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Description
The nonprofit organization, I Am Zambia, works to give supplemental education to young women in Lusaka. I Am Zambia is creating sustainable change by educating these females, who can then lift their families and communities out of poverty. The ultimate goal of this thesis was to explore and implement high level systematic problem solving through basic and specialized computational thinking curriculum at I Am Zambia in order to give these women an even larger stepping stool into a successful future.
To do this, a 4-week long pilot curriculum was created, implemented, and tested through an optional class at I Am Zambia, available to women who had already graduated from the year-long I Am Zambia Academy program. A total of 18 women ages 18-24 chose to enroll in the course. There were a total of 10 lessons, taught over 20 class period. These lessons covered four main computational thinking frameworks: introduction to computational thinking, algorithmic thinking, pseudocode, and debugging. Knowledge retention was tested through the use of a CS educational tool, QuizIt, created by the CSI Lab of School of Computing, Informatics and Decision Systems Engineering at Arizona State University. Furthermore, pre and post tests were given to assess the successfulness of the curriculum in teaching students the aforementioned concepts. 14 of the 18 students successfully completed the pre and post test.
Limitations of this study and suggestions for how to improve this curriculum in order to extend it into a year long course are also presented at the conclusion of this paper.
To do this, a 4-week long pilot curriculum was created, implemented, and tested through an optional class at I Am Zambia, available to women who had already graduated from the year-long I Am Zambia Academy program. A total of 18 women ages 18-24 chose to enroll in the course. There were a total of 10 lessons, taught over 20 class period. These lessons covered four main computational thinking frameworks: introduction to computational thinking, algorithmic thinking, pseudocode, and debugging. Knowledge retention was tested through the use of a CS educational tool, QuizIt, created by the CSI Lab of School of Computing, Informatics and Decision Systems Engineering at Arizona State University. Furthermore, pre and post tests were given to assess the successfulness of the curriculum in teaching students the aforementioned concepts. 14 of the 18 students successfully completed the pre and post test.
Limitations of this study and suggestions for how to improve this curriculum in order to extend it into a year long course are also presented at the conclusion of this paper.
ContributorsGriffin, Hadley Meryl (Author) / Hsiao, Sharon (Thesis director) / Mutsumi, Nakamura (Committee member) / Arts, Media and Engineering Sch T (Contributor) / Computer Science and Engineering Program (Contributor) / Dean, W.P. Carey School of Business (Contributor) / Barrett, The Honors College (Contributor)
Created2019-05
Description
Research has shown that the cheat sheet preparation process helps students with performance in exams. However, results have been inconclusive in determining the most effective guiding principles in creating and using cheat sheets. The traditional method of collecting and annotating cheat sheets is time consuming and exhaustive, and fails to capture students' preparation process. This thesis examines the development and usage of a new web-based cheat sheet creation tool, Study Genie, and its effects on student performance in an introductory computer science and programming course. Results suggest that actions associated with editing and organizing cheat sheets are positively correlated with exam performance, and that there is a significant difference between the activity of high-performing and low-performing students. Through these results, Study Genie presents itself as an opportunity for mass data collection and to provide insight into the assembly process rather than just the finished product in cheat sheet creation.
ContributorsWu, Jiaqi (Co-author) / Wen, Terry (Co-author) / Hsiao, Sharon (Thesis director) / Walker, Erin (Committee member) / Computer Science and Engineering Program (Contributor) / School of Life Sciences (Contributor) / Department of Finance (Contributor) / Barrett, The Honors College (Contributor)
Created2016-12
Description
Personalized learning is gaining popularity in online computer science education due to its characteristics of pacing the learning progress and adapting the instructional approach to each individual learner from a diverse background. Among various instructional methods in computer science education, hands-on labs have unique requirements of understanding learners' behavior and assessing learners' performance for personalization. Hands-on labs are a critical learning approach for cybersecurity education. It provides real-world complex problem scenarios and helps learners develop a deeper understanding of knowledge and concepts while solving real-world problems. But there are unique challenges when using hands-on labs for cybersecurity education. Existing hands-on lab exercises materials are usually managed in a problem-centric fashion, while it lacks a coherent way to manage existing labs and provide productive lab exercising plans for cybersecurity learners. To solve these challenges, a personalized learning platform called ThoTh Lab specifically designed for computer science hands-on labs in a cloud environment is established. ThoTh Lab can identify the learning style from student activities and adapt learning material accordingly. With the awareness of student learning styles, instructors are able to use techniques more suitable for the specific student, and hence, improve the speed and quality of the learning process. ThoTh Lab also provides student performance prediction, which allows the instructors to change the learning progress and take other measurements to help the students timely. A knowledge graph in the cybersecurity domain is also constructed using Natural language processing (NLP) technologies including word embedding and hyperlink-based concept mining. This knowledge graph is then utilized during the regular learning process to build a personalized lab recommendation system by suggesting relevant labs based on students' past learning history to maximize their learning outcomes. To evaluate ThoTh Lab, several in-class experiments were carried out in cybersecurity classes for both graduate and undergraduate students at Arizona State University and data was collected over several semesters. The case studies show that, by leveraging the personalized lab platform, students tend to be more absorbed in a lab project, show more interest in the cybersecurity area, spend more effort on the project and gain enhanced learning outcomes.
ContributorsDeng, Yuli (Author) / Huang, Dijiang (Thesis advisor) / Li, Baoxin (Committee member) / Zhao, Ming (Committee member) / Hsiao, Sharon (Committee member) / Arizona State University (Publisher)
Created2021
Description
Advances in technology are fueling a movement toward ubiquity for beyond-the-desktop systems. Novel interaction modalities, such as free space or full body gestures are becoming more common, as demonstrated by the rise of systems such as the Microsoft Kinect. However, much of the interaction design research for such systems is still focused on desktop and touch interactions. Current thinking in free-space gestures are limited in capability and imagination and most gesture studies have not attempted to identify gestures appropriate for public walk-up-and-use applications. A walk-up-and-use display must be discoverable, such that first-time users can use the system without any training, flexible, and not fatiguing, especially in the case of longer-term interactions. One mechanism for defining gesture sets for walk-up-and-use interactions is a participatory design method called gesture elicitation. This method has been used to identify several user-generated gesture sets and shown that user-generated sets are preferred by users over those defined by system designers. However, for these studies to be successfully implemented in walk-up-and-use applications, there is a need to understand which components of these gestures are semantically meaningful (i.e. do users distinguish been using their left and right hand, or are those semantically the same thing?). Thus, defining a standardized gesture vocabulary for coding, characterizing, and evaluating gestures is critical. This dissertation presents three gesture elicitation studies for walk-up-and-use displays that employ a novel gesture elicitation methodology, alongside a novel coding scheme for gesture elicitation data that focuses on features most important to users’ mental models. Generalizable design principles, based on the three studies, are then derived and presented (e.g. changes in speed are meaningful for scroll actions in walk up and use displays but not for paging or selection). The major contributions of this work are: (1) an elicitation methodology that aids users in overcoming biases from existing interaction modalities; (2) a better understanding of the gestural features that matter, e.g. that capture the intent of the gestures; and (3) generalizable design principles for walk-up-and-use public displays.
ContributorsDanielescu, Lavinia Andreea (Author) / Walker, Erin A (Thesis advisor) / Burleson, Winslow (Thesis advisor) / VanLehn, Kurt (Committee member) / Kuznetsov, Anastasia (Committee member) / Maher, Mary Lou (Committee member) / Arizona State University (Publisher)
Created2019
Description
Research has shown that the learning processes can be enriched and enhanced with the presence of affective interventions. The goal of this dissertation was to design, implement, and evaluate an affective agent that provides affective support in real-time in order to enrich the student’s learning experience and performance by inducing and/or maintaining a productive learning path. This work combined research and best practices from affective computing, intelligent tutoring systems, and educational technology to address the design and implementation of an affective agent and corresponding pedagogical interventions. It included the incorporation of the affective agent into an Exploratory Learning Environment (ELE) adapted for this research.
A gendered, three-dimensional, animated, human-like character accompanied by text- and speech-based dialogue visually represented the proposed affective agent. The agent’s pedagogical interventions considered inputs from the ELE (interface, model building, and performance events) and from the user (emotional and cognitive events). The user’s emotional events captured by biometric sensors and processed by a decision-level fusion algorithm for a multimodal system in combination with the events from the ELE informed the production-rule-based behavior engine to define and trigger pedagogical interventions. The pedagogical interventions were focused on affective dimensions and occurred in the form of affective dialogue prompts and animations.
An experiment was conducted to assess the impact of the affective agent, Hope, on the student’s learning experience and performance. In terms of the student’s learning experience, the effect of the agent was analyzed in four components: perception of the instructional material, perception of the usefulness of the agent, ELE usability, and the affective responses from the agent triggered by the student’s affective states.
Additionally, in terms of the student’s performance, the effect of the agent was analyzed in five components: tasks completed, time spent solving a task, planning time while solving a task, usage of the provided help, and attempts to successfully complete a task. The findings from the experiment did not provide the anticipated results related to the effect of the agent; however, the results provided insights to improve diverse components in the design of affective agents as well as for the design of the behavior engines and algorithms to detect, represent, and handle affective information.
A gendered, three-dimensional, animated, human-like character accompanied by text- and speech-based dialogue visually represented the proposed affective agent. The agent’s pedagogical interventions considered inputs from the ELE (interface, model building, and performance events) and from the user (emotional and cognitive events). The user’s emotional events captured by biometric sensors and processed by a decision-level fusion algorithm for a multimodal system in combination with the events from the ELE informed the production-rule-based behavior engine to define and trigger pedagogical interventions. The pedagogical interventions were focused on affective dimensions and occurred in the form of affective dialogue prompts and animations.
An experiment was conducted to assess the impact of the affective agent, Hope, on the student’s learning experience and performance. In terms of the student’s learning experience, the effect of the agent was analyzed in four components: perception of the instructional material, perception of the usefulness of the agent, ELE usability, and the affective responses from the agent triggered by the student’s affective states.
Additionally, in terms of the student’s performance, the effect of the agent was analyzed in five components: tasks completed, time spent solving a task, planning time while solving a task, usage of the provided help, and attempts to successfully complete a task. The findings from the experiment did not provide the anticipated results related to the effect of the agent; however, the results provided insights to improve diverse components in the design of affective agents as well as for the design of the behavior engines and algorithms to detect, represent, and handle affective information.
ContributorsChavez Echeagaray, Maria Elena (Author) / Atkinson, Robert K (Thesis advisor) / Burleson, Winslow (Thesis advisor) / Graesser, Arthur C. (Committee member) / VanLehn, Kurt (Committee member) / Walker, Erin A (Committee member) / Arizona State University (Publisher)
Created2018
Description
Visual processing in social media platforms is a key step in gathering and understanding information in the era of Internet and big data. Online data is rich in content, but its processing faces many challenges including: varying scales for objects of interest, unreliable and/or missing labels, the inadequacy of single modal data and difficulty in analyzing high dimensional data. Towards facilitating the processing and understanding of online data, this dissertation primarily focuses on three challenges that I feel are of great practical importance: handling scale differences in computer vision tasks, such as facial component detection and face retrieval, developing efficient classifiers using partially labeled data and noisy data, and employing multi-modal models and feature selection to improve multi-view data analysis. For the first challenge, I propose a scale-insensitive algorithm to expedite and accurately detect facial landmarks. For the second challenge, I propose two algorithms that can be used to learn from partially labeled data and noisy data respectively. For the third challenge, I propose a new framework that incorporates feature selection modules into LDA models.
ContributorsZhou, Xu (Author) / Li, Baoxin (Thesis advisor) / Hsiao, Sharon (Committee member) / Davulcu, Hasan (Committee member) / Yang, Yezhou (Committee member) / Arizona State University (Publisher)
Created2018
Description
An old proverb claims that “two heads are better than one”. Crowdsourcing research and practice have taken this to heart, attempting to show that thousands of heads can be even better. This is not limited to leveraging a crowd’s knowledge, but also their creativity—the ability to generate something not only useful, but also novel. In practice, there are initiatives such as Free and Open Source Software communities developing innovative software. In research, the field of crowdsourced creativity, which attempts to design scalable support mechanisms, is blooming. However, both contexts still present many opportunities for advancement.
In this dissertation, I seek to advance both the knowledge of limitations in current technologies used in practice as well as the mechanisms that can be used for large-scale support. The overall research question I explore is: “How can we support large-scale creative collaboration in distributed online communities?” I first advance existing support techniques by evaluating the impact of active support in brainstorming performance. Furthermore, I leverage existing theoretical models of individual idea generation as well as recommender system techniques to design CrowdMuse, a novel adaptive large-scale idea generation system. CrowdMuse models users in order to adapt itself to each individual. I evaluate the system’s efficacy through two large-scale studies. I also advance knowledge of current large-scale practices by examining common communication channels under the lens of Creativity Support Tools, yielding a list of creativity bottlenecks brought about by the affordances of these channels. Finally, I connect both ends of this dissertation by deploying CrowdMuse in an Open Source online community for two weeks. I evaluate their usage of the system as well as its perceived benefits and issues compared to traditional communication tools.
This dissertation makes the following contributions to the field of large-scale creativity: 1) the design and evaluation of a first-of-its-kind adaptive brainstorming system; 2) the evaluation of the effects of active inspirations compared to simple idea exposure; 3) the development and application of a set of creativity support design heuristics to uncover creativity bottlenecks; and 4) an exploration of large-scale brainstorming systems’ usefulness to online communities.
In this dissertation, I seek to advance both the knowledge of limitations in current technologies used in practice as well as the mechanisms that can be used for large-scale support. The overall research question I explore is: “How can we support large-scale creative collaboration in distributed online communities?” I first advance existing support techniques by evaluating the impact of active support in brainstorming performance. Furthermore, I leverage existing theoretical models of individual idea generation as well as recommender system techniques to design CrowdMuse, a novel adaptive large-scale idea generation system. CrowdMuse models users in order to adapt itself to each individual. I evaluate the system’s efficacy through two large-scale studies. I also advance knowledge of current large-scale practices by examining common communication channels under the lens of Creativity Support Tools, yielding a list of creativity bottlenecks brought about by the affordances of these channels. Finally, I connect both ends of this dissertation by deploying CrowdMuse in an Open Source online community for two weeks. I evaluate their usage of the system as well as its perceived benefits and issues compared to traditional communication tools.
This dissertation makes the following contributions to the field of large-scale creativity: 1) the design and evaluation of a first-of-its-kind adaptive brainstorming system; 2) the evaluation of the effects of active inspirations compared to simple idea exposure; 3) the development and application of a set of creativity support design heuristics to uncover creativity bottlenecks; and 4) an exploration of large-scale brainstorming systems’ usefulness to online communities.
Contributorsda Silva Girotto, Victor Augusto (Author) / Walker, Erin A (Thesis advisor) / Burleson, Winslow (Thesis advisor) / Maciejewski, Ross (Committee member) / Hsiao, Sharon (Committee member) / Bigham, Jeffrey (Committee member) / Arizona State University (Publisher)
Created2019
Description
Proliferation of social media websites and discussion forums in the last decade has resulted in social media mining emerging as an effective mechanism to extract consumer patterns. Most research on social media and pharmacovigilance have concentrated on
Adverse Drug Reaction (ADR) identification. Such methods employ a step of drug search followed by classification of the associated text as consisting an ADR or not. Although this method works efficiently for ADR classifications, if ADR evidence is present in users posts over time, drug mentions fail to capture such ADRs. It also fails to record additional user information which may provide an opportunity to perform an in-depth analysis for lifestyle habits and possible reasons for any medical problems.
Pre-market clinical trials for drugs generally do not include pregnant women, and so their effects on pregnancy outcomes are not discovered early. This thesis presents a thorough, alternative strategy for assessing the safety profiles of drugs during pregnancy by utilizing user timelines from social media. I explore the use of a variety of state-of-the-art social media mining techniques, including rule-based and machine learning techniques, to identify pregnant women, monitor their drug usage patterns, categorize their birth outcomes, and attempt to discover associations between drugs and bad birth outcomes.
The technique used models user timelines as longitudinal patient networks, which provide us with a variety of key information about pregnancy, drug usage, and post-
birth reactions. I evaluate the distinct parts of the pipeline separately, validating the usefulness of each step. The approach to use user timelines in this fashion has produced very encouraging results, and can be employed for a range of other important tasks where users/patients are required to be followed over time to derive population-based measures.
Adverse Drug Reaction (ADR) identification. Such methods employ a step of drug search followed by classification of the associated text as consisting an ADR or not. Although this method works efficiently for ADR classifications, if ADR evidence is present in users posts over time, drug mentions fail to capture such ADRs. It also fails to record additional user information which may provide an opportunity to perform an in-depth analysis for lifestyle habits and possible reasons for any medical problems.
Pre-market clinical trials for drugs generally do not include pregnant women, and so their effects on pregnancy outcomes are not discovered early. This thesis presents a thorough, alternative strategy for assessing the safety profiles of drugs during pregnancy by utilizing user timelines from social media. I explore the use of a variety of state-of-the-art social media mining techniques, including rule-based and machine learning techniques, to identify pregnant women, monitor their drug usage patterns, categorize their birth outcomes, and attempt to discover associations between drugs and bad birth outcomes.
The technique used models user timelines as longitudinal patient networks, which provide us with a variety of key information about pregnancy, drug usage, and post-
birth reactions. I evaluate the distinct parts of the pipeline separately, validating the usefulness of each step. The approach to use user timelines in this fashion has produced very encouraging results, and can be employed for a range of other important tasks where users/patients are required to be followed over time to derive population-based measures.
ContributorsChandrashekar, Pramod Bharadwaj (Author) / Davulcu, Hasan (Thesis advisor) / Gonzalez, Graciela (Thesis advisor) / Hsiao, Sharon (Committee member) / Arizona State University (Publisher)
Created2016
Description
Computer supported collaborative learning (CSCL) has made great inroads in classroom teaching marked by the use of tools and technologies to support and enhance collaborative learning. Computer mediated learning environments produce large amounts of data, capturing student interactions, which can be used to analyze students’ learning behaviors (Martinez-Maldonado et al., 2013a). The analysis of the process of collaboration is an active area of research in CSCL. Contributing towards this area, Meier et al. (2007) defined nine dimensions and gave a rating scheme to assess the quality of collaboration. This thesis aims to extract and examine frequent patterns of students’ interactions that characterize strong and weak groups across the above dimensions. To achieve this, an exploratory data mining technique, differential sequence mining, was employed using data from a collaborative concept mapping activity where collaboration amongst students was facilitated by an interactive tabletop. The results associate frequent patterns of collaborative concept mapping process with some of the dimensions assessing the quality of collaboration. The analysis of associating these patterns with the dimensions of collaboration is theoretically grounded, considering aspects of collaborative learning, concept mapping, communication, group cognition and information processing. The results are preliminary but still demonstrate the potential of associating frequent patterns of interactions with strong and weak groups across specific dimensions of collaboration, which is relevant for students, teachers, and researchers to monitor the process of collaborative learning. The frequent patterns for strong groups reflected conformance to the process of conversation for dimensions related to “communication” aspect of collaboration. In terms of the concept mapping sub-processes the frequent patterns for strong groups reflect the presentation phase of conversation with processes like talking, sharing individual maps while constructing the groups concept map followed by short utterances which represents the acceptance phase. For “joint information processing” aspect of collaboration, the frequent patterns for strong groups were marked by learners’ contributing more upon each other’s work. In terms of the concept mapping sub-processes the frequent patterns were marked by learners adding links to each other’s concepts or working with each other’s concepts, while revising the group concept map.
ContributorsChaudhry, Rishabh (Author) / Walker, Erin A (Thesis advisor) / Maldonado-Martinez, Roberto (Committee member) / Hsiao, Ihan (Committee member) / Arizona State University (Publisher)
Created2015
Description
The subliminal impact of framing of social, political and environmental issues such as climate change has been studied for decades in political science and communications research. Media framing offers an “interpretative package" for average citizens on how to make sense of climate change and its consequences to their livelihoods, how to deal with its negative impacts, and which mitigation or adaptation policies to support. A line of related work has used bag of words and word-level features to detect frames automatically in text. Such works face limitations since standard keyword based features may not generalize well to accommodate surface variations in text when different keywords are used for similar concepts.
This thesis develops a unique type of textual features that generalize triplets extracted from text, by clustering them into high-level concepts. These concepts are utilized as features to detect frames in text. Compared to uni-gram and bi-gram based models, classification and clustering using generalized concepts yield better discriminating features and a higher classification accuracy with a 12% boost (i.e. from 74% to 83% F-measure) and 0.91 clustering purity for Frame/Non-Frame detection.
The automatic discovery of complex causal chains among interlinked events and their participating actors has not yet been thoroughly studied. Previous studies related to extracting causal relationships from text were based on laborious and incomplete hand-developed lists of explicit causal verbs, such as “causes" and “results in." Such approaches result in limited recall because standard causal verbs may not generalize well to accommodate surface variations in texts when different keywords and phrases are used to express similar causal effects. Therefore, I present a system that utilizes generalized concepts to extract causal relationships. The proposed algorithms overcome surface variations in written expressions of causal relationships and discover the domino effects between climate events and human security. This semi-supervised approach alleviates the need for labor intensive keyword list development and annotated datasets. Experimental evaluations by domain experts achieve an average precision of 82%. Qualitative assessments of causal chains show that results are consistent with the 2014 IPCC report illuminating causal mechanisms underlying the linkages between climatic stresses and social instability.
This thesis develops a unique type of textual features that generalize triplets extracted from text, by clustering them into high-level concepts. These concepts are utilized as features to detect frames in text. Compared to uni-gram and bi-gram based models, classification and clustering using generalized concepts yield better discriminating features and a higher classification accuracy with a 12% boost (i.e. from 74% to 83% F-measure) and 0.91 clustering purity for Frame/Non-Frame detection.
The automatic discovery of complex causal chains among interlinked events and their participating actors has not yet been thoroughly studied. Previous studies related to extracting causal relationships from text were based on laborious and incomplete hand-developed lists of explicit causal verbs, such as “causes" and “results in." Such approaches result in limited recall because standard causal verbs may not generalize well to accommodate surface variations in texts when different keywords and phrases are used to express similar causal effects. Therefore, I present a system that utilizes generalized concepts to extract causal relationships. The proposed algorithms overcome surface variations in written expressions of causal relationships and discover the domino effects between climate events and human security. This semi-supervised approach alleviates the need for labor intensive keyword list development and annotated datasets. Experimental evaluations by domain experts achieve an average precision of 82%. Qualitative assessments of causal chains show that results are consistent with the 2014 IPCC report illuminating causal mechanisms underlying the linkages between climatic stresses and social instability.
ContributorsAlashri, Saud (Author) / Davulcu, Hasan (Thesis advisor) / Desouza, Kevin C. (Committee member) / Maciejewski, Ross (Committee member) / Hsiao, Sharon (Committee member) / Arizona State University (Publisher)
Created2018