The ASSISTmentsTestBed seeks experiments of all types. Below we list 8 different thrust areas, as well as example studies that fall into those areas. Below are the citations.
Table B-1.2 For each different topic, we list 3-5 researchers that work in that space. The “L” indicates the researcher has given us a letter of support (see Appendix D), while “W” indicates that they attended our Webinar. This table lists the type of experiment that the researcher has expressed running within the TestBed, as well as a citation of the researcher’s comparable work.
References
Attali, Y. & Powers, D. (2010). Immediate Feedback and Opportunity to Revise Answers: Application of a Graded Response IRT Model. Applied Psychological Measurement 35(6), 472-479.Retrieved August 5, 2014 fromhttp://goo.gl/vwpFVs
Belenky, D.M. & Nokes-Malach, T.J. (2013). Mastery-approach goals and knowledge transfer: An investigation into the effects of task structure and framing instructions. Learning and Individual Differences. 25, 21-34.
Bernacki, M.L., Byrnes, J.P. & Cromley, J.G. (2012). The effects of achievement goals and self-regulated learning behaviors on reading comprehension in technology-enhanced learning environments. Contemporary Educational Psychology. 37 (2): 148-161.
Butler, A.C., & Roediger, H.L., III. (2007). Testing improves long-term retention in a simulated classroom setting. European Journal of Cognitive Psychology. 19, 514-527.
Chernyak, N., & Kushnir, T. (2013). Giving Preschoolers Choice Increases Sharing Behavior. Psychological Science. 24 (10): 1971-1979.
Ehrlinger, J. & Shain, E.A. (2014). How accuracy in students’ self perceptions relates to success in learning. In V.A. Benassi, C.E. Overson, & C.M. Hakala (Eds.). Applying science of learning in education: Infusing psychological science into the curriculum. Retrieved from the Society for the Teaching of Psychology web site: http://teachpsych.org/ebooks/asle2014/index.php.
Fyfe, E.R., Rittle-Johnson, B. & DeCaro, M.S. (2012). The effects of feedback during exploratory mathematics problem solving: Prior knowledge matters. Journal of Educational Psychology. 104, 1094-1108.
Jee, B., Uttal, D., Gentner, D., Manduca, C., Shipley, T. & Sageman, B. (2013). Finding faults: analogical comparison supports spatial concept learning in geoscience. Cognitive Processing, 14(2), 175-187.
Keehner, M., Hegarty, M., Cohen, C., Khooshabeh, P. & Montello, D.R. (2008). Spatial reasoning with external visualizations: what matters is what you see, not whether you interact. Cognitive Science. 32, 1099-1132.
Kelly, K., Heffernan, N., D'Mello, S., Namias, J., & Strain, A. (2013a). Adding Teacher-Created Motivational Video to an ITS. In Boonthum-Denecke, Youngblood (Eds) Proceedings of the Twenty-Sixth International Florida Artificial Intelligence Research Society Conference, FLAIRS 2013, St. Pete Beach, Florida. May 22-24, 2013. AAAI Press 2013. pp. 503-508. Retrieved on June 2, 2014, from http://goo.gl/cDEEqf
Mazzocco, M.M.M., Murphy, M.M., Brown, E.C., Rinne, L. & Herold, K.H. (2013). Persistent consequences of atypical early number concepts. Frontiers in Psychology. 4: 486.
Ocumpaugh, J., Baker, R., Gowda, S., Heffernan, N., Heffernan, C. (2014). Population validity for Educational Data Mining models: A case study in affect detection. British Journal of Educational Technology, 45 (3), 487-501 Retrieved on August 5, 2014 from http://goo.gl/V6AJbY
Pashler, H., Rohrer, D., Cepeda, N. & Carpenter, S.K. (2007). Enhancing learning and retarding forgetting: Choices and consequences. Psychonomic Bulletin & Review. 14 (2), 187-193.
Rafferty, A. N. and Griffiths, T. L. (2014). “Diagnosing Algebra Understanding via Bayesian Inverse Planning.” Proceedings of the 7th International Conference on Educational Data Mining (p. 351- 352). [extended abstract] [PDF]
Rau, M., Aleven, V., Rummel, N., & Rohrbach, S. (2012). Sense Making Alone Doesn't Do It: Fluency Matters Too! ITS Support for Robust Learning with Multiple Representations. In S. Cerri, W. Clancey, G. Papadourakis & K. Panourgia (Eds.), Intelligent Tutoring Systems (Vol. 7315, pp. 174-184). Berlin / Heidelberg: Springer.
Richland, L. E., Kornell, N., & Kao, L. S. (2009). The pretesting effect: Do unsuccessful retrieval attempts enhance learning? Journal of Experimental Psychology: Applied, 15(3), 243.
Roediger, H. L. & Karpicke, J. D. (2006). The power of testing memory: Basic research and implications for educational practice. Perspectives on Psychological Science, 1, 181-210. [PDF]
Roll, I., Holmes, N. G., Day, J., & Bonn, D. (2012). Evaluating metacognitive scaffolding in guided invention activities. Instructional Science, 40, 691-710. doi:10.1007/s11251-012-9208-7
Stamper, J., Eagle, M., Barnes, T. & Croy, M. (2013). Experimental Evaluation of Automatic Hint Generation for a Logic Tutor. Intl. Journal on AI in Education (IJAIED). Volume 22(1-2): 3-17.
Storm, B.C., Bjork, E.L., Bjork, R.A., & Nestojko, J.F. (2006). Is retrieval success a necessary condition for retrieval-induced forgetting? Psychonomic Bulletin & Review. 13: 1023-1027.
Sweller, J., Kirschner, P.A., Clark, R.E. (2007). Why Minimally Guided Teaching Techniques Do Not Work: A Reply to Commentaries. Educational Psychologist. 42(2), 115-121.
Szpunar, K.K., Khan, N.Y., Schacter, D.L. (2013). Interpolated memory tests reduce mind wandering and improve learning of online lectures. Proceedings of the National Academy of Sciences. 110(16): 6313 - 6317.
Walker, E., Rummel, N., & Koedinger, K. R. (2011). Designing automated adaptive support to improve student helping behaviors in a peer tutoring activity. International Journal of Computer-Supported Collaborative Learning, 6(2),279-306.
Walkington, C. (2013). Using learning technologies to personalize instruction to student interests: The impact of relevant contexts on performance and learning outcomes. Journal of Educational Psychology, 105(4), 932-945.
Williams, J.J. (2013). Improving Learning in MOOCs by Applying Cognitive Science. Paper presented at the International Conference on Artificial Intelligence in Education, Memphis, TN.