Research

Toward Accessible Introductory Computer Programming Practice (2020)

Carl C. Haynes

Dynamically adaptive Parsons problems are pieces of code that must be ordered and indented correctly. Performance on prior problems determines the difficulty of subsequent ones. These problems comprise an adaptive learning system that dynamically adapts the learning experience to an individual’s ability. But how do novice programmers with learning (dis)abilities experience solving them? And, how can we make this learning experience more accessible? To understand the learning experience, researchers suggest testing the hypothesis that cognitive load is less for solving dynamically adaptive Parsons problems than writing equivalent code. Furthermore, researchers propose using an ability-based design approach to increase the accessibility of adaptive learning systems such as dynamically adaptive Parsons problems. This research explores these topics.

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Learning Analytics and Interactive Computing eBooks (2020)

Barbara Ericson Carl C. Haynes Julia Cope David Li

Learning analytics has been used to identify at-risk learners, help learners develop self-regulated learning skills, and improve curricula. We take a discipline-based learning analytics approach in the context of computer science learning to analyze clickstream data from two interactive eBooks: one for the Advanced Placement (AP) Computer Science Principles (CSP) course and one for the AP Computer Science A (CSA) course.

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My Learning Analytics (MyLA) (2018-2019)

Stephanie Teasley Stuart Karabenick Matthew Kay Carl C. Haynes Shannon Elkins Reed Coots Jennifer Love Zhen Qian Pushyami Gundala John Johnston Matthew Jones

The My Learning Analytics (MyLA) project supports research into student use of learning analytics. We investigated the extent to which MyLA supports the development of students' self-regulated learning skills.

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Investigating Enterprise-Level Learning Technologies in Higher Education (2018-2019)

Carl C. Haynes Stuart Karabenick Stephanie Teasley

Students, teachers, staff, and others within institutions of higher education use a multitude of enterprise-level learning technologies. We investigate how these technologies mediate learning amongst students to inform the development and continued improvement of these technologies based on student feedback and use.

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Evaluating Student-Facing Dashboards in Learning Management Systems (2017-2018)

Carl C. Haynes Stephanie Teasley Stephanie Haley Meghan Oster John Whitmer

Student-facing dashboards are becoming standard tools within learning management systems (LMSs) with little empirical guidance about the impact of these tools, particularly on various subpopulations of students (e.g., first-generation, minorities, transfer students). In collaboration with Blackboard Inc., we investigated students' perceptions of textual and visual information provided by the LMS.

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Searching as Learning (2016)

Carl C. Haynes Soo Young Rieh Kevyn Collins Thompson

People often use search systems to retrieve information during learning tasks. We investigated the effect of different query results on learning and search satisfaction.

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Assessment Proficiencies in Library and Information Science (LIS) Education (2016)

Carl C. Haynes Megan Oakleaf Samantha Settimio

The need for libraries to assert thier value has led to the creation of new roles for librarians. We investigated the extent to which the current library and information sciecne curriculum addressed the proficiencies needed by assessment librarians.

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