Current Ph.D. Students

Huy Nguyen, started at Carnegie Mellon University August 2018

Representative Papers

Nguyen, H., Harpstead, E., Wang, Y. & McLaren, B.M. (2018).  Student agency and game-based learning: A study comparing low and high agency.  In C. Rosé, R. Martínez-Maldonado, H.U. Hoppe, R. Luckin, M. Mavrikis, K. Porayska-Pomsta, B. McLaren and B. du Boulay (Eds.). Proceedings of the 19th International Conference on Artificial Intelligence in Education (AIED 2018). LNAI 10947 (pp. 338-351).  Springer: Berlin.   [  pdf  ] 

Past Ph.D. Students

Dr. Oliver Scheuer,  Ph.D. completed in 2015 at Saarland University, Germany (McLaren was co-advisor with Armin Weinberger as advisor); Department: Educational Technology;  
Thesis Title: "Towards Adaptive Argumentation Learning Systems: Theoretical and Practical Considerations in the Design of Argumentation Learning Systems"

Representative Papers

Scheuer, O., McLaren, B. M.,  Weinberger, A., & Niebuhr, S. (2014). Promoting critical, elaborative discussions through a collaboration script and argument diagrams. Instructional Science, 42(2), 127–157. doi:10.1007/s11251-013-9274-5.  [ pdf ]  [ Online Citation ]

Scheuer, O. & McLaren, B. M. (2013).  CASE: A configurable argumentation support engine.  IEEE Transactions on Learning Technologies, 10 Jan. 2013. IEEE computer Society Digital Library. IEEE Computer Society,  [ pdf ]  [ Online Citation ]

Scheuer, O., McLaren, B.M.,  Loll, F.,  &  N. Pinkwart  (2012).  “Automated Analysis and Feedback Techniques to Support and Teach Argumentation: A Survey.”  In N. Pinkwart & B.M. McLaren (Eds.) Educational Technologies for Teaching Argumentation Skills, Bentham Science Publishers.   [ pdf ]   [ Online Citation ]

Scheuer, O., McLaren, B.M., Harrell, M., & Weinberger, A. (2011).  Scripting collaboration: What affect does it have on student argumentation? In: Proceedings of the 19th International Conference on Computers in Education (ICCE-2011). Chang Mai, Thailand, Nov. 28 - Dec. 2, 2011.   [ pdf ]

Scheuer, O., Loll, F.,  Pinkwart, N. &  McLaren, B.M. (2010). Computer-supported argumentation: A review of the state of the art. International Journal of Computer-Supported Collaborative Learning. 5(1), 43-102.  [ pdf ]  [ Online Citation ]

Dr. Amir Shareghi Najar,  Ph.D. completed in 2014 at the University of Canterbury, Christchurch, New Zealand
(McLaren was an Associate Supervisor, with Tanja Mitrovic as Supervisor);  Department: Computer Science;
Thesis Title: "Evaluating the Benefits of Worked Examples in a Constraint-Based Tutor"

Representative Papers

Najar, A.S., Mitrovic, A.  &  McLaren, B.M. (2014).  Adaptive support versus alternating worked examples and tutored problems: Which leads to better learning? Aalborg, Denmark: In the Proceedings of the 22nd Conf. User Modelling, Adaptation and Personalization (UMAP 2014). LNCS 8538 (pp. 171-182). Won Best Student Paper Award   [ pdf ] 

Dr. Marieke Peeters,  Ph.D. completed in 2014 at Utrecht University, the Netherlands (McLaren was a committee member);  Department: Information and Computing Sciences;
Thesis Title:  "Personalized Educational Games - Developing Agent-Supported Scenario-Based Training"

Dr. Dimitra Tsovaltzi,  Ph.D. completed in 2010 at Saarland University, Germany (McLaren was a committee member); Department: Informatics;
Thesis title: 
"MENON: Automating a Socratic Teaching Strategy for Mathematical Proofs"

Representative Papers

Tsovaltzi, D., Melis, E., &  McLaren, B. M. (2012). Erroneous examples: Effects on learning fractions in a web-based setting.  International Journal of Technology Enhanced Learning (IJTEL).V4 N3/4 2012 pp 191-230.  [ pdf ]

Tsovaltzi, D., Rummel, N., McLaren, B.M., Pinkwart, N., Scheuer, O., Harrer, A. & Braun, I. (2010). Extending a virtual chemistry laboratory with a collaboration script to promote conceptual learning. International Journal of Technology Enhanced Learning, Vol. 2, Nos. 1/2, 91–110. [ pdf ]  

Tsovaltzi, D., Melis, E., McLaren, B.M., Dietrich, M., Goguadze, G.,  &  Meyer, A-K. (2009).  Erroneous examples: A preliminary investigation into learning benefits.  In U. Cress, V. Dimitrova, & M. Specht (Eds.), Proceedings of the Fourth European Conference on Technology Enhanced Learning, Learning in the Synergy of Multiple Disciplines (EC-TEL 2009), LNCS 5794, September/October 2009, Nice, France. (pp. 688-693). Springer-Verlag Berlin Heidelberg. [ pdf ]

Current Post-Docs

Dr. J. Elizabeth Richey,  Ph.D. 2015 completed within the Psychology Department at the University of Pittsburgh;
Post-Doc: April 2018 to Present

Dr. Michael Mogessie Ashenafi,  Ph.D. 2017 completed within the Department of Computer Science at the University of Trento, Italy;  
Post-Doc: May 2018 to Present

Past Post-Docs

Dr. Irene-Angelica Chounta,  Ph.D. 2014 completed within the department of Electrical and Computer Engineering at the University of Patras, Greece;  
Post-Doc: April 2016 to August 2018
Current Position: Senior Researcher (Assistant Professor) in the Center of Educational Technology at the University of Tartu, Estonia

Representative Papers

Chounta, I-A,  McLaren, B.M., & Harrell, M. (2017). Building arguments together or alone? Using learning analytics to study the collaborative construction of argument diagrams.  In the Proceedings of the 12th International Conference on Computer Supported Collaborative Learning (CSCL 2017).   [ pdf ] 

Chounta, I-A., McLaren, B.M., Albacete, P., Jordan, P., & Katz, S. (2017). Modeling the zone of proximal development with a computational approach.  In X. Hu, T. Barnes, A. Hershkovitz, L. Paquette (Eds), Proceedings of the 10th International Conference on Educational Data Mining (EDM 2017) (pp. 56-57).   [ pdf ] 

Dr. Toby Dragon,  Ph.D. 2013 completed in the Department of Computer Science, University of Massachusetts;  
Post-Doc:  January 2011 to June 2013 - Metafora project at Saarland University, Germany;
Current Position: Assistant Professor, Department of Computer Science, Ithaca College, New York

Representative Papers

Dragon, T., Mavrikis, M.,  McLaren, B.M.,  Harrer, A.,  Kynigos, C.,  Wegerif, R.,  & Yang, Y. (2013). Metafora: A web-based platform for learning to learn together in science and mathematics. IEEE Transactions on Learning Technologies, 6 (3), 197-207 July-Sept. 2013 © 2013 IEEE Published by the IEEE Computer Society.   doi:10.1109/TLT.2013.4   [ pdf ]  [ Online Citation ]

Dragon, T., McLaren, B.M., Mavrikis, M.,  & Geraniou, E. (2011).  Scaffolding collaborative learning opportunities:  Integrating microworld use and argumentation.  In: A. Paramythis, L. Lau, S. Demetriadis, M. Tzagarakis, & S. Kleanthous (Eds.) Proceedings of the International Workshop on Adaptive Support for Team Collaboration (ASTC-2011), held in conjunction with the International Conference on User Modeling, Adaptation, and Personalization (UMAP2011), (pp. 27-35). CEUR Workshop Proceedings, ISSN 1613-0073, online   [ pdf  ]

Dragon, T., Gutierrez-Santos, S., Mavrikis, M. & McLaren, B.M. (2011).  Analysing and Supporting Students’ Interactions in Synthesized Learning Environments: A Case Study with a Microworld and a Discussion Tool.  In: Proceedings of the Seminar on Technology-Enhanced Learning for Mathematics and Science (TELMAS): Landmark Research and New Contributions. Conducted as part of EC-TEL 2011, Palermo, Italy, September 21, 2011.

Dr. Seiji Isotani,  Ph.D. 2009 completed in the Department of Knowledge Systems, Osaka University, Japan;
Post-Doc:  October 2009 - March 2011 - AdaptErrEx project at Carnegie Mellon University;
Current Position: Associate Professor, Department of Computer Science, University of Sao Paulo, Brazil

Representative Papers

Isotani, S., Adams, D., Mayer, R.E., Durkin, K., Rittle-Johnson, B.,  & McLaren, B.M. (2011).  Can erroneous examples help middle-school students learn decimals?  In:  Proceedings of the Sixth European Conference on Technology Enhanced Learning:  Towards Ubiquitous Learning (EC-TEL-2011).   [ pdf ]

Isotani, S., McLaren, B.M., & Altman, M. (2010). Towards intelligent tutoring with erroneous examples: A taxonomy of decimal misconceptions.  In V. Aleven, J. Kay, J. Mostow (Eds.), Proceedings of the 10th International Conference on Intelligent Tutoring Systems (ITS-10), Lecture Notes in Computer Science, 6094 (pp. 346-348). Berlin: Springer.   [ pdf ]

Current Masters Students


Past Masters Students

Anuhauc Valero, M.S. completed in May 2013 at Saarland University, Germany
Thesis title:  “Using a Graphical User Interface to Simplify the Development of Tutorial Agents that Support Argumentation Learning Activities”

Ugur Kira, M.S. completed in August 2012 at Saarland University, Germany
Thesis title:  "Visualization and Analysis in Computer-Supported Collaborative Learning Systems"

Hina Manzur, M.S. completed in March 2011 at Saarland University, Germany
Thesis title:  "Learning Argumentation in 3D Narratives"

Alexander Borek, M.S. completed in July 2009 at Karlsruhe Institute of Technology, Germany
Thesis title:  "How Much Assistance is Helpful to Students in Discovery Learning?"

Published Paper Based on Alexander's Masters Thesis:

Borek, A., McLaren, B.M., Karabinos, M.,  &  Yaron, D. (2009). How much assistance is helpful to students in discovery learning?  In U. Cress, V. Dimitrova, & M. Specht (Eds.), Proceedings of the Fourth European Conference on Technology Enhanced Learning, Learning in the Synergy of Multiple Disciplines (EC-TEL 2009), LNCS 5794, September/October 2009, Nice, France. (pp. 391-404). Springer-Verlag Berlin Heidelberg. [ pdf ]

Jan Mikšátko, M.S. completed in December 2007 at Charles University, Czech Republic
Thesis title:  "Using Machine Learning Techniques to Analyze and Recognize Complex Patterns of Student E-Discussions"

Published Paper Based on Jan's Masters Thesis:

Mikšátko, J.  & McLaren, B.M. (2008). What’s in a cluster? Automatically detecting interesting interactions in student e-Discussions.  In B. Woolf, E. Aimeur, R. Nkambou, S. Lajoie (Eds.), Proceedings of the 9th International Conference on Intelligent Tutoring Systems (ITS-08), Lecture Notes in Computer Science, 5091 (pp. 333-342). Berlin: Springer. [ pdf ]