Instructional Science: An International Journal of the Learning Sciences Vol. 40, No. 4 (July 2012) pp. 673–689
To promote student learning in a relearning situation in university-level mathematics, we developed the learning method TAU ("Think Ask Understand"). TAU provides support (i.e. a role script) for students' interaction during a collaborative problem...
Using Dual Eye-Tracking to Evaluate Students' Collaboration with an Intelligent Tutoring System for Elementary-Level Fractions
36th Annual Meeting of the Cognitive Science Society 2014 (July 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...
Italian Journal of Educational Technology Vol. 20, No. 3 (Dec 31, 2012) pp. 144–154
Questo articolo descrive uno studio, realizzato con la metodologia Delphi, sulle tendenze nel settore di ricerca del Technology Enhanced Learning (TEL). Lo studio stato condotto nell\u2019ambito delle attivit della Rete di Eccellenza Europea STELLAR ...
Jennifer K. Olsen; Daniel M. Belenky; Vincent Aleven; Nikol Rummel; Jonathan Sewall; Michael Ringenberg
12th International Conference on Intelligent Tutoring Systems 2014 (June 2014)
Authoring tools have been shown to decrease the amount of time and resources needed for the development of Intelligent Tutoring Systems (ITSs). Although collaborative learning has been shown to be beneficial to learning, most of the current...