Research and Publications - Department of Educational Leadership, Policy & Technology Studies

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Browsing Research and Publications - Department of Educational Leadership, Policy & Technology Studies by Author "Denham, André R."

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    Developing a Stealth Assessment System Using a Continuous Conjunctive Model
    (Society for Learning Analytics Research, 2022-12-16) Yu, Jiaqi; Ma, Wenchao; Moon, Jewoong; Denham, André R.
    Integrating learning analytics in digital game-based learning has gained popularity in recent decades. The interactive nature of educational games creates an ideal environment for learning analytics data collection. However, past research has limited success in producing accessible and effective assessments using game learning analytics. In this study, a mathematics educational game called The Nomads was designed and developed to train learners’ adaptive expertise in rational number arithmetic. Players’ game log data were captured and fitted to a cognitive diagnostic model (CDM) — CCM (continuous conjunctive model). CCM lends itself well to the complex and dynamic nature of game learning analytics. Unlike traditional CDMs, CCM generates parameters at an attribute level and offers more parsimonious diagnoses using continuous variables. The findings suggest that learners’ attribute mastery improved during the gameplay and that learners benefit from using the scaffolds for three of the attributes instructed by the game. This study presents the application of a powerful new tool for game learning analytics. Future studies can benefit from more generalized analytics models and more specified learning attributes and game tasks.
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    Integrating Game-Based Learning Initiative: Increasing the Usage of Game-Based Learning Within K-12 Classrooms Through Professional Learning Groups
    (Springer, 2016-01) Denham, André R.; Mayben, Robert; Boman, Terri; University of Alabama Tuscaloosa
    In the past 15 to 20 years there has been an increased interest in the use of games for learning. A considerable amount of work has already been done by educational researchers and theorists (Gee, Squire, Malone, Lepper, Shaffer, etc.) to identify and to operationalize the native affordances of games that make them good for learning. Unfortunately this has not led to widespread adoption of game-based learning in the classroom. The root cause for this is the paucity of professional development opportunities centered on the proper integration of games within the curriculum. This article will discuss why professional development is the proper avenue for increasing the integration of games aligned with desired outcomes, what a game-based learning professional development curriculum should look like, and report on an ongoing game-based learning professional development opportunity.
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    The Three Hebrew Boys Revisited: Exploring Border Crossing “Brotha”-Ship in the Journeys of Three Tenured Black Male Seventh-Day Adventist Professors
    (MDPI, 2019) Douglas, Ty-Ron M. O.; Freeman, Sydney, Jr.; Denham, André R.
    This paper explores the educational journeys of three tenured, Seventh-day Adventist (SDA) professors who serve at public research-intensive universities as professors of education. We discuss how our journeys in and through Adventist education impact our pedagogy and offer insights that can be helpful to other Christian educators, students, and parents who would like to learn how to navigate a path to a career in higher education. The three of us could be described as somewhat of an anomaly in terms of our identities and positionalities as Black male Seventh-day Adventist (SDA) professors in public universities—yet we know that there are many other people from the neighborhoods and churches where we grew up who could be doing similar work but for various reasons did not get access to this opportunity. The goal of this critical trio-ethnographic paper is to offer a counter-narrative on Black male SDA education and possibilities, through our personal reflections and analyses of our educational experiences in SDA education that inform the way we engage our students now as SDA and culturally relevant teachers in public universities.
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    Towards Web-based Environments for Prototyping Social Robot Applications
    (Association for Computing Machinery, 2021-03-08) Johnson, Brisaac; Hernández-Cuevas, Bryan Y.; Singh, Utkarsh Y.; Crawford, Chris S.; Vikas, Vishesh; Denham, André R.
    Interest in web-based human-robot interaction (HRI) has grown since it was initially introduced. Similarly, interest in social signals such as voice and facial expressions continues to expand. More recently, researchers have also gained interest in the feasibility of using neurophysiological information to enhance HRI. While both social signals and web-based HRI have seen growing interest, there is limited work exploring potential advances at the intersection of these two areas. This paper describes our efforts to investigate this intersection by integrating: 1) web-based social signal interpretation, 2) hybrid block/text scripting interfaces, and 3) ROS integration via rosbridge. We further discuss potential advantages and current challenges concerning web-based platforms for prototyping social robotic applications.