College of Computing Technical Report Series

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Now showing 1 - 10 of 506
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    A virtual coach for question asking and enabling learning by reflection in startup engineering
    (Georgia Institute of Technology, 2020-12) Goel, Ashok K. ; Hong, Sung Jae ; Kuthalam, Mukundan ; Arcalgud, Arup ; Gulati, Siddharth ; Howe, James ; Karnati, Nikhita ; Mardis, Aaron ; Ro, Jae ; McGreggor, Keith
    The Socratic method of teaching engages learners in extended conversations and encourages learning through answering questions, making arguments, and reflecting on the evolving conversation. This method can be a powerful instrument of learning by reflection, especially in domains in which the right answers to open questions are not known in advance such as entrepreneurship. In this paper, we describe an initial experiment in developing AI technology for simulating the Socratic method of teaching in learning about entrepreneurship. When a would-be entrepreneurs creates a business model on the Business Model Canvas (BMC), the AI agent named Errol uses semantic and lexical analysis of the entries on the BMC to ask questions of the students. By attempting to categorize and correct the errors that novices typically make, Errol seeks to accelerate the process by which a novice can start creating more expert-like business models
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    Lattice-Based Encryption Schemes and its Applications to Homomorphic Encryption
    (Georgia Institute of Technology, 2020-12) Bin Ahmad Shahrir, Ahmad Faris Durrani ; Pan, Leyan ; Hutto, Kevin ; Mooney, Vincent John, III
    Homomorphic encryption is a type of encryption that allows performing operations on the ciphertext without having access to the plaintext. While the algorithm is still not efficient enough for practical applications, homomorphic encryption has potential in many areas such as voting, storage of sensitive personal information, and analyzing demo-graphical data. In 2009, Gentry proposed the first plausible algorithm for fully homomorphic encryption, and various improvements have been built upon this result, significantly increasing the efficiency of homomorphic encryption. In Gentry’s original implementation, lattice-based cryptography is used as a basis of the Homomorphic encryption scheme. Lattice-based cryptography still lies at the heart of many fully homomorphic encryption schemes. In this report, we build on previous VIP works and illustrate various lattice-based encryption schemes, and briefly describe how Gentry used lattice-based cryptography to construct the first fully homomorphic encryption scheme. In addition, this sub-team hopes the incoming VIP sub-teams would make use of this report and expand upon our research into homomorphic encryption.
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    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.
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    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.
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    Developing a Document Trained Automated Advisor
    (Georgia Institute of Technology, 2018-08) Gregori, Eric
    This paper covers the development of a system to automatically answer questions about the content of a document. For example, a class syllabus or project specification. The system trains on the document’s content to build a model and answer questions using text from the document.
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    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?
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    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.
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    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.
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    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.
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    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.