"Our Mission is to Build on Theories of Learning and Instruction to Create Innovative Learning Environments that Maximize Learner Capacity to Achieve Learning Goals"

Presentations at the AI ALOE Year 3 Executive Advisory Board Meeting

Presentations at the AI ALOE Year 3 Executive Advisory Board Meeting

May 10, 2024

Dr. Min Kyu Kim, two of our AI2 graduate associates, and our visiting scholar attended the AI-ALOE Year 3 Executive Advisory Board (EAB) Meeting on May 8th. About 30 AI-ALOE colleagues attended and shared their research at AI-ALOE. During the EAB meeting, Jinho presented on the topic of Fostering Deeper Understanding through Text Summarization while Dr. Kim participated in a Panel on Personalization with a presentation titled Design Dimensions for AI-Augmented Personalized Learning.

EAB_All EAB_AI2

 

Fostering Deeper Understanding through Text Summarization

During the Text Summarization segment of the Use-Inspired AI session, Jinho presented findings from a summative evaluation of SMART implementations. She shared the analysis from using linear mixed effects models, focusing on the relation between revisions in SMART and concept learning. Additionally, the relation between SMART's concept learning indices with the following cognitive tasks (i.e., subsequent writing activities in English classes and problem-solving tasks in associated exams) was presented. Furthermore, Jinho shared preliminary results on the engagement with SMART from the A/B experiments conducted in Fall 2023 and Spring 2024.
 

EAB Presentation

 

Design Dimensions for AI-Augmented Personalized Learning

During the afternoon Panel on Personalization, Dr. Kim proposed ten design dimensions that could be taken into consideration when focusing on AI-augmented personalized learning. He first outlined key theories underpinning personalized learning (such as CoI, ICAP, CoP, and Self-Determination) and shared the ten design dimensions, which can be categorized into four clusters: task characteristic-related, learning domain-related, motivation-related, and the AI role-related. As an illustration, he demonstrated how SMART fits into each of these dimensions. Additionally, Dr. Kim highlighted two further considerations - cognitive load and learners' feedback literacy. Following his presentation, Dr. Kim also took part in the panel discussion on personalization.

EAB Presenatation EAB Presentation

For more information about the EAB meeting, please visit the following links: 

Congratulations! Dr. Ali Heidari

Congratulations! Dr. Ali Heidari

May 6, 2024

Congratulations to our graduate associate, Ali Heidari, who received his Ph.D. degree on May 8, 2024! Ali has worked tirelessly under the guidance of Dr. Kim over the past five years. In a symbolic moment, his Ph.D. candidate title was replaced with the prestigious title of Dr. Heidari as Dr. Kim hooded him during the ceremony. Let's all join in celebrating this significant achievement and Ali's well-deserved success! Please check out his dissertation abstract following the nice photo below.

Ali Ph.D.

EXAMINING LEARNER’S EVALUATIVE JUDGMENT SUPPORTED BY TECHNOLOGY-ENABLED FEEDBACK INFORMATION

Abstract: 

Evaluative judgment is the capacity to discern and assess the quality of work using established criteria (Sadler, 1989), a critical skill for fostering self-regulation and continuous improvement in learning environments (Boud & Falchikov, 2006). This study investigates the effects of self-assessment versus peer assessment and technology versus non-technology settings on evaluation scores, evaluative judgment quality, and rating confidence of undergraduate college students. Utilizing a linear mixed-effects model, the research explores these impacts while accounting for individual participant differences (Gao et al., 2019; Panadero et al., 2016; Shore et al., 1992). The study indicated peer assessments consistently yielded higher evaluation scores across technological and non-technological contexts. However, no significant differences were observed in the quality of evaluative judgment between assessment types or settings, suggesting a more complex interplay of cognitive and affective processes than previously assumed (Sadler, 1998). Unexpectedly, peer assessment was associated with greater rating confidence, challenging the notion that self-assessment, particularly when augmented by technology, would enhance confidence levels (McCarthy, 2017; Panadero et al., 2016). These results underline the importance of peer interaction and the provision of clear evaluative criteria in enhancing evaluative practices. The study recommends integrating structured peer-assessment activities into educational curricula to promote critical feedback and reflective learning (Falchikov & Goldfinch, 2000; Hanrahan & Isaacs, 2001). The findings contribute to our understanding of assessment practices, emphasizing further research to explore the long-term development of evaluative judgment and the optimal integration of technology in assessment (Ecclestone, 2001; O’Donovan et al., 2004)

Lia Haddadian, our graduate associate, has achieved two significant milestones.

Lia Haddadian, our graduate associate, has achieved two significant milestones.

April 25, 2024

We are thrilled to announce that our graduate associate, Lia Haddadian, has achieved two significant milestones. During her three years of working at the lab, Lia has made outstanding contributions. Her paper was published in the reputable open-access journal, The Journal of Applied Instructional Design, and she was also awarded the prestigious "AACE Award" at the Society for Information Technology & Teacher Education (SITE) conference on March 25, 2024, in Las Vegas, Nevada. This award was selectively given to only five out of 411 papers presented, making it a remarkable achievement.

Congratulations to Lia on her well-deserved success!   Take a look at the details below.

1.    Golnoush Haddadian had a manuscript published in The Journal of Applied Instructional Design. Based on her interest in English language education, she leveraged the use of Grammarly feedback to enhance English language learner’s speaking skills. Her research suggests that feedback given by Grammarly greatly enhanced learners’ speaking abilities. Moreover, learners had positive perceptions towards Grammarly with signs of motivated use related to Grammarly feedback in their everyday lives. There was also an expansion of perception, and they gained significant experiential value from using Grammarly.

Haddadian, G. & Haddadian, N. (2024). Innovative Use of Grammarly Feedback for Improving EFL Learners’ Speaking: Learners’ Perceptions and Transformative Engagement Experiences in Focus. The Journal of Applied Instructional Design, 13(2). 

2.    Golnoush Haddadian presented her paper at the Society for Information Technology & Teacher Education (SITE) conference on Mar 25, 2024 in Las Vegas, Nevada. Her paper, titled “An Investigation of ELT Teachers’ Online Self-efficacy: Does Teachers’ Level of Agency Matter?” received the “AACE Award” which was selectively given to five of the 411 papers presented this year. 

Her research explored the online self-efficacy of sixty English language teachers in Iran based on their agency level. The findings suggested that teachers with high levels of agency significantly outperformed teachers with low levels of agency. The results identified five themes related to high and four themes related to low agency levels. These themes include “confidence, sense of control, willingness to take risks, positive attitude, and adaptability” for the former “lack of confidence, resistance to change, overwhelmed by technology, and the need for support” for the latter. These themes help to explain factors influencing teacher’s high and low online self-efficacy levels.

Haddadian, G. & Haddadian, N. (2024). An Investigation of ELT Teachers’ Online Self-efficacy: Does Teachers’ Level of Agency Matter?. In J. Cohen & G. Solano (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 1607-1615). Las Vegas, Nevada, United States: Association for the Advancement of Computing in Education (AACE). Retrieved April 25, 2024 from https://www.learntechlib.org/primary/p/224179/.
 


 

 

Dr. Kim was invited as a guest speaker at the School of Nursing faculty meeting.

Dr. Kim was invited as a guest speaker at the School of Nursing faculty meeting.

April 15, 2024

Dr. Kim was honored to be invited as a guest speaker at the School of Nursing faculty meeting at Georgia State University (GSU) on April 15, 2024. His presentation, titled "AI-Supported Nursing Education: Potentials and Showcases," covered:

  • An introduction to the AI² Research Lab and its current AI-related projects

  • A SMART Technology Demonstration based on a user scenario

  • Showcases of SMART-applied classrooms

  • Research findings on the impacts of SMART technology

  • The potential of AI to generate NCLEX exams for practice

Dr. Kim's keynote highlighted the exciting possibilities of AI in nursing education and sparked important discussions among the faculty.