Resume

• 2002

  Certificate

  Cognitive Neuroscience

  Cognitive Neuroscience Certificate

  Center for the Neural Basis of Cognition

• 2001

  Ph.D.

  Cognitive Science

  Cognitive Psychology

  Carnegie Mellon University

• 1999

  Non-degree credit

  Psychology

  Psychology Concentration

  Northern Michigan University

  Cognitive Psychology

• 1995

  Psychonomic Society

  Spanish

  Certificate

  Business Sales

  Certificate in Business Sales

  Washtenaw Community College

• 1987

  B.A.

  Economics

  University of Michigan

• Statistics

  Cognitive Science

  SPSS

  Psychology

  Human Computer Interaction

  Cognitive Psychology

  Experimentation

  Higher Education

  Educational Research

  Computational Modeling

  E-Learning

  Research Design

  Data Analysis

  R

  Cognitive Modeling

  Educational Technology

  Cognition

  Artificial Intelligence

  Natural Language Processing

  Teaching

  Learning Gains for Core Concepts in a Serious Game on Scientific Reasoning

  diane halpern

  heather butler

  robert dolan

  keith millis

  Abstract: OperationARIES! is an Intelligent Tutoring System that teaches \nscientific inquiry skills in a game-like atmosphere. Students \ncomplete three different training modules

  each with natural \nlanguage conversations

  in order to acquire deep-level \nknowledge of 21 core concepts of research methodology (e.g.

  \ncorrelation does not mean causation). The student first acquires \nbasic declarative knowledge and then applies the knowledge by \ncritiquing case studies on scientific methodology and finally \ngenerating questions that reflect the core topics. A study using a \npretest-training-posttest design was conducted in which 46 \ncollege students interacted with the modules of \nOperationARIES!

  resulting in thousands of logged measures. The goal of this investigation was to discover the different \ntrajectories of learning within 11 of these core concepts by \nevaluating 3 main constructs (e.g.

  discrimination

  generation

  \nand time on task) represented by key logged measures. Different \nconstructs showed relationships with specific core concepts. \nThree core concepts were analyzed with stepwise regression and \n5-fold cross-validation in order to discover contributing factors \nto learning gains for these core concepts. \n

  Learning Gains for Core Concepts in a Serious Game on Scientific Reasoning

  John R. Anderson

  Keystone experiment of my dissertation.

  Using a model to compute the optimal schedule of practice

  Philip

  Pavlik

  Carnegie Mellon University

  University of Memphis

  IEEE Transactions on Learning Technologies

  Research

  Carnegie Mellon University

  Systems Scientist

  Research

  Carnegie Mellon University

  Associate Editor

  Handling mainly educational data mining papers.

  IEEE Transactions on Learning Technologies

  Associate Professor

  Research and teaching

  University of Memphis