Global InformationVincent Aleven information
Dr. Vincent Aleven | |
|---|---|
| Alma mater |
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| Scientific career | |
| Fields | Cognitive psychology, human–computer interaction |
| Institutions | Carnegie Mellon University |
Vincent Aleven is a professor of human-computer interaction and director of the undergraduate program at Carnegie Mellon University's Human–Computer Interaction Institute.[1][2]
In 1998, he co-founded Carnegie Learning, Inc., a Pittsburgh-based company that markets Cognitive Tutor math courses that include intelligent tutoring software.[3] Aleven is also a co-founder of Mathtutor,[4] a free website for middle-school math intelligent tutoring systems.
At Carnegie Mellon University, Aleven's research focuses on intelligent tutoring systems and educational games. His group developed Cognitive Tutor Authoring Tools (CTAT[5]) which allows to create intelligent tutoring systems without programming. Aleven's group has also been awarded several best paper awards, including a best paper award at EDM2013,[6] a best student paper award at AIED2009,[7] and the cognition and student learning prize at the Cognitive Science conference 2008.[8] Aleven has mentored many prestigious postdocs and PhD students, including Amy Ogan, Ryan S. Baker, Matthew Easterday, Martina Rau, and Ido Roll.
Aleven was named a top author in Computer Education by Microsoft.[9]
- ^ Aleven, Vincent. "website". Retrieved 30 May 2020.
- ^ "HCII webpage". Retrieved 2 November 2012.
- ^ "Carnegie Learning website". Retrieved 2 November 2012.
- ^ "Mathtutor". Retrieved 2 November 2012.
- ^ "CTAT website". Retrieved 2 November 2012.
- ^ Rau, M. A., Scheines, R., Aleven, V., & Rummel, N. (2013). Does representational understanding enhance fluency or vice versa? Searching for mediation models. In S. K. D'Mello, R. A. Calvo & A. Olney (Eds.), Proceedings of the 6th International Conference on Educational Data Mining (EDM 2013) (pp. 161-169): International Educational Data Mining Society.
- ^ Rau, M. A., Aleven, V., & Rummel, N. (2009) Intelligent tutoring systems with multiple representations and self-explanation prompts support learning of fractions. In V. Dimitrova, R. Mizoguchi & B. du Boulay (Eds.) Proceedings of the 2009 conference on Artificial Intelligence in Education: Building Learning Systems that Care: From Knowledge Representation to Affective Modelling (pp. 441-448). Amsterdam, the Netherlands: IOS Press.
- ^ Salden, R., Aleven, V., Renkl, A., & Schwonke, R. (2008). Worked examples and tutored problem solving: redundant or synergistic forms of support? Paper presented at the 30th Annual Meeting of the Cognitive Science Society, CogSci 2008 New York, NY.
- ^ "Microsoft academic search".