权益分类	功能权益	普通用户	{{item.name}}会员
{{category.name}}	{{benefitItem.name}}

Collaborative Research: Engaging High School Students in Computer Science with Co-creative Learning Companions

合作研究：让高中生与共同创造的学习伙伴一起参与计算机科学

基本信息

批准号：
1813740
负责人：
Kristy Boyer
金额：
$ 86.25万
依托单位：
University of Florida
依托单位国家：
美国
项目类别：
Standard Grant
财政年份：
2018
资助国家：
美国
起止时间：
2018-09-15 至 2023-08-31
项目状态：
已结题

来源：
https://www.nsf.gov/awardsearch/showAward?AWD_ID=1813740&HistoricalAwards=false
关键词：
Collaborative Research Engaging Students Computer

项目摘要

This research investigates how state-of-the-art creative and pedagogical agents can improve students' learning, attitudes, and engagement with computer science. The project will be conducted in high school classrooms using EarSketch, an online computer science learning environments that engages over 160,000 learners worldwide in making music with JavaScript or Python code. The researchers will build the first co-creative learning companion, Cai, that will scaffold students with pedagogical strategies that include making use of learner code to illustrate abstraction and modularity, suggesting new code to scaffold new concepts, providing help and hints, and explaining its decisions. This work will directly address the national need to develop computing literacy as a core STEM skill.The proposed work brings together an experienced interdisciplinary team to investigate the hypothesis that adding a co-creative learning companion to an expressive computer science learning environment will improve students' computer science learning (as measured by code sophistication and concept knowledge), positive attitudes towards computing (self-efficacy and motivation), and engagement (focused attention and involvement during learning). The iterative design and development of the co-creative learning companion will be based on studies of human collaboration in EarSketch classrooms, the findings in the co-creative literature and virtual agents research, and the researchers' observations of EarSketch use in classrooms. This work will address the following research questions: 1) What are the foundational pedagogical moves that a co-creative learning companion for expressive programming should perform?; 2) What educational strategies for a co-creative learning companion most effectively scaffold learning, favorable attitudes toward computing, and engagement?; and 3) In what ways does a co-creative learning companion in EarSketch increase computer science learning, engagement, and positive attitudes toward computer science when deployed within the sociocultural context of a high school classroom? The proposed research has the potential to transform our understanding of how to support student learning in and broaden participation through expressive computing environments.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.

本研究调查了最先进的创意和教学代理如何改善学生的学习，态度和参与计算机科学。该项目将在高中课堂上使用EarSketch进行，EarSketch是一个在线计算机科学学习环境，全球有超过16万名学习者使用JavaScript或Python代码制作音乐。研究人员将建立第一个共同创造的学习伙伴，蔡，将支架学生的教学策略，包括利用学习者代码来说明抽象和模块化，建议新的代码支架新的概念，提供帮助和提示，并解释其决定。这项工作将直接解决国家发展计算素养作为STEM核心技能的需求。拟议的工作汇集了一个经验丰富的跨学科团队，以调查在表达性计算机科学学习环境中添加共同创造性学习同伴将改善学生计算机科学学习的假设（通过代码复杂性和概念知识来衡量）、对计算的积极态度（自我效能和动机）和参与度（学习期间的集中注意力和参与度）。共同创造性学习伙伴的迭代设计和开发将基于对EarSketch教室中人类协作的研究，共同创造性文献和虚拟代理研究中的发现，以及研究人员对EarSketch在教室中使用的观察。这项工作将解决以下研究问题：1）表达性编程的共同创造性学习伙伴应该执行的基本教学步骤是什么？2)对于一个共同创造的学习伙伴来说，什么样的教育策略能最有效地支撑学习、对计算的良好态度和参与？3）在高中课堂的社会文化背景下部署时，EarSketch中的共同创造性学习同伴以何种方式增加计算机科学学习，参与和对计算机科学的积极态度？拟议的研究有可能改变我们对如何支持学生学习的理解，并通过表达计算环境扩大参与。该奖项反映了NSF的法定使命，并已被认为值得通过使用基金会的智力价值和更广泛的影响审查标准进行评估。

项目成果

期刊论文数量（3）

专著数量（0）

科研奖励数量（0）

会议论文数量（0）

专利数量（0）

The Relationship between Co-Creative Dialogue and High School Learners' Satisfaction with their Collaborator in Computational Music Remixing

共同创作对话与高中学习者对计算音乐混音合作者的满意度之间的关系

DOI：
10.1145/3512970
发表时间：
2022
期刊：
Proceedings of the ACM on Human-Computer Interaction
影响因子：
0
作者：
Katuka, Gloria Ashiya;Webber, Alexander R.;Wiggins, Joseph B.;Boyer, Kristy Elizabeth;Magerko, Brian;McKlin, Tom;Freeman, Jason
通讯作者：
Freeman, Jason

Investigating the Relationship Between Dialogue States and Partner Satisfaction During Co-Creative Learning Tasks