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

AI2 Lab Fall Feast

AI2 Lab Fall Feast

October 22, 2022

AI2 members at GSU had a Fall Feast event at Dr. Kim's house on October 22, 2022.  It was our first face-to-face fun activity that had been delayed due to the COVID pandemic.  Dr. Kim cooked Korean BBQ (chicken and beef), kmbob (Korean sushi), tteokbokki (spicy Korean rice cake), and some beverages. Also, there was very authentic international food our members brought. There were a lot of leftovers after we ate as full as we could hold.  We should have invited more guests! We will do it next time.  

AI2 members gave a talk about AI-enabled learning analytics.

AI2 members gave a talk about AI-enabled learning analytics.

October 4, 2022

Director Dr. Min Kyu Kim and two graduate research associates, Jinho Kim and Yoojin Bae were invited to present the topic, "AI-Enabled Learning Analytics: Strategies and Examples" at the AI Institute for Adult Learning and Online Education (ALOE) Meetings: Use-Inspired AI. In the presentation, they discussed their ideas on the topic of AI-enabled learning analytics and introduced some research projects in progress to demonstrate how AI can help conduct descriptive, diagnostic, predictive, and prescriptive analytics.

 

Jinho Kim and Lia Haddadian present lastest work at AI-ALOE

Jinho Kim and Lia Haddadian present lastest work at AI-ALOE

August 19, 2022

On August 19, 2022, there was an National Science Foundation (NSF) visit meeting at AI-ALOE with NSF Program Director, James Dolon. With it being approximately a year since the start of the AI-ALOE project, researchers and graduate students discussed their work with agendas such as virtual assistants, participatory design, technology infrasturcure, self-directed learning, learning analytics, personalized learnning, machine teaching and mutual theory of mind. 

Our two project GRAs, Jinho Kim and Lia Haddadian attended in-person to present the findings. At the morning session, Jinho spoke about how the Student Mental Model Analyzer for Research and Teaching (SMART) has been implemented in the pervious semester. During the afternoon session, Jinho presented how textul data is analyzed and evaulated in SMART. Lia showed how SMART can be used as a personalized learning tool. 

Link to AI-ALOE News Post

Min Kyu Kim was invited to present his work on adult learner motivation

Min Kyu Kim was invited to present his work on adult learner motivation

July 29, 2022

Director Dr. Min Kyu Kim was invited to give a talk about adult motivation research at the AI Institute for Adult Learning and Online Education (ALOE) Meetings: AI Research Exploration. In the presentation, building on his previous studies and the literature review, Dr. Kim shared learning-related motivational theories and what we need to consider for motivation research in online adult education settings such as AI ALOE.

 

Book Chapter Publication

Book Chapter Publication

July 19, 2022

Our graduate research associate, Jinho Kim, has a newly published book chapter discussing the effects of the International Baccalaureate Diploma Program (IBDP) on whole-person development.

Lee, M., Kim, S., Choi, S. Y., & Kim, J. (2022). Does the International Baccalaureate Diploma Program (IBDP) contribute to Whole-Person Development? The Rise of the IBDP in Asia and its implications for education reform. In Centering Whole-Child Development in Global Education Reform (pp. 83–101). Routledge.
Link to Chapter Introduction

Abstract
In Asia, the International Baccalaureate Diploma Program (IBDP) is gradually perceived as a pedagogically progressive, internationally validated, high-quality curriculum that is designed to support whole-child/youth development. While there is a growing, positive sentiment about the IBDP in conjunction with whole-person development, little is known about how successful the IBDP is in facilitating whole-person development in school. In this chapter, we review what research tells us about how the IBDP plays out in whole-person development. We found that the research literature largely supports the proposition that the IBDP contributes to whole-person development by facilitating students’ creativity, critical thinking skills, international mindedness, communication, collaboration, and self-management skills. Especially when compared with non-IBDP students and/or graduates, this tendency seems more evident. Our review suggests that the IBDP as a pedagogically well-balanced curriculum may work for whole-person development across different cultural contexts, including Asia. In this regard, we conclude that the reform idea of introducing the IBDP to local school systems in some countries in Asia is worth pursuing. At the same time, however, we provide several caveats for the reform idea, based on the limitations of the existing research literature.

NSF SaTC Project: Pilot Test on Saturday, June 25, 2022

NSF SaTC Project: Pilot Test on Saturday, June 25, 2022

June 25, 2022

We pilot-tested the Private AI curriculum at the conference room, 25 Park Place, on Saturday, June 25, 2022. 29 undergraduate and graduate CS students participated in the pilot test. Our two project GRAs, Prajwal Panzade and Lia Haddadian, developed the test module, Privacy-Preserving Machine Learning (PPML), using Differential Privacy with the focus, Differential Privacy & TensorFlow. Akshita Maradapu Vera Venkata sai, a 4th-year Ph.D. student in the Department of Computer Science at Georgia State University, was recruited to lecture the module.

The CS curriculum “Private AI” consists of 10 modules that teach students to use specific techniques to address various privacy challenges in AI systems. We designed each module based on the principles of Problem-Centered Instruction (PCI) that feature a series of learning activities: real-world problem scenarios, instructor-led instruction, individual assignments supported by worked examples, crowd-based hands-on lab activities in pairs, and debriefing lessons learned. The data collection includes pre-and post-test, a survey, video recordings of hands-on lab activities, audio recordings of the debriefing session, instructor interview, and student interviews.

Min Kyu Kim and Nam Ju Kim presented at the 16th International Conference of the Learning Sciences

Min Kyu Kim and Nam Ju Kim presented at the 16th International Conference of the Learning Sciences

June 9, 2022

Co-directors, Drs. Min Kyu Kim and Nam Ju Kim presented a short paper at the 16th International Conference of the Learning Sciences on June 9th, 2022. Due to the pandemic, the ICLS meeting was held virtually. They had developed the initial work into two journal publications since the proposal submission to ICSL. (This post includes two published articles associated). 

Kim, M., & Kim, N. (2022). AI-supported scaffolding for writing academic arguments. In C. Chinn, E. Tan, C. Chan, & Y. Kali (Eds.), Proceedings of the 16th International Conference of the Learning Sciences-ICLS2022 (pp. 1129-1132). Hiroshima, Japan: International Society of the Learning Sciences.

Despite the importance of writing academic arguments, instructors often lack enough time and knowledge to provide prompt support adaptive to individual students' discipline-specific arguments. AI techniques can enable automated and adaptive educational scaffolding. In this study, we created a test version of the Artificial Intelligent-Supported Scaffolding (AISS) system that provides scaffolds in the form of alternative writing examples that human experts would write.  Our mix-methods data gathered from 14 students enrolled in two sections of the same graduate-level online course revealed that the students leveraged AI-generated scaffolds to build a more substantial claim with elaborated ideas in a cohesive text structure. The current study's findings demonstrated the potential of AI to provide personalized scaffolding for writing academic arguments.

Published Counterparts:

Kim, N., & Kim, M. (2022). Teacher's perceptions of using an artificial intelligence-based educational tool. Frontiers in Education, 7(755914), 1-13. https://doi.org/10.3389/feduc.2022.755914

Kim, M., Kim, N. & +Heidari, A. (2022). Learner experience in Artificial Intelligence scaffolded argumentation. Assessment and Evaluation in Higher Education. Advance online publication. DOI: 10.1080/02602938.2022.2042792     
 

Dr. Min Kyu Kim attended the AI-ALOE External Advisory Board Meeting

Dr. Min Kyu Kim attended the AI-ALOE External Advisory Board Meeting

April 26, 2022

Dr. Min Kyu Kim attended the AI-ALOE External Advisory Board Meeting at Georgia Tech on April 26, 2022.  It was the first in-person meeting of the AI-ALOE Institute as a whole team!  At the meeting, Dr. Kim also presented a recent study conducted with our co-director, Dr. Nam Ju Kim.

A Design Study of the Artificial Intelligence-Augmented Motivation Indicator (AIMI) System 

In online learning, motivation encourages learners to initiate certain actions, use appropriate strategies to achieve their goals, and sustain actions even in difficult environments. Therefore, detecting students’ motivation accurately and on time is crucial as educators can easily identify what learning contents, activities, and instructional methods significantly undermine learners’ motivation in the online learning environment. To measure students’ real-time motivation level in online learning, we developed Artificial Intelligence-Augmented Motivation Indicator (AIMI) system. This study aims to validate the accuracy of AIMI by comparing motivation levels measured by both this tool and traditional paper-based surveys. As a result, the motivation values generated by the AIMI system demonstrated a high level of accuracy, with an error rate of only about 10%.

Presentations at 2022 AERA Annual Meeting

Presentations at 2022 AERA Annual Meeting

April 25, 2022

Our co-directors, Drs. Min Kyu Kim and Nam Ju Kim, presented two posters at 2022 Annual Meeting for American Educational Research Association (AERA) in April 21-26, 2022, San Diego. 

Revisiting a Three-Stage Learning Progression Model Through a Technology-Based Formative Assessment System (Poster 5)
Fri, April 22, 4:15 to 5:45pm PDT (7:15 to 8:45pm EDT), SIG Virtual Rooms, SIG-Instructional Technology Virtual Poster Session Room 

Link to i-Presentation

In a previous study, we proposed a three-stage learning progression model that drew on theories of mental models and expertise development to test stages through which students develop an expert-like understanding of a problem situation. Even though the initial work showed promising results, the student data were manually processed and thus required further validation with computerized data analytics. This study revalidated the learning progression model, using data generated by a technology-based formative feedback system. We used textual explanations about a complex problem scenario written by 136 students and 6 experts. Descriptive statistics and Exploratory Factor Analysis (EFA) results demonstrated the existence of latent knowledge attributes. We are now in further investigation, and full results will be presented at the convention.

 

A Design Study of the Artificial Intelligence-Augmented Motivation Indicator System (Poster 1)
Mon, April 25, 2:30 to 4:00pm PDT (5:30 to 7:00pm EDT), San Diego Convention Center, Floor: Upper Level, Sails Pavillion

Link to i-Presentation

In online learning, motivation encourages learners to initiate certain actions, use appropriate strategies to achieve their goals, and sustain actions even in difficult environments. Therefore, detecting students’ motivation accurately and on time is crucial as educators can easily identify what learning contents, activities, and instructional methods significantly undermine learners’ motivation in the online learning environment. To measure students’ real-time motivation level in online learning, we developed Artificial Intelligence-Augmented Motivation Indicator (AIMI) system. This study aims to validate the accuracy of AIMI by comparing motivation levels measured by both this tool and traditional paper-based survey. As a result, the motivation values generated by the AIMI system demonstrated a high level of accuracy, with an error rate of only about 10%.

 

 

Crystal Bundrage presented at the 32nd International SITE Conference

Crystal Bundrage presented at the 32nd International SITE Conference

April 13, 2022

Our graduate research associate, Crystal Bundrage, presented at this year’s Society for Information Technology & Teacher Education Conference. Their presentation, “Design and Development of an Online Professional Development Course on Culturally Responsive Pedagogy Using the ADDIE Model”, described the process of creating an asynchronous institutional, professional development course centered on Culturally Responsive Pedagogy (CRP). CRP uses cultural knowledge, and the lived experiences of ethnically diverse students as a conduit for teaching more effectively. As a more diverse population grows, there is a need for educators to improve their intercultural fluency and to incorporate it into their pedagogy. 

Bundrage, C. & Mapson, K. (2022). Design and Development of an Online Professional Development Course on Culturally Responsive Pedagogy Using the ADDIE Model. In E. Langran (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 248-256). San Diego, CA, United States: Association for the Advancement of Computing in Education (AACE). Retrieved April 29, 2022 from https://www.learntechlib.org/primary/p/220742/.