The project will provide the opportunity for upper elementary students to learn computer science and build strong collaboration practices. Leveraging the promise of virtual learning companions, the project will collect datasets of collaborative learning for computer science in diverse upper elementary school classrooms; design, develop, and iteratively refine its intelligent virtual learning companions; and generate research findings and evidence about how children collaborate in computer science learning and how best to support their collaboration with intelligent virtual learning companions.
Citations of DRK-12 or Related Work (DRK-12 work is denoted by *):
- Tsan, J., Lynch, C. F., & Boyer, K. E. (2018). "Alright, What Do We Need?": A Study of Young Coders’ Collaborative Dialogue. International Journal of Child-Computer Interaction, 17, 61-71.*
- Wiggins, J. B., Grafsgaard, J. F., Boyer, K. E., Wiebe, E. N., & Lester, J. C. (2016). Do You Think You Can? The Influence of Student Self-Efficacy on the Effectiveness of Tutorial Dialogue for Computer Science. International Journal of Artificial Intelligence in Education, 1-24.*
- Buffum, P. S., Frankosky, M. H., Boyer, K. E., Wiebe, E. N., Mott, B. W., & Lester, J. C. (2016). Collaboration and Gender Equity in Game-Based Learning for Middle School Computer Science. Computing in Science and Engineering, 18(2), 18-28.*
- Ezen-Can, A. & Boyer, K. E. (2015). Understanding Student Language: An Unsupervised Dialogue Act Classification Approach. International Journal of Educational Data Mining, 7(1), 2015, 51-78.*
- Boyer, K. E., Phillips, R., Ingram, A., Ha, E. Y., Wallis, M. D., Vouk, M. A., & Lester, J. C. (2011). Investigating the Relationship Between Dialogue Structure and Tutoring Effectiveness: A Hidden Markov Modeling Approach. International Journal of Artificial Intelligence in Education, 21(1), 65-81.*