Nancy Vye

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The Cambridge Handbook of The Learning Sciences. Edited by R. Keith Sawyer. Cambridge University Press 2006. 648pp. £27.00 (pb). ISBN 0521607779

British Journal of Psychiatry, 2007

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Emotional Engagement in Agentive Science Learning Environments

As students engage in ambitious intellectual activities, they inevitably manage social interactio... more As students engage in ambitious intellectual activities, they inevitably manage social interactions and emotional responses in the classroom. In this research, we studied fifth graders’ emotional engagement in elementary science classes redesigned to offer more ambitious, agentive learning. We examined student self-reports of affective states to address the following questions: (1) Do students in “Agency” classes report more positive or negative emotional experiences, compared to students in classes that use traditional, kit-based science units? (2) To what extent do students’ emotional experiences vary as a function of class? Findings indicate that, after taking classroom differences into account, students in Agency classes generally felt more positive about their experiences in science than students in kitbased classes. Next steps include exploring differences across classrooms and synthesizing research on learning, affect and identity.

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Invisible Machinery in Function, Not Form: User Expectations of Domestic Use Humanoid Robots

This study examines people's expectations about humanoid robots in terms of existing beliefs,... more This study examines people's expectations about humanoid robots in terms of existing beliefs, opinions and responses to video stimulus of human-robot interactions. A robot intended for home use triggers many feelings in people including fascination, unease, fear and curiosity. A humanoid robot – one designed with humanlike morphology, behaviours, speech or other anthropomorphic indicators – brings additional issues to the human-robot interaction (HRI) scenario. In order to get a full idea of participants' opinions and reactions, we applied post- video viewing questionnaires, physiological measures to test for arousal level and post-video semi-structured interviews to nineteen participants. We expected users to be interested in the robots but also to bring distinct culturally embedded expectations about robots in general. Users described their concerns about robot ownership and interaction, demonstrating emerging patterns of common issues.

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21 ST Century Assessment: Redesigning to Optimize Learning

International Conference of the Learning Sciences, 2010

This poster presents design implications related to findings from research on the development of ... more This poster presents design implications related to findings from research on the development of Interactive Learning Assessments (ILAs). Standardized assessments using multiple choice questions cannot measure the most critical aspects of learning for the 21st century. ILAs place students in advisory roles, leveraging a place-based metaphor to navigate, learn, then give counsel in situations in which they do not already know how to solve the problem; we assess how students learn to learn. "I think it was because it's like it's a real thing, like genetic counseling is a real thing in the world and then if you know that what you're learning in class can actually help somebody it just gives you more of a reason to learn it.

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Chapter 2 Page 39 Foundations and opportunities for an interdisciplinary science of learning

In this chapter, we argue that the learning sciences are poised for a “decade of synergy. ” We fo... more In this chapter, we argue that the learning sciences are poised for a “decade of synergy. ” We focus on several key traditions of theory and research with the potential for mutually influencing one another in ways that can transform how we think about the science of learning, as well as how future educators and scientists are trained. The three major strands of research are: (1) implicit learning and the brain, (2) informal learning, and (3) designs for formal learning and beyond. As Figure 1A illustrates, these three areas have mainly operated independently, with researchers attempting to apply their thinking and findings directly to education, and with the links between theory and well-grounded implications for practice often proving tenuous at best. ==INSERT FIGURES 1A and 1B HERE== The goal of integrating insights from these strands in order to create a transformative theory of learning is illustrated in Figure 1B. Successful efforts to understand and advance human learning requ...

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Qualitative reasoning techniques to support learning by teaching

This paper describes the use of qualitative reasoning mechanisms in designing computer-based teac... more This paper describes the use of qualitative reasoning mechanisms in designing computer-based teachable agents that users explicitly teach to solve problems using concept maps. Users can construct the required problem-solving knowledge structures without becoming involved in sophisticated programming activities. Once taught, the agent attempts to answer questions using qualitative reasoning schemes that are intuitive and easy to apply. Students can reflect on the agent’s responses, and then revise and refine this knowledge through visual interfaces. Preliminary studies have demonstrated the effectiveness of this approach.

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The Effects of Feedback in Supporting Learning by Teaching in a Teachable Agent Environment

The idea that teaching others is a powerful way to learn is both intuitively compelling, and one ... more

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Considerations for the development of a preparation for future learning assessment

This paper presents initial findings from on-going research on the development of assessments tha... more This paper presents initial findings from on-going research on the development of assessments that measure how students are prepared for future learning in fast changing environments. Issues of assessment are extremely important for measuring the quality of learning and teaching. Typical assessments tend to tell us what students have learned in the past but not necessarily how prepared they are to learn in the future. With this problem in mind, we have begun research on how students are able to use resources (technology-based access to relevant information, social networks, simulations) in order to learn to solve problems. Our goal is to provide more valid measures of students' existing strengths as well as skills and knowledge that they need to learn. Our assessments are designed to be both formative and summative.

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Qualitative Reasoning techniques to support Learning by Teaching: The Teachable Agents Project

This paper describes the use of qualitative reasoning mechanisms in designing computer-based teac... more This paper describes the use of qualitative reasoning mechanisms in designing computer-based teachable agents that users explicitly teach to solve problems using concept maps. Users can construct the required problem-solving knowledge structures without becoming involved in so phisticated programming activities. Once taught, the agent attempts to answer questions using qualitative reasoning schemes that are intuitive and easy to apply. Students can reflect on the agent’s responses, and then revise and refine this knowledge through visual interfaces. Preliminary studies have demonstrated the effectiveness of this approach.

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Incorporating Self Regulated Learning Techniques into Learning by Teaching Environments

Incorporating Self Regulated Learning Techniques into Learning by Teaching Environments Gautam Bi... more Incorporating Self Regulated Learning Techniques into Learning by Teaching Environments Gautam Biswas (gautam.biswas@vanderbilt.edu), Krittaya Leelawong, Kadira Belynne, Karun Viswanath, and Nancy Vye Department of EECS & ISIS, Box 1824 Sta B, Vanderbilt University Nashville, TN 37235 USA Daniel Schwartz (daniel.schwartz@stanford.edu), Joan Davis School of Education, Stanford University Stanford, CA 94305 USA its effects on the students’ abilities to subsequently learn new content several weeks later. The cognitive science and education research literature supports the idea that teaching others is a powerful way to learn. Research in reciprocal teaching, peer-assisted tutoring, programming, small-group interaction, and self- explanation hint at the potential of learning by teaching (Palinscar & Brown, 1984; Cohen, et al. 1982; Papert, 1993; Chi, et al., 1994). Bargh and Schul (1980) found that people who prepared to teach others to take a quiz on a passage learned better than those ...

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Interactive Learning Assessments for the 21st Century

Abstract: Today&amp;amp;amp;#x27;s students will require knowledge and skills that differ fro... more Abstract: Today&amp;amp;amp;#x27;s students will require knowledge and skills that differ from those typically provided by schools. Comparisons of learning and assessments in informal, everyday settings (eg, homes, businesses) with those that occur in typical school settings provide ample evidence that new assessment strategies are needed. Those comparisons reveal many differences between skills used outside of school, such as solving problems cooperatively with work colleagues, and those learned in school, such as solving ...

Educational Games in the Classroom: Design-Based Research and Methods for Classroom Mediation

Educational games are becoming popular tools teachers use in the classroom to improve students’ l... more Educational games are becoming popular tools teachers use in the classroom to improve students’ learning and understanding. This poster describes a large, ongoing designbased and mixed-methods research study that examines the best practices for using games in the classroom. We created three video games that target fraction learning. We aim to study the affects of these games on learning and engagement in the classroom and to understand what contexts facilitate the greatest math learning.

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Using Computer-Assisted Case-Based Instruction in Corporate Training

Abstract: This paper discusses a computer-based, corporate training program that was developed th... more

PAPER: Examining Testlet Effects on Science Assessments

Testlet-based format is widely used in standardized tests and classroom assessments. This format... more Testlet-based format is widely used in standardized tests and classroom assessments. This format, however, poses a challenge to reliability and item parameter estimation. We examine the effects of testlet on item difficulty estimates with science assessments for three units at Grade 5. The research questions are: Is there any testlet effect on item difficulty estimates across three units? If yes, what characteristics of the shared stimulus may be linked to the testlet effect? We employ three methods with Winsteps and IRTPRO: (1) assuming no testlet effect - the Rasch model with individual items; (2) assuming testlet effect - the polytomous IRT using accumulated testlet scores; and (3) assuming testlet effect - the testlet response theory model. We then study the characteristics of the flagged items with the testlet effect. Our preliminary analysis based on the first two models was conducted with items from one science unit: My Skokomish River Challenge. Using the Rasch model, it...

Doing with Understanding

Do higher levels of arousal predict better learning? an investigation of learning and physiological responses

The ability to connect new information to relevant, previously acquired knowledge can facilitate ... more The ability to connect new information to relevant, previously acquired knowledge can facilitate comprehension and memory. This study shows that the addition of person knowledge, or knowledge organized around familiar people, in the design of learning materials has the potential to improve learning while decreasing the amount of effort and attention exerted by the learner; this is measured through skin conductance levels as a physiological correlate of attention. Findings provide explanatory evidence for why people-focused methodologies, such as video cases or written case studies, contribute to longer-term benefits and improved learning.

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Gathering Evidence of Scientific Argumentation Practices: From Pre-Kindergarten to High School

The purpose of this symposium is to explore students’ scientific argumentation practices in relat... more The purpose of this symposium is to explore students’ scientific argumentation practices in relation to the recently released Framework for K-12 Science Education (NRC, 2011) in the United States. We will present data from four research efforts on prekindergarten, upper elementary school, and high school students’ science learning in classroom settings, followed by a reflective presentation by a discussant. Given that our work spans multiple grade levels of formal school instruction, we will discuss our observations across these groups of students while mapping to the goals and suggested progression of argumentation practices described in the NRC framework.

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Programs for Teaching Thinking

Educational Leadership, Oct 1, 1981

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Improving the Quality of Instruction: Roles for Dynamic Assessment

Interactive Assessment, 1992

13 Improving the Quality of Instruction: Roles for Dynamic Assessment VICTOR R. DELCLOS, NANCY J.... more

A Comparison of Lecture-Based and Challenge-Based Learning in a Workplace Setting: Course Designs, Patterns of Interactivity, and Learning Outcomes

Journal of the Learning Sciences, 2012

We describe findings from a research partnership involving a global airline manufacturing company... more

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