Master's Projects

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Master's Projects

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https://hdl.handle.net/1853/71003

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Now showing 1 - 10 of 30

Develop Financial Literacy and Metacognition via Gaming

(Georgia Institute of Technology, 2022-08-01) Chordia, Provit

Financial literacy is very important as it has a material impact on a family’s budget. It helps in understanding the value of money and various decisions related to money. Studies have found financial literacy to be very low which might lead to incorrect decisions. Financial literacy and metacognition are related as metacognition help in the development of critical thinking, and decision making which is important aspects. The following paper will discuss how financial literacy and metacognition are related as well as the correct age and method to start financial literacy.
Bangladesh Bank Cyber Heist: Incident Analysis

(Georgia Institute of Technology, 2022) Balu, Ramkumar

In one of the largest cyber heists that took place in February 2016, the Central Bank of Bangladesh (Bangladesh Bank) lost $81 million from its account held in Federal Reserve Bank of New York. By applying Diamond model of Intrusion Analysis, the paper discusses core features and phases involved in the attack. In the later part, the paper discusses policy assessment at various levels as well as the policy impact that happened in response to the incident.
Rhythm OLMITS

(Georgia Institute of Technology, 2022) Kwan, Derek

Rhythm OLMITS is a beat-centered rhythm intelligent tutoring system with an open learner model that visualizes skills at various levels of abstraction. It incorporates overall skill visualization in its interface where exercises concerned with a learner’s performance of rhythm from music notation are chosen. These exercises are generated according to the student model and user-specified parameters with respect to note durations and meter.
Self-explanation collaborative tool

(Georgia Institute of Technology, 2021-12) Elouedrhiri, Driss

One of the main challenges educational institutions face is keeping students engaged during online classes. Self-explanatory techniques show some efficiency in keeping students engaged. But, there are still rooms for improvement to get students more motivated and contribute toward the evolution of system content. This paper summarizes the existing self-explanatory method and presents a designed solution to extend it as a collaborative platform. The tool is an extension plugin that universities and educational platforms can integrate into their existing solutions. This paper defines the tool's integration and how it improves student engagement.
The Role Played by Parents in the Abrupt Transition to Online Education During the Covid-19 Pandemic

(Georgia Institute of Technology, 2021) Sharmacharya, Ratan

The Covid-19 pandemic saw an abrupt transition from classroom teaching to online education. The debatable question was the impact of this pandemic on the parents of the students. A survey was conducted on the parents of elementary and secondary school students who had this transition to online learning to determine the impact of the transition on parental role in their children’s education.
The Effect of Gamification Elements on MOOCs

(Georgia Institute of Technology, 2020-12-07) El-Sawy, Hussien

Gamification is the use of game elements in non-game subjects. MOOCs are Massive Open Online Courses, as it became widely used worldwide specially after the covid-19 pandemic, it is still facing some challenges on retaining enrolled students. This study is going to discuss the connection between Gamification elements and MOOCs specifically “Events” which are considered quests that can be done in a specific period of time in exchange for re-ward, and how events can be used to increase student’s engage-ment while participating in MOOCs.
CS-6460 EdTech Final Project

(Georgia Institute of Technology, 2020-12-06) Hartnell, Edwin Geoffrey

This project develops a set of Problem-Based Learning (PBL) modules called "Case Simulations" for economics and business students. Case Simulations are Case Studies with matching Market Simulations. Together, they provide a comprehensive PBL environment for students to explore economic phenomenon, analyze markets, and generate recommendations. Instructors can adapt the content to supplement textbooks, lectures, and class discussion. Case Simulations suit economic principles, business economics, market strategy, and pricing courses.
Research Search Tool

(Georgia Institute of Technology, 2020-08-03) Hesser, Christopher

A novel website-based tool for exploring research is presented. Inspired by random restart hill climbing, the tool helps users find peaks of interest in research areas by presenting a pseudo-random article from the CORE open access research collection then allowing users to quickly narrow their search space by selecting keywords from works that interest them. The goals of this tool are primarily introspective, helping users discover research areas about personally interesting topics in a timely way and aiming to solve the problems associated with not selecting areas of research due to a lack of inspiration. item_description: An article describing a way to search the space of research and inspiration using a Random Restart Hill Climbing inspired technique.
Jupyter Notebooks as an Effective Way to Teach Dynamic Programming

(Georgia Institute of Technology, 2020-08) Cohen Yeshurun, Rachel

An introductory course in dynamic programming was created using Jupyter notebook as the delivery medium. While other Jupyter notebook courses restrict themselves to text, images and inline coding, this course leverages Jupyter features and extensions to include a wider range of interactive course elements such as quizzes. The course combines some best practices in teaching dynamic programming to attempt to overcome the difficulties students experience when learning the subject. The paper also presents the results of a peer survey qualifying the success of this new course.
Productize ML: A Machine Learning in Production Course

(Georgia Institute of Technology, 2020-08) Romero, Adria

This document presents the project paper for the CS6460 course for which a Content track was chosen to teach a Machine Learning in Production course using Cognitive Emotional Pedagogy and Distance learning and framed around a connectivist teaching approach using Notion as an educational tool.