While much of education research is focused on student performance, this research turns the focus to the development of the teacher.Design Research Education Learning Sciences and Technologies Faculty
Does a touchscreen display distract visitors from the cultural museum artifacts it supports?
A team of learning scientists and computer scientists collaborated with museum curators to analyze the role of digital display technology in visitor learning in a collections-based exhibit.
Using mixed-reality to reimagine the classroom from both sides -- an Intelligent Science Station for students and smart glasses for teachers -- earned Gold Awards for an HCII PhD student and Postdoc in the 2017-18 Reimagine Education competition.
A new, five-year, $2.5 million research grant from the James S. McDonnell Foundation has been awarded to a team led by Carnegie Mellon University assistant professor Amy Ogan to study teacher learning in high-need settings.
RoboTutor, educational technology developed at Carnegie Mellon University that teaches children basic math and reading skills, has been named a semifinalist in the $15 million Global Learning XPRIZE competition.
The first known use of the word, computer, was actually in reference to a job title, not a piece of technology. In spite of the past trend for men to more frequently take on the job of computer scientist, the first recognized computer programmer was a woman named Ada Lovelace. These are two facts out of hundreds shared in the new PBS Digital Studios Crash Course series on computer science, with weekly episodes posted to YouTube.
Erroneous examples, step-by-step examples of incorrect problem solving, is a pedagogical approach used in only a few fields, such as medical education. Bruce McLaren, an associate research professor in the Human-Computer Interaction Institute, recently received a grant of just under $1 million from the National Science Foundation (NSF) to research why learning from erroneous examples is successful and how it might be integrated into instruction more generally.
What does a gorilla, toppling towers and a postdoctoral fellow from Carnegie Mellon University have in common? They are all part of the mixed platform game, NoRilla, that teachers young students physics. Nesra Yannier, the postdoc and graduate of the HCII Ph.D. program, developed the game and ran demonstrations on April 13 for the department's Demo Day.
Like the fickle Goldilocks, game players are said to seek a game experience that is not too hard and not too easy, but just challenging enough. Or at least, that has been the general assumption. It is easy to imagine that a game can be too difficult for a user to enjoy. But can a game be too easy to enjoy? Researchers from the Human-Computer Interaction Institute developed a study to test the benefits of difficulty levels in a game environment.
"Can games be too easy, or too boring?" they asked.