Research

My doctoral research focused on understanding the mechanisms of collaboration in open-ended learning environments, specifically within the context of engineering estimation problem-solving. I examined how undergraduate engineering learners collaboratively engaged with estimation tasks- negotiating, grounding their understanding, and co-constructing knowledge while interacting with MEttLE, a technology-enhanced system designed to support such complex tasks.

Adopting a qualitative methodology, I employed a combination of interaction analysis, discourse coding, and Epistemic Network Analysis to investigate both verbal and non-verbal dimensions of collaboration. The study drew on data from video-recorded observational studies and semi-structured interviews, which I conducted and analysed to trace how learners interacted with each other and with MEttLE’s embedded tools. This approach allowed me to identify 13 collaborative mechanisms, with a particular emphasis on negotiation as it unfolded naturally in co-located, tool-mediated settings. Grounded in sociocognitive and dialogic theories, my analysis uncovered how learners managed coordination, negotiated to reach consensus, made joint decisions, and adapted strategies across different problem-solving phases. These findings offer both theoretical insights into collaborative learning processes and practical design implications for developing future learning environments that actively support negotiation-driven collaboration.

RoadEthos: Game Based learning for Ethical Reasoning in Road Safety

Co-designed and developed RoadEthos, a game-based learning environment using Arduino, Scratch programming, and 3D-printed physical controls to promote ethical reasoning in road safety among middle school students.

Grounded the design in empathy and situated learning theories, enabling learners to experience realistic, ambiguous road scenarios through immersive, embodied interaction.

Conducted qualitative research including interviews, observational studies, and video analysis to evaluate changes in participants’ ethical reasoning before and after gameplay.

Findings indicated that the perspective replay and physical simulation encouraged deeper reflection and more nuanced ethical decision-making 

GeoSolvAR: Augmented Reality-Based Learning

Co-designed the pedagogy and 3D learning activities targeting spatial visualization and mental rotation skills in middle school students.

Developed an AR application (using Unity & Vuforia) to help learners visualize 3D geometric solids through Predict-Observe-Explain strategy-based interactions.

Conducted and analyzed a qualitative pilot study demonstrating improved learner engagement and understanding of 3D views.