We present a demonstration of REACT, a new Real-time Educational AI-powered Classroom Tool that employs EDM techniques for supporting the decision-making process of educators. REACT is a data-driven tool with a user-friendly graphical interface. It analyzes students' performance data and provides context-based alerts as well as recommendations to educators for course planning. Furthermore, it incorporates model-agnostic explanations for bringing explainability and interpretability in the process of decision making. This paper demonstrates a use case scenario of our proposed tool using a real-world dataset and presents the design of its architecture and user interface. This demonstration focuses on the agglomerative clustering of students based on their performance (i.e., incorrect responses and hints used) during an in-class activity. This formation of clusters of students with similar strengths and weaknesses may help educators to improve their course planning by identifying at-risk students, forming study groups, or encouraging tutoring between students of different strengths.
Harvard University（哈佛大学）；University of Maryland（马里兰大学）；Stanford University（斯坦福大学）
Responsive teaching is a highly effective strategy that promotes student learning. In math classrooms, teachers might "funnel" students towards a normative answer or "focus" students to reflect on their own thinking, deepening their understanding of math concepts. When teachers focus, they treat students' contributions as resources for collective sensemaking, and thereby significantly improve students' achievement and confidence in mathematics. We propose the task of computationally detecting funneling and focusing questions in classroom discourse. We do so by creating and releasing an annotat…
Creativity, i.e., the process of generating and developing fresh and original ideas or products that are useful or effective, is a valuable skill in a variety of domains. Creativity is called an essential 21st-century skill that should be taught in schools. The use of educational technology to promote creativity is an active study field, as evidenced by several studies linking creativity in the classroom to beneficial learning outcomes. Despite the burgeoning body of research on adaptive technology for education, mining creative thinking patterns from educational data remains a challenging tas…
In this work we present a multi-modal machine learning-based system, which we call ACORN, to analyze videos of school classrooms for the Positive Climate (PC) and Negative Climate (NC) dimensions of the CLASS observation protocol that is widely used in educational research. ACORN uses convolutional neural networks to analyze spectral audio features, the faces of teachers and students, and the pixels of each image frame, and then integrates this information over time using Temporal Convolutional Networks. The audiovisual ACORN's PC and NC predictions have Pearson correlations of $0.55$ and $0.6…
Transcripts of teaching episodes can be effective tools to understand discourse patterns in classroom instruction. According to most educational experts, sustained classroom discourse is a critical component of equitable, engaging, and rich learning environments for students. This paper describes the TalkMoves dataset, composed of 567 human-annotated K-12 mathematics lesson transcripts (including entire lessons or portions of lessons) derived from video recordings. The set of transcripts primarily includes in-person lessons with whole-class discussions and/or small group work, as well as some …
The AI Incident Database as an Educational Tool to Raise Awareness of AI Harms: A Classroom Exploration of Efficacy, Limitations, & Future Improvements
In this manuscript, we argue for the need to further look at search as learning (SAL) with children as the primary stakeholders. Inspired by how children learn and considering the classroom (regardless of the teaching modality) as a natural educational ecosystem, we posit that scaffolding is the tie that can simultaneously allow for learning to search while searching for learning. The main contribution of this work is a list of open challenges focused on the primary school classroom for the IR community to consider when setting up to explore and make progress on SAL research with and for child…
Ecole Polytechnique Fédérale de Lausanne (EPFL)（洛桑联邦理工学院）；SUPSI-DFA（瑞士南部应用科学与艺术大学-师范系）
Recently, introducing computer science and educational robots in compulsory education has received increasing attention. However, the use of screens in classrooms is often met with resistance, especially in primary school. To address this issue, this study presents the development of a handwriting-based programming language for educational robots. Aiming to align better with existing classroom practices, it allows students to program a robot by drawing symbols with ordinary pens and paper. Regular smartphones are leveraged to process the hand-drawn instructions using computer vision and machin…
The article clarifies the concept of "virtual information educational environment" (VIEE) and examines the researchers' views on its meaning exposed in the scientific literature. The article determines the didactic potential of the virtual information educational environment for the geography students training based on the analysis of the authors' experience of blended learning by means of the Google Classroom. It also specifies the features (immersion, interactivity, and dynamism, sense of presence, continuity, and causality). The authors highlighted the advantages of virtual information educ…
The flipped classroom has become famous as an effective educational method that flips the purpose of classroom study and homework. In this paper, we propose a video learning system for flipped classrooms, called Response Collector, which enables students to record their responses to preparation videos. Our system provides response visualization for teachers and students to understand what they have acquired and questioned. We performed a practical user study of our system in a flipped classroom setup. The results show that students preferred to use the proposed method as the inputting method, …
Educational games are an increasingly popular teaching tool in modern classrooms. However, the development of complementary tools for teachers facilitating classroom gameplay is lacking. We present the results of a participatory design process for a teacher-facing, real-time game data dashboard. This two-phase process included a workshop to elicit teachers' requirements for such a tool, and a pilot study of our dashboard prototype. We analyze post-gameplay survey and interview data to understand teachers' experiences with the tool in terms of evidence of co-design, feasibility, and effectivene…
Compared with traditional face-to-face teaching, online learning is more convenient. However, during online classes, it is more difficult for teachers to observe all student reactions at the same time. Our system is designed to help teachers to adjust the speed of their lessons by detecting student reactions. In this study, we estimate student head pose, hand poses, and expressions through the camera, all these poses will be used as criteria for judging the student participation. After estimating, we proposed a method to evaluate classroom participation based on student head pose, hand poses, …
Massachusetts Institute of Technology（麻省理工学院）；University of Michigan（密歇根大学）
We present a novel intelligent tutoring system which builds upon well-established hypotheses in educational psychology and incorporates them inside of a scalable software architecture. Specifically, we build upon the known benefits of knowledge vocalization, parallel learning, and immediate feedback in the context of student learning. We show that open-source data combined with state-of-the-art techniques in deep learning and natural language processing can apply the benefits of these three factors at scale, while still operating at the granularity of individual student needs and recommendatio…
Surprising Performances of Students with Autism in Classroom with NAO Robot
School of Computer and Information Technology（计算机与信息学院）；Northeast Petroleum University（东北石油大学）；School of Computer Science and Engineering（计算机科学与工程学院）；Changshu Institute of Technology（常州职业技术学院）；Changshu Special Education School（常州特殊教育学校）；School of Chinese Language and Literature（中文语言文学学院）；Nanjing Normal University（南京师范大学）
Ecole Polytechnique Fédérale de Lausanne (EPFL)（洛桑联邦理工学院）；Haute École Pédagogique du canton de Vaud (HEP-VD)（沃州高等教育学院）；SUPSI-DFA（瑞士南部应用科学与艺术大学-师范系）
With the introduction of educational robotics (ER) and computational thinking (CT) in classrooms, there is a rising need for operational models that help ensure that CT skills are adequately developed. One such model is the Creative Computational Problem Solving Model (CCPS) which can be employed to improve the design of ER learning activities. Following the first validation with students, the objective of the present study is to validate the model with teachers, specifically considering how they may employ the model in their own practices. The Utility, Usability and Acceptability framework wa…
In this paper, we study the various ways 3rd-5th grade educators in Wisconsin utilized Jo Wilder and the Capitol Case, a historical inquiry game, as part of their classroom instruction. The 15 educators involved in the study were all grade school teachers in Wisconsin who took part in the "Doing History Fellowship" program, a professional development opportunity offered by the authors, designed to increase their understanding of historical inquiry instruction and game-based learning. As part of the program, the educators planned and implemented the game within their own classroom context and r…
Qualitative and quantitative analysis of student's perceptions in the use of generative AI in educational environments
Consejo Superior de Investigaciones Científicas（西班牙高等科学研究理事会）；Centre for Automation and Robotics-CAR (CSIC-UPM)（自动化与机器人中心（西班牙高等科学研究理事会-马德里理工大学））；Universidad Politécnica de Madrid（马德里理工大学）；Centro de Investigación e Innovación Eléctrica, Mecánica y de la Industria (CINEMI), Universidad Tecnológica de Panamá（巴拿马工业电气、机械与工业研究创新中心，巴拿马理工大学）
EduVerse: A User-Defined Multi-Agent Simulation Space for Education Scenario
Lab of Artificial Intelligence for Education（教育人工智能实验室）；School of Physical and Mathematical Sciences（物理与数学科学学院）；Institute of Automation（自动化研究所）；Chinese Academy of Sciences（中国科学院）；Department of Education（教育学院）；College of Computing and Data Science（计算与数据科学学院）
With the rapid proliferation of the Internet, the area of education has undergone a massive transformation in terms of how students and instructors interact in a classroom. Online learning now takes more than one form, including the use of technology to enhance a face-to-face class, a hybrid class that combines both face-to-face meetings and online work, and fully online courses. Further, online classrooms are usually composed of an online education forum (OEF) where students and instructor discuss open-ended questions for gaining better understanding of the subject. However, empirical studies…
Introducing new technologies such as messaging platforms, and the chatbots attached to them, in higher education, is rapidly growing. This introduction entails a careful consideration of the potential opportunities and/or challenges of adopting these tools. Hence, a thorough examination of the teachers' experiences in this discipline can shed light on the effective ways of enhancing students' learning and boosting their progress. In this contribution, we have surveyed the opinions of tertiary education teachers based in Spain (mainly) and Spanish-speaking countries. The focus of these surveys …
Concerning its development in the virtual classroom, the web 2.0 educational innovation means the use and the production of textbooks and the personalisation of the classnotes. The controversy, that is a precondition of awareness, organized around the assignment of knowledge to a central authority vs its grant to individuals who need it to share their plans with others, would meet the present dynamism of e-learning. To introduce these training strategies with scientific information in marine sciences, an online course was transformed into an opportunity for evaluating and living open access.
