Kyle R. Cheney

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A graduate student in Instructional Design and Technology at the Virginia Polytechnic and State University, Kyle Cheney is currently a graduate research assistant on an NSF funded grant to answer the question, 
“How can educational digital games designed for networked mobile platforms produce lasting changes in student learning by enhancing engagement and interest in STEM domains?” 

Personal information
Phone: (901) 406-5512 (cell)
Email: Kcheney@memphis.edu

Degree History

Ph.D. in Curriculum and Instruction                  M.S. in General Psychology             Graduate Certificate in Cognitive Science        B.A. in Psychology
Virginia Polytechnic and State University          University of Memphis                    University of Memphis                                 University of Memphis
(Expected May 2015)                                   August 2012                                 August 2012                                             May 2010
             
   
    
Research Interests

My current research interests include the interaction of Cognitive Psychology, Cognitive Science, and Instructional Design theories in multimedia pedagogical environments. Specifically, focusing on human-computer interactions, user interface, and pedagogical agent design (e.g. race, gender, realism, voice) to increasing the viability of tutoring systems. 

Professional Experience

Graduate Research Assistant - GAMES
August 2012 - Present
Virginia Polytechnic and State University
 
Graduate Research Assistant - J-MITSE project
July 2010-August 2012
The University of Memphis

Undergraduate Research Assistant - J-MITSE project
July 2009-May 2010 
The University of Memphis

Undergraduate Research Assistant – Cognitive Learning Laboratory
August 2007 — June 2009
The University of Memphis

Reviewing Experience

International Conference on Intelligent Tutoring Systems - 2012
Contemporary Issues in Technology and Teacher Education - Math, 2011
Artificial Intelligence in Education, 2011
American of Educational Research Association, 2009

Service

Ambassador for the IISSO, the student branch of the Institute for Intelligent Systems

Curriculum Vitae 


Journal Articles

Hu, X., Craig, S. D., Bargagliotti A. E., Graesser, A. C., Okwumabua, T., Anderson, C., Cheney, K. R., & Sterbinsky, A. (2012). The Effects of a Traditional and Technology-based After-school Setting on 6th Grade Students’ Mathematics Skills. 
Journal of Computers in Mathematics and Science Teaching, 31(1).


Published Proceedings

Cheney, K., Craig, S. D., & Hu, X. (2012). Lessons learned from a three year after-school program using ALEKS to teach sixth graders Mathematics. In P. M. McCarthy & G. M. Youngblood (Eds.), Proceedings of the 25th International Florida 
Artificial Intelligence Research Society (FLAIRS) Conference (pp. 751). Menlo Park, CA: The AAAI Press.

Cheney, K. R., Craig, S. D. Anderson, C., Bargagloitti, A., Graesser, A. C., Sterbinsky, A., Okumabua, T., & Hu, X. (2011). Closing the knowledge Gap in Mathematics among sixth grade students using ALEKS. In M. Koehler & P. Mishra (Eds.), 
Proceedings of Society for Information Technology & Teacher Education International Conference 2011 (pp. 1425-1427). Chesapeake, VA: AACE.

Craig, S. D., Brittingham, J., Williams, J., Cheney, K. R., & Gholson, B. (2009). Incorporating vicarious learning environments with discourse scaffolds into physics classrooms. In V. Dimitrova, R. Mizoguchi, B. du Boulay, & A. C. Graesser (Eds.), 
Artificial Intelligence in Education, Building learning systems that care: From Knowledge representation to affective modeling (pp. 680-682). Washington, DC: IOS Press.*
        
        *Poster won best poster award 14th annual conference on Artificial Intelligence in Education 

Conference Presentations

Cheney, K. R., Craig, S. D (2010, February 23). Ethnicity and Gender in Vicarious Learning Environments. Paper presented at the 13th Annual Mid-South Psychology Conference, Memphis, TN. 

Gholson, B., Craig, S. D., Brittingham, J. K., Germany, M., Fike, K., & Cheney, K. R. (2009, July 18). The role of deep-level questions, “self” explanations, and domain knowledge in vicarious learning. Presented at the 19th Annual Meeting of the 
Society for Text and Discourse. Rotterdam, Netherlands.

Cheney, K. R., Germany, M., Fike, K., Craig, S. D., Gholson, B. (2009, May 22). The Role of Agent Quality in Vicarious Learning. Poster presented at the 2009 Annual APS convention in San Francisco. 

Cheney, K. R., Germany, M., Fike, K., Craig, S. D., Gholson, B. (2009, April 17). Manipulating Agent Quality: It’s Effect on Vicarious Learning Environments. Paper presented at the 23rd Nation Conference on Undergraduate Research. 

Cheney, K. R., Germany, M., Fike, K., Craig, S. D., Gholson, B. (2008, May 17). The Impact of Agent Quality and Deep Level Reasoning Questions on Vicarious Learning Environments. Poster presented at the Eighth Annual Stanford Undergraduate 
Psychology Conference, Stanford, CA. 

Cheney, K. R., Germany, M., Fike, K., Craig, S. D., Gholson, B. (2008, February 23). Improving learning in the Memphis City Schools: Teaching the circulatory system through vicarious learning. Paper presented at the 11th Annual Mid-South 
Psychology Conference, Memphis, TN. 


Last updated 25 September 2012
Subpages (1): Curriculum Vitae