Although more empirical and theoretical work is needed to provide strong guidance for educational change agents, we do know some general things about effective propagation of educational innovations. Following Fullan [1], we think of educational innovations as new materials, teaching approaches, and/or beliefs. Each claim and its lesson for TUES PIs is summarized below and then explained in mor...

We design and evaluate a method of human–robot cross-training, a validated and widely used strategy for the effective training of human teams. Cross-training is an interactive planning method in which team members iteratively switch roles with one another to learn a shared plan for the performance of a collaborative task. We first present a computational formulation of the robot mental model, w...

When developing serious games the most complex task is the alignment of instructional teaching methods and the game itself. To address this issue, we propose a shared language modeling approach for educational instructors and game developers. The language is based on so called serious game bricks, composites and rules. Combining these pedagogical and story elements allows the domain experts to ...

This research shows that active learning is not universally effective and, in fact, may inhibit learning for certain types of students. The results of this study show that as increased levels of active learning are utilized, student test scores decrease for those with a high grade point average. In contrast, test scores increase as active learning is introduced for students in the lower level g...

As speech synthesis techniques become more advanced, we are able to consider building high-quality voices from data collected outside the usual highly-controlled recording studio environment. This presents new challenges that are not present in conventional text-to-speech synthesis: the available speech data are not perfectly clean, the recording conditions are not consistent, and/or the phonet...

This case study uses log-linear modelling to investigate the interrelationships between factors that may contribute to the late submission of coursework by undergraduate students. A class of 86 computing students are considered. These students were exposed to traditional teaching methods supported by e-learning via a Managed Learning Environment (MLE). The MLE warehouses detailed data about stu...