Human-Centered AI and Learner Agency
We conduct participatory, community-based design studies to better understand and design for learner/teacher agency in the context of AI use during learning.
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This project investigates how educators and parents can introduce AI chatbots to young populations in a scaffolded, creative, and critical manner with the help of […]
AI technologies have increasingly been integrated into school classrooms in many parts of the world. Yet, little is known about how we might ensure not […]
This project investigates how Socratic conversational AI can support critical-thinking practices through systematic, adaptive questioning. We examine how question-led guidance shapes users’ reasoning, task performance, […]
This project, titled “Flocking Dynamics,” is an educational and interactive simulation focused on teaching the concept of emergent phenomena through the behaviors of animal flocking, […]
Using LLMs for tutoring poses several critical risks — most notably, hallucinations. But what if we leverage the feeling of uncertainty around whether and how […]
Emotion and Well-being in Learning
We explore how emotional experiences such as anxiety, confidence, motivation, and uncertainty influence learning (and how could they be leveraged to promote effective learning).
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Math anxiety is a widespread issue that affects students’ emotional well-being and math learning. Yet, existing systems for math learning do not address the need […]
Learning math can be challenging, boring, or perhaps scary. Traditional intelligent tutors offer cognitive support, but they don’t provide sufficient support that addresses students’ anxiety […]
Using LLMs for tutoring poses several critical risks — most notably, hallucinations. But what if we leverage the feeling of uncertainty around whether and how […]
Learning Analytics and Intelligent Tutoring
We investigate how learner data, feedback, visualizations, and intelligent tutoring technology can provide effective cognitive and metacognitive support to promote behavior change.
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Self-Regulated Learning and Adaptive Learner
We co-design technology to foster autonomous learners who can set goals, make choices, and adapt their learning strategically.
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Many interactive learning environments provide scaffolding that asks students to perform certain metacognitive strategies during learning (e.g., self-explanation). While such interventions often lead to effective […]
One important goal of instruction is to support students’ self-regulated choice making during learning. How might we support students’ strategic choice-making behaviors? In my dissertation, […]
Tangible Interaction for Learning and Creativity
We co-design and leverage tangible, physical materials and technologies to foster meaningful learning and creative activities in various learning contexts.
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In this project, we are exploring how custom, end-user programmed tangibles can support customizable, stakeholder-driven educational tools and experiences that are engaging, collaborative, and tinkering-friendly […]
This project investigates how educators and parents can introduce AI chatbots to young populations in a scaffolded, creative, and critical manner with the help of […]