Organizational Unit:

School of Computer Science

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https://hdl.handle.net/1853/70781

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Organizational Unit

College of Computing

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https://finding-aids.library.gatech.edu/agents/corporate_entities/945

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Publication Search Results

Now showing 1 - 10 of 103

Discovering Metacognitive Approaches to Personal Finance with Intelligent Tutoring Systems

(Georgia Institute of Technology, 2018-12-02) Tan, John

One of the most difficult challenges that young people are currently facing in today’s world is to make the right financial decisions in their daily life properly due to the lack in personal finance or has developed a poor financial behavior. In order to make the proper financial decisions, they would need to have the ability to maintain their thought process and habits around their personal finances. By leveraging the intelligent tutoring system (ITS) with the model from Carnegie Mellon University, we can help young people to improve their metacognitive capabilities to make better personal financial decisions. The intention of this paper is to help ease the transition to further the research and development of the intelligent tutoring system for personal finance in which it enables to help young individuals to develop and improve their metacognitive skills that can have a long-lasting impact on their decision-making for personal financial and for many future generations to come.
Learnercube: Educational Game Discovery and Recommendation Application

(Georgia Institute of Technology, 2018-08-06) Udeinya, Omasirichukwu

This paper briefly discusses some pedagogical strategies that teachers use to engage students and increase motivation and learning outcomes. Then it follows with a discussion of educational games and the implementation details of Learnercube, a game discovery and recommendation web app.
Educational Technology – Summer 2018: Influence of Gender Appeals in Game-Based Learning Tools

(Georgia Institute of Technology, 2018-07-29) George, Smitha Basil

As part of Summer 2018 Education Technology project, I am investigating the area of game-based learning in general, and the analysis of game-based learning outcomes, in particular. In order to thoroughly understand the field of game-based learning, detailed research is performed in the dominant education theories and their adaptations in game-based learning, advantages of game-based learning over traditional learning methodologies, and the differentiation in learning outcomes depending on who the player is competing against, the player’s gender and the player’s choices. As a result of the studies done in the game-based learning area, the question that is identified and addressed through my research project is: Is gender-based differentiation of games and game elements beneficial with respect to learner performance and learning outcomes? Are some activities irrelevant, or unachievable for any gender?
Code Shrew: Software Platform for Teaching Programming Through Drawings and Animations

(Georgia Institute of Technology, 2018-07) Trammer, Ludwik ; Dunn, Jamie

In this paper, we present Code Shrew, a new software platform accompanied by an interactive programming course. Its aim is to teach the fundamentals of computer programming by enabling users to create their own drawings and animations. The programming language has a straightforward syntax based on Python, with additions that enable easy drawing and animating using object-oriented code. The editor reacts seamlessly and instantly, providing an engaging and interactive environment for experimenting and testing ideas. The programming course consists of lessons that cover essential programming principles, as well as challenges to test users' skills as they progress through the course. Both the lessons and challenges take advantage of the editor's instant feedback, allowing for a focus on learning-by-doing. We describe the software and the content, the motivation behind them, and their connection to constructionism.
Predict and Prevent Bullying via Technology

(Georgia Institute of Technology, 2018-04-28) Tulasi, Ranjit

Bullying in schools is spreading like cancer and there is an immediate need to predict and prevent bullying. The paper discusses the project undertaken to research the phenomena of predicting and preventing bullying via technology in K-12 education. The predictive bullying data for the research was obtained from publicly available US education department databases and other sources. The data for both traditional bullying and cyberbullying was examined for school enrollment demographics, personal characteristics of students who were bullied and perpetuators. Valid predominant values for predictors such as race, gender, locale, enrollment size and household income were identified. The implications of these findings are used to provide design recommendations for technology solutions and prevention strategies that use technology. The research addresses the question of whether combining predictive bullying data and personal characteristics of students to tailor bullying prevention programs and solutions using technology at schools will increase the chances of successfully predicting and preventing bullying.
Project Livermore: 3D Simulation of Human Anatomy and Patient Education on Medical Conditions

(Georgia Institute of Technology, 2018-04) Lam, Andrew ; Lockett, Cheryl ; Reina, Jennifer ; Syed, Rafay

Project Livermore is a development project intended to address the issue of providing patients with timely and engaging personalized educational materials consistent with a diagnosis they may have received. This paper is intended to demonstrate a proof-of-concept tool to facilitate the dissemination of educational materials by way of a standards-based inter-operable tool whereby a patient is able to observe and manipulate a 3D model based on their diagnosis, observe disease progression, and read supporting literature. The tool is designed around a problem-based learning pedagogy that uses simulation-based learning to promote understanding.
Boosting Metacognition via Metacognitive Wrapper

(Georgia Institute of Technology, 2018-04) Nenkov, Andrey N.

Metacognition is often described as thinking about thinking and is tightly related to academic success and intelligence. Very specific techniques exist for metacognition to be put in practice and improved. This paper introduces a proof-of-concept system to promote metacognitive skills. Its main purpose is to make learners more effective.
Real-time Communication Using WebRTC

(Georgia Institute of Technology, 2018) Ali, Haytham

This paper introduces a new Real-time Communication technology. Some of the technology’s applications could be in the education field, but are not limited only to education. The technology could be used with any system need, video and audio conferencing, such as medical uses or even online gaming. WebRTC is a free and open source project that provides web browsers and mobile applications with real-time communication (RTC) via a simple application programming interface (API). It allows video, audio and data to work inside a web page by allowing a direct peer to peer communication between two browsers, eliminating the need for a server or browser plugins or downloading a native application. The WebRTC project is supported by Google, Microsoft, Mozilla and Opera, and it is being standardized through the World Wide Web Consortium (W3C) and the Internet Engineering Task Force (IETF). (Uberti, Justin; Thatcher, Peter, 2018).
Learning System Customer Service Chatbot

(Georgia Institute of Technology, 2018) Schmidt, Robert W.

Learning System Customer Service Chatbot is a computer application that interacts with users using natural language in a similar way to imitate a technical support representative using voice. This paper will develop a machine learning voice chatbot system for customer service based on Amazon Lex and Alexa Software Developer Kit (SDK) through extension of an Amazon text based example chatbot. The voice chatbot will be based on natural language processing so we can improve human to machine interaction with learning systems customer services.
Using Applied Behavior Analysis in Software to help Tutor Individuals with Autism Spectrum Disorder

(Georgia Institute of Technology, 2018) Ugando, Antonio A.

There are currently many tutoring software systems which have been designed for neurotypical children. These systems cover academic topics such as reading and math, and are made available through various technological mediums. The majority of these systems were not designed for use by children with special needs, in particular those who are diagnosed with Autism Spectrum Disorder. Since the 1970’s, studies have been conducted on the use of Applied Behavior Analysis to help autistic children learn [1]. This teaching methodology is proven to be very effective, with many patients having their diagnosis of autism dropped after a few years of treatment. With the advent of ubiquitous technologies such as mobile devices, it has become apparent that these devices could also be used to help tutor autistic children on academic subjects such as reading and math. Though the delivery of tutoring material must be made using Applied Behavior Analysis techniques, given that ABA therapy is currently the only form of treatment for Autism Spectrum Disorder endorsed by the US Surgeon General [2], which further makes the case for incorporating it into an academics tutoring system tailored for autistic children. In this paper, we present a mobile software system which can be utilized to tutor children who are diagnosed with Autism Spectrum Disorder in the subjects of reading and math. The software makes use of Applied Behavior Analysis techniques such as a Token Economy system, visual and audible reinforcers, and generalization. Furthermore, we explore how combining Applied Behavior Analysis and technology, could help extend the reach of tutoring systems to these children.