Learning science experts from Carnegie Mellon University’s Human Computer Interaction Institute (HCII) found that, in the right conditions, people learn at a remarkably similar rate.

On Tuesday, March 5, Ken Koedinger, Erin Gatz, and Nesra Yannier shared the exciting work they’ve been doing in the field of Artificial Intelligence in education during the

Brick by brick, Carnegie Mellon University is building a new way to transform children’s social and emotional learning in schools and community organizations throughout Pittsburgh and, eventually, across the country.

A team of researchers from the Human-Computer Interaction Institute (HCII) in Carnegie Mellon University’s School of Computer Science received a $3 million grant from the National Science Foundation to design interactive science experiences for students.

National Program Will Expand Innovative Software for Teaching MathCarnegie Mellon University’s PLUS – Personalized Learning Squared has joined the Learning Engineering Virtual Institute (LEVI) in its aim to improve middle

CMU experts turn everyday educators into data scientists Teachers and administrators have access to more data on how their students are learning than ever before. Through learning management systems and educational technology, they can potentially see what teaching methods are resonating and which are falling short.

Not all students will ask for help when they’re struggling, but more of them can get the support they need thanks to the expanded reach of education software designed by Carnegie Mellon University researchers.

Carnegie Mellon University learning science researchers John Stamper, Norman Bier and

Learning science experts from Carnegie Mellon University’s Human Computer Interaction Institute (HCII) found that, in the right conditions, people learn at a remarkably similar rate.

SCS faculty members are part of a CMU team that received an NSF Future of Work grant to investigate how AI-augmented learning can help accelerate student progress in community college IT courses.

Bloomwood Stories, an HCII-designed video game that helps members of underresourced or historically marginalized populations feel more confident handling health issues, won the Best Student Award at last month’s International Conference on Meaningful Play.

Jessica Hammer thinks the most important technology for making games is the brain.

A team of HCII researchers will use a grant from the U.S. Department of Education’s Institute of Education Sciences to develop and test a smartphone-based tutoring system for middle school mathematics that’s rooted in AI.

NoRILLA, an HCII project that uses AI to assist children in hands-on educational experiments, was selected for an exhibit at CaixaForum Valencia, a new museum in Spain.

Carnegie Mellon University learning science researchers are part of a multi-university team that has advanced to the final round of the XPRIZE Digital Learning Challenge.

John Stamper, an associate professor at the Carnegie Mellon’s Human-Computer Interaction Institute, discusses the future of classroom experimentation in a Q&A.

Carnegie Mellon University learning scientists are partnering with Yiya AirScience, a virtual classroom that can be accessed in communities across Africa.

The learning game Decimal Point aimed to help all students, but has helped middle school girls more than boys. CMU researchers are using an NSF grant to study gender-based differences more broadly in these types of games.

Software designed by members of the Human-Computer Interaction Institute’s (HCII) LearnLab to improve math learning outcomes for marginalized K-12 students received a top award from the International E-Learning Association (IELA).

Engaged students produce better learning outcomes. Through regular training to identify students’ key learning moments, times of peak student focus and motivation, teachers at Shonan Seminar aim to empower student achievement in every interaction.

Nesra Yannier nyannier@andrew.cmu.edu, Scott E. Hudson, Kenneth R. Koedinger, Kathy Hirsh-Pasek kathryn.hirsh-pasek@temple.edu, Roberta Michnick Golinkoff, Yuko Munakata ymunakata@ucdavis.edu, Sabine Doebel, Daniel L. Schwartz daniel.schwartz@stanford.edu, Louis Deslauriers louis@physics.harvard.edu, Logan McCarty, Kristina Callaghan, Elli J. Theobald ellij@uw.edu, Scott Freeman, Katelyn M. Cooper katelyn.cooper@asu.edu, and Sara E. Brownell

Engaging students through interactive activities, discussions, feedback and AI-enhanced technologies resulted in improved academic performance compared to traditional lectures, lessons or readings, faculty from Carnegie Mellon University’s Human-Computer Interaction Institute concluded after collect…

Whether you’re a kid or a college student, you’ll learn more with interactive activities, discussions, movement and even AI-enhanced technologies than you will just sitting still and listening, a new study suggests.

Active learning – group work, discussions, hands-on learning – is more effective than traditional “teacher talk”, according to a new study.

Using alumni mentors, CMU is making sure that high-quality, personalized feedback is possible in larger classes.

The experience of learning remotely during the pandemic left students with a positive attitude toward online and hybrid courses, a new survey suggests.

CMU team awarded Catalyst Prize from Schmidt Futures for work on learning tool.

Learning engineering, the way we design and build learning environments, has been a part of Carnegie Mellon University’s approach to education since Herb Simon coined the term more than fifty years ago. This year, as the COVID-19 pandemic affected the way all educators and students teach and learn, …

Preparations for fall are an investment in the future.

Intelligent tutoring systems have been shown to be effective in helping to teach certain subjects, such as algebra or grammar, but creating these computerized systems is difficult and laborious. Now, researchers at Carnegie Mellon University have shown they can rapidly build them by, in effect, teac…

Assistant Professor Jessica Hammer has received an NSF Faculty Early Career Award, the organization’s most prestitious award for young faculty members.

Lucid Drums earned Most Creative Hack and finished in Top 8

How can educators spread what works in their classroom with their peers across the district? PL² supercharges the goal of school administrators everywhere.

How can artificial intelligence scale the power of personalized tutoring? PL² is looking for ways to amplify how Ready to Learn address the opportunity gap.

How can technology help parents and families support their children’s progress in school? Families at Shaler Reserve Primary School are piloting one approach using PL².

How can educators use technology to keep track of those things they might otherwise miss? That’s the question PL² is exploring with Propel Schools.

Carnegie Mellon University is catalyzing a worldwide revolution in learning and teaching through its OpenSimon learning engineering community.

Carnegie Mellon University learning engineers are heading to rural Panama to help teachers improve student outcomes in science, technology, engineering and math (STEM) courses.

Bruce McLaren believes the moment is right to raise the status of educational technologies in Chile.

Carnegie Mellon University’s Open Learning Initiative (OLI) and open education innovator Lumen Learning announced plans to provide coordinated delivery and support for OLI courseware.

Pittsburgh, PA—For a moment this week, the provost of Carnegie Mellon University looked a bit like a game show host as he grabbed the lever of an …

Carnegie Mellon University is betting $100 million that the best way to spark a revolution in education is not by building some product with artificial intelligence or some other whizzy new technology but by empowering educators to become applied learning scientists in their own classrooms.

CMU will unveil tools, software and content to address the challenges of rapid change and growth related to 21st century educational needs.

The second collaboration between the global edtech leader and the acclaimed university will provide new data and analytics tools for school and district leaders WISCONSIN RAPIDS, Wis. (July 9, 2019) – Renaissance®, a global leader in pre-K–12 education technology, today […]

The work began as a group project for an elective HCI course.

Carnegie Mellon has launched OpenSimon — a learning engineering community that will catalyze a revolution in learning and teaching for the world’s educational institutions.

Guest post by Michael Goudzwaard and Rachel Niemer.

Late last week, Carnegie Mellon University (CMU) and Lumen Learning jointly issued a press release announcing their collaboration on an effort to integrate the Lumen-developed RISE analytical framewo

A pair of separate, but complementary, research projects led by Carnegie Mellon University will use cutting-edge research in motivation, thinking, culturally affirming teaching and human-computer interaction to galvanize a community of teachers, mentors and parents around improving math achievement.

Carnegie Mellon’s Simon Initiative and open courseware provider Lumen Learning today announced a partnership to share tools for developing, evaluating and continuously improving evidence-based learning materials.

The third post in our 6-part #RemakeLearning series looks at CMU’s partnerships with Pittsburgh Districts to advance education innovation and shape a new K-12 approach to computer science.

It’s not everyday that a Human-Computer Interaction Institute (HCII) capstone project brings you to the White House to present your work, but that’s what happened for Masters of Educational Technology and Applied Learning Science (METALS) student Kathy Yu.

Kids may not always want to do their math homework, but they can’t seem to put down video games like Minecraft or Angry Birds.

Mark Potter is a 2014 graduate from the Masters of Educational Technologies and Applied Learning Science (METALS) at Carnegie Mellon University.

Technology use continues to rise in schools as an important means for teachers to create a more personalized learning experience for students. Schools are increasingly dedicating significant budgets to apply educational technology to classrooms, as much as 6.6 billion in the U.S. alone.

Can past learning activities predict differences in individual student success? A recent project with researchers from the Human-Computer Interaction Institute (HCII) set out to answer just that, and picked up a Best Paper award along the way.

Carnegie Mellon University, like other colleges and universities, is able to create smaller learning cohorts from large lectures by using teaching assistants. These TAs often have varied backgrounds and levels of familiarity with the U.S. educational system, which can make learning experience and outcomes differ from section to section.

Human-Computer Interaction Institute (HCII) Assistant Professor Amy Ogan firmly believes that the best way to improve educational technologies in international classrooms is to visit those classrooms personally, observing students and learning about how they learn.

Nesra Yannier, a current Ph.D. candidate in the HCII, recently presented her thesis project to an auditorium full of entrepreneurs, faculty, students, alumni and industry professionals at the 20th Show and Tell event for Project Olympus on Thursday, April 14, 2016.

Carnegie Mellon University researchers have found a way to improve education for elementary and middle school students.

Want To Teach Kids “Proper” English? Speak Their Language.

Can robots teach kids more effectively than humans?

HCII Faculty, Students to Present Papers and Works in Progress HCII faculty and students will travel to the University of Edinburgh next week for L@S: The Third Annual ACM Conference on Learning at Scale, April 25–26.

Amy Ogan, an assistant professor in the HCII and an educational technologist, is fascinated by researching ways to make learning more engaging, effective and enjoyable. Ogan is also a recent recipient of the Jacobs Foundation Research Fellowship, a global fellowship program for the research on child and youth development.

The National Science Foundation recently hosted a three-day conference to celebrate the success of its six Science of Learning Centers, and three HCII faculty members were among the representatives from Carnegie Mellon and the University of Pittsburgh’s LearnLab.

Traditional education models generally revolve around lectures, but new findings from HCII Professor Ken Koedinger and a team of Carnegie Mellon researchers shows that lectures aren’t nearly as effective as people think they are — at least those of the video variety.

Artificially intelligent software is changing the face of the American classroom, and Slate’s recent article “No More Pencils, No More Books” looks to experts like HCII Professor

The Human-Computer Interaction Institute (HCII) at Carnegie Mellon University received two new grants to advance research in the area of intelligent tutoring. The use of intelligent tutoring systems (ITS) has been shown to bridge the gap between lower and higher performing students. ITS will continue to play a critical role in improving the performance of U.S.

Learning Media Design Center Director and HCII faculty member Marti Louw will receive a three-year, $1.7 million National Science Foundation award to develop and study a cyberlearning tool that supports deep looking and learning in citizen science.

“LearnSphere, a new $5 million federally funded project at Carnegie Mellon University, aims to become ‘the biggest open repository of education data’ in the world,” begins the Hechinger Report article “Carnegie Mellon Project Revives Failed inBloom Dream T

For Carnegie Mellon University’s Vincent Aleven, the claim was too good to be true.