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21
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Introduction
I am currently conducting a dissertation study on whether or not the use of self-data in statistics instruction can connect data inquiry to existing concerns and interests of learners. The hope is to explore ways to make statistics instruction matter more to learners, and I am exploring whether and under what conditions the use of self-data does this.
Additional affiliations
Education
August 2012 - May 2016
August 2010 - April 2012
August 2003 - April 2009
Publications
Publications (21)
Given growing interest in K-12 data and data science education, new approaches are needed to help students develop robust understandings of and familiarity with data. The model of the quantified self—in which data about one’s own activities are collected and made into objects of study—provides inspiration for one such approach. By drawing on what o...
Mathematics anxiety is known to be detrimental to mathematics learning. This study explored if an embodied agent could be used to help alleviate student anxiety in classrooms. To examine this potential, agent-guided algebra lessons were developed, in which an animated agent was equipped with prescriptive instructional guidance and anxiety treating...
This chapter is concerned with the use of advanced learning technologies in order to facilitate a learner’s positive affect and, thereby, increase engagement and learning. The chapter introduces three tools that we have used to promote positive affect in groups of learners, ranging from preschoolers to college students: virtual peers (animated, on-...
Wearable activity tracking devices associated with the Quantified Self movement have potential benefit for educational settings because they produce authentic and granular data about activities and experiences already familiar to youth. This article explores how that potential could be realized through explicit acknowledgment of and response to tac...
In large part due to the highly prescribed nature of the typical school day for children, efforts to design new interactions with technology have often focused on less-structured after-school clubs and other out-of-school environments. We argue that while the school day imposes serious restrictions, school routines can and should be opportunistical...
Although research has demonstrated that an increased rapport between instructors and learners can positively relate with increased learning gains, perhaps mediated by the positive attitudes toward the course and self-efficacy beliefs in the coursework, little has been done to test what instructional strategies might increase this rapport in online...
Positive psychology and existential psychology are commonly thought to reflect radically different perspectives on the deep questions of human nature, what constitutes legitimate psychological inquiry, and the meaning of the good life. In this chapter, we identify and discuss three important ways in which positive psychology and existential psychol...