Maggie Mosher Ph.D.- Doctor of Philosophy
- Assistant Research Professor at University of Kansas
Maggie Mosher Ph.D.
- Doctor of Philosophy
- Assistant Research Professor at University of Kansas
Using AI & XR to personalize instruction and provide timely, feasible, & effective monitoring and intervention for all.
About
49
Publications
7,109
Reads
How we measure 'reads'
A 'read' is counted each time someone views a publication summary (such as the title, abstract, and list of authors), clicks on a figure, or views or downloads the full-text. Learn more
186
Citations
Introduction
Dr. Mosher specializes in utilizing EBPs and innovation to improve the academic, social, emotional, and behavioral instruction of students with disabilities. As Co-PI of two 2.5 million dollar grants using artificial intelligence (AI) and extended reality (XR) for effective, motivating, and timely progress monitoring and interventions for students. Her work in mixed methods research and multisensory individualized instruction for students is available below and on the website projectiknow.org.
Current institution
Additional affiliations
February 2019 - present
Position
- Social Skill Content Strategist
Description
- iKNOW is an extended reality and artificial intelligence experience that extends our prior work, VOISS: Virtual-reality Opportunities to Integrate Social Skills, to create a real-life experience across multiple school-based environments. Students move through 141 social narratives to learn 182 social skills, problem solve, be offered explicit feedback, & be provided with methods for thinking critically in the future. Generalization techniques are available free to educators at voissadvisor.org.
February 2017 - December 2018
EMBRACE
Position
- Managing Director
Description
- Co-founder of nonprofit formed in 2017 as an independent 501(c)3 to assist students with special needs in private schools by providing resources, service providers, educators, curriculum, and awareness.
February 2013 - present
Education
June 2008 - May 2010
September 2001 - June 2005
Field of study
- Intervention Specialist Mild/Moderate Disabilities
Publications
Publications (49)
This systematic literature review was conducted to explore the social validity of aug�mented reality (AR), virtual reality (VR), and mixed reality (MR) as a means of
providing social skill instruction to students with autism spectrum disorder (ASD).
Forty-one articles met the inclusion criteria, including five studies utilizing AR and
the remain...
General and special education teachers report feeling inadequate in providing social skill instruction to students. Yet, researchers and government bodies (ASELA, 2015) report students receiving social skill instruction display marked improvements in: (a) motivation to learn, (b) commitment to school, (c) time devoted to schoolwork, (d) mastery of...
Presence scale study:
Use the QR code or the link below to take the free Technology Immersive Presence Scale (TIPS) or provide this link to the parents, teachers, and students wanting to determine their presence within virtual environments as well as tips to improve presence. https://kusurvey.ca1.qualtrics.com/jfe/form/SV_9ABRbnzioxCnTIq
A nearly unlimited number of technology tools and applications exist to support students with Attention Deficit Hyperactivity Disorder (ADHD). However, finding these tools, researching their effectiveness, observing their use, and evaluating their implementation can be a time consuming and daunting task if a technology professional is not available...
The extent to which an intervention is perceived as sociallyvalid significantly influences whether the intervention is selected,implemented, and maintained (Kern & Manz, 2004). Social-Emotional-Behavioral(SEB) interventions and evidence-based practices (EBPs) are often ranked with low socialvalidity by adolescents (McCoy et al., 2016). Intervention...
The article provides a comprehensive overview of AI’s impact on teacher education, covering topics such as teacher readiness, AI literacy, classroom applications, and future trends. The article gives free resources on how AI supports teachers by streamlining administrative tasks while maintaining the essential human aspect of education. It also exa...
Dr. Maggie Mosher from the University of Kansas explores the integration of AI tools in research. Here’s a brief description of the presentation:
Overview
This presentation delves into the various aspects of AI-assisted research tools, highlighting their benefits, potential cautions, and important questions to consider. It aims to provide a compre...
In this presentation, Dr. Maggie Mosher shares practical applications of the ways in which artificial intelligence (AI) can transform education, drawing from her extensive research and real classroom implementation. Through concrete examples and demonstrations, participants will discover how free AI tools are transforming everyday teaching and lear...
Presentation on AI in Higher Education
AI Assistants to help in dissertation writing for students.
The use of artificial intelligence (AI) is not a new concept. Still, the press, the worry, and the hype around the potential benefits and limitations of the explosion of these tools in this field is a current topic in teacher education. In this article, the authors summarize the past use of AI, present easily adaptable tools in teacher education, a...
Virtual Reality (VR) and immersive instruction hold great promise to alter instruction for students with autism spectrum disorder (ASD). Yet, the voices of the direct users (e.g., the teachers and students) are often underutilized or not at all utilized in the creation of educational applications, particularly in the field of VR. The purpose of thi...
The primary aim of this manuscript is to describe the process
of developing a reliable and valid instrument for measuring
all users, including students with disabilities, sense of pres-
ence in a virtual environment. Presence can be described as 102
feeling a part of another place other than where you are. A
seven-step process is discussed and w...
References for Presentation Low to No-Cost Artificial Intelligence
to Improve Educator Productivity & Best Practices
Title: Artificial Intelligence: Low to No Cost AI to Improve Educator Productivity and Best Practices
Description: Artificial Intelligence (AI) can improve educator productivity and assist in implementing evidence-based practices (Laupichler et al., 2022; Tan et al., 2022). This presentation walks users through an exploration of low to no-cost AI...
Table of List of A Few Low to No Cost AI to Improve Educator Productivity and Best Practices
Artificial Intelligence (AI) can improve educator productivity and assist in implementing evidence-based practices (Laupichler et al., 2022; Tan et al., 2022). This presentation walks users through an exploration of low to no-cost AI apps and the necessary...
Smith, S. J., Mosher, M. A., Lowrey, K. A. (2022). Advances in the use of technology and online learning to improve outcomes for students with disabilities. In Lemons, C. J., Powell, S. R., Lane, K. L., & Aceves, T. C. (Eds.). Handbook of Special Education Research, Volume II: Research-Based Practices and Intervention Innovations Volume II (pp. 178...
Explanation of VR versus Video Modeling in developing social communication of middle school students.
The extent to which an intervention is perceived as socially valid significantly influences whether the intervention is selected, implemented, and maintained (Kern & Manz, 2004). Social skill interventions and evidence-based practices are often ranked with low social validity by adolescents (McCoy et al., 2016). Interventions delivered through virt...
Virtual reality (VR) is an innovative technology that is rapidly gaining popularity in and out of the classroom. With improvements in hardware and software technology and the push for one-to-one computing, teachers have access to innovative VR supports and resources. These innovative technologies have the potential to improve instruction for divers...
Virtual reality (VR) has evolved to include non-immersive to fully-immersive experiences for the classroom. This study seeks to understand the potential effects VR may offer, specifically characteristics associated with how a student experiences a VR intervention and the effects of using a VR device for learning. A group experimental design was use...
If you would like to fill out the survey and obtain a full list of the essential skills and the final results of what are essential, what have been the most successful interventions, who has been most successful in delivering these interventions, what progress monitoring tools are valid and reliable for this age group, and what assessments are avai...
This study presents the findings of a systematic review of empirical research on the use of augmented reality (AR), virtual reality (VR), mixed reality (MR), and extended reality (XR) to present social skill instruction to school-age students with autism spectrum disorder (ASD). Forty-one articles met the inclusion criteria. Studies targeted relati...
In order for technology to be integrated successfully and to facilitate student learning, teachers need flexible, on-demand professional learning opportunities, especially in the face of the recent global pandemic. The pandemic brought on unprecedented reliance on technology. Professionals found themselves needed technology initiatives, however, ti...
This session presents a mixed-methods study on immersive and non-immersive virtual reality (VR) for social and emotional learning (SEL) development. A free VR platform for SEL will be presented as well as a discussion of other such platforms available to educators, clinicians, and parents. Participants will have the opportunity to explore the VR sc...
This handout presents the process used to develop social skill scenarios that teach students with high incidence
disabilities social competencies through VOISS (Virtual realities to Integrate Social Skills) technology. Research on the
impact of virtual reality (VR) on social skill development and generalization for PreK-12 students with high-inci...
1. Participants will gain an understanding of the social skill selection process and implementation within the evidence-based practices employed by the virtual technology intervention called VOISS.
2. Participants will experience three social skill scenarios using direct instruction and observational learning and discuss the benefits and problems w...
This session presents a mixed methods study on the use of immersive and non-immersive virtual reality (VR) for social skill development. The relationship between middle school students' social skill acquisition and preferences will be discussed. Participants will leave with knowledge of VR and methods for implementing successful social skill interv...
This session will present the process used to develop social skill scenarios that teach students with high incidence disabilities social competencies through VOISS (Virtual realities to Integrate Social Skills) technology. Research on the impact of virtual reality (VR) on social skill development and generalization for PreK-12 students with high-in...
A nearly unlimited number of technology tools and applications exist to support students with Attention Deficit Hyperactivity
Disorder (ADHD). However, finding these tools, researching their effectiveness, observing their use, and evaluating their
implementation can be a time consuming and daunting task if a technology professional is not available...
Universal Design for Learning and Immersive Technology
This presentation was conducted to explore the social validity of augmented reality (AR) and virtual reality (VR) as a means of providing social skill instruction to students with autism spectrum disorder (ASD). Findings indicated there are many socially valid reasons for using AR and VR as a method of social skill instruction for students with ASD...
The purpose of this article is to present inclusionary practices for Catholic education classrooms that emphasize the integration of evidence-based practices (EBPs). These are practices that have been developed to address the needs of all students, particularly learners who are considered at-risk as well as their peers with an identified disability...
The purpose of this article is to present inclusionary practices for Catholic education classrooms that emphasize the integration of evidence-based practices (EBPs). Practices that have been developed to address the needs of all students, particularly learners who are at-risk as well as their peers with an identified disability. Over the past two d...
Virtual reality (VR) technology has improved in access and availability in the area of K-12 instruction, increasingly being cited for its promise to meet the varied learning needs of individuals with disabilities. This descriptive review of 25 research studies conducted in K-12 settings examined the defining characteristics of immersion levels asso...
Questions
Question (1)
I have been reading numerous presence scales and have found many for adults and a few with some reliability and validity data behind them. However, I have yet to find any that are adequate for elementary and middle school students. I have read many articles where these scales were used with this population but the results have shown that the measurement tool is not adequate. I am at a point where I and a colleague have decided we may just need to create one. Has anyone found anything out there they would recommend?
