Ryan S. Baker
Associated IES Content
Grant
The Using Generative AI for Reading R&D Center
The Using Generative AI for Reading R&D Center (U-GAIN Reading) will investigate how to apply AI innovations, aligned to scientific evidence about reading, to achieve strong, equitable gains for diverse elementary school students, with a specific focus on English learners (ELs). U-GAIN Reading will ask two overarching research questions: (1) How can generative AI improve reading performance for ELs and all students who are not yet reading connected text? (2) How can generative AI improve...
Federal funding program:
Award number:
R305C240040
Grant
Examining the Relationship Between Individual Characteristics and Self-Regulated Learning Across Multiple OpenStax Courses
In this project, the research team will work with the OpenStax/Kinetic platform team to explore the use of interactive tools like digital highlighters and notetaking tools for digital textbooks - a common type of open education resource in postsecondary education. Students need to be able to actively monitor and judge their progress toward fully understanding the text they are reading. If or when students identify a topic they do not fully comprehend, they must engage in self-regulated learn...
Federal funding program:
Award number:
R305N240049
Grant
Data Science Methods for Digital Learning Platforms Training Program
The use of digital learning platforms has grown considerably in recent years. These platforms generate considerable amounts of process data, which show how users are interacting with the content. However, many in the education research community struggle to analyze and extract meaningful knowledge from large-scale process data to inform education practice or policy. This training program will provide education researchers with training on how to effectively apply various algorithms to levera...
Federal funding program:
Award number:
R305B230007
FY2022
FY2022 Single-Session Peer Review Panel
FY2021
FY2021 Single-Session Peer Review Panel
FY2020 - FY2022
FY2020-FY2022 Statistics and Modeling Peer Review Panel
FY2019 - FY2021
FY2019-FY2021 Statistics and Modeling Peer Review Panel
FY2017 - FY2020
FY2017 - FY2020 Statistics and Modeling Peer Review Panel
Grant
Exploring Adaptive Cognitive and Affective Learning Support for Next Generation STEM Learning Games
The purpose of this project is to research how to design educational games that integrate assessment and learning to promote both STEM competency development and interest. Preparing students to succeed in the 21st century requires fresh thinking on how to cultivate STEM-related interest and competencies. A potential path to meeting these goals involves using STEM learning games to engage students and enhance learning, while seamlessly assessing STEM competencies. Identifying the features mak...
Federal funding program:
Award number:
R305A170376
Grant
Identifying Malleable Factors in Blended Learning Environments Using Automated Detectors of Engagement
The purpose of this project is to use data-mining and machine learning methods to explore the relationship between affective and behavioral engagement with measures of student learning within an online adaptive mathematics learning system. Adaptive learning programs for students generate rich data, offering an important opportunity to identify when students are not learning productively and which system features and implementation factors may be most strongly related to productive learning s...
Federal funding program:
Award number:
R305A170167
FY2016 - FY2019
FY2016 - FY2019 Statistics and Modeling Peer Review Panel
Grant
Classroom Environment, Allocation of Attention, and Learning Outcomes in K–4 Students
There is a paradox in the relationship between current knowledge about cognitive development and current practice in the design of classroom visual environments. It is well-documented that distractibility decreases markedly with age; however, younger learners (i.e., K-4 students) frequently learn in classrooms containing large amounts of potentially distracting visual materials not relevant to the on-going instruction (e.g., colorful posters, alphabet charts, maps, etc.). Loss of instruction...
Federal funding program:
Award number:
R305A110444
Grant
Promoting Robust Understanding of Genetics with a Cognitive Tutor that Integrates Conceptual Learning with Problem Solving
Genetics is a fundamental and unifying theme of biology, but genetics problem solving is very challenging for high school students. The goal of this project is to develop educational technology for Conceptually-Grounded Problem Solving, scaffolded by intelligent learning support. Abductive problem solving is a form of logical inference that goes from an observation to a hypothesis that accounts for the observation, seeking to find the simplest and most likely explanation. A progression of ...
Federal funding program:
Award number:
R305A090549
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