James Minogue | North Carolina State University (original) (raw)
Papers by James Minogue
Journal of Research in Science Teaching, 2006
To reduce curricular fragmentation in science education, reform recommendations include using com... more To reduce curricular fragmentation in science education, reform recommendations include using common, unifying themes such as scaling to enhance curricular coherence. This study involved 215 participants from five groups (grades 5, 7, 9, and 12, and doctoral students), who completed written assessments and card sort tasks related to their conceptions of size and scale, and then completed individual interviews. Results triangulated from the data sources revealed the boundaries between and characteristics of scale size ranges that are well distinguished from each other for each group. Results indicate that relative size information was more readily understood than exact size, and significant size landmarks were used to anchor this relational web of scales. The nature of past experiences situated along two dimensions-from visual to kinesthetic in one dimension, and wholistic to sequential in the other-were shown to be key to scale cognition development. Commonalities and differences between the groups are highlighted and discussed.
This paper reports on a study designed to provide professional development to elementary teachers... more This paper reports on a study designed to provide professional development to elementary teachers on the use of graphically enhanced notebooks. Semiotic theory, along with classroom observations, and student and teacher interviews is being used to analyze student reasoning with graphics. Thus, providing a framework to categorize graphic types, informing the analysis of how students are thinking with graphics during their investigation. Our analyses revealed that the pedagogical power of student- generated graphics is not being harnessed at all stages of the inquiry/problem-solving cycle. We encourage the use of student-generated graphics as a cognitive tool for investigation, explanation and reflection.
Proceedings of the 2020 International Conference on Multimodal Interaction
Modeling visitor engagement is a key challenge in informal learning environments, such as museums... more Modeling visitor engagement is a key challenge in informal learning environments, such as museums and science centers. Devising predictive models of visitor engagement that accurately forecast salient features of visitor behavior, such as dwell time, holds significant potential for enabling adaptive learning environments and visitor analytics for museums and science centers. In this paper, we introduce a multimodal early prediction approach to modeling visitor engagement with interactive science museum exhibits. We utilize multimodal sensor data-including eye gaze, facial expression, posture, and interaction log datacaptured during visitor interactions with an interactive museum exhibit for environmental science education, to induce predictive models of visitor dwell time. We investigate machine learning techniques (random forest, support vector machine, Lasso regression, gradient boosting trees, and multi-layer perceptron) to induce multimodal predictive models of visitor engagement with data from 85 museum visitors. Results from a series of ablation experiments suggest that incorporating additional modalities into predictive models of visitor engagement improves model accuracy. In addition, the models show improved predictive performance over time, demonstrating that increasingly accurate predictions of visitor dwell time can be achieved as more evidence becomes available from visitor interactions with interactive science museum exhibits. These findings highlight the efficacy of multimodal data for modeling museum exhibit visitor engagement.
2020 IEEE Conference on Virtual Reality and 3D User Interfaces Abstracts and Workshops (VRW)
For educational purposes, virtual reality (VR) is often used to produce life-like experiences. Ho... more For educational purposes, virtual reality (VR) is often used to produce life-like experiences. However, the use of haptic feedback in educational practices for science and mathematics remained under-studied. Haptically-enabled science simulations (HESSs) enable students to physically experience the concepts being taught via haptic feedback. We present a study on the effect of a buoyancy HESS designed to aid in the understanding of basic physics concepts. We hypothesize that introducing both visual and haptic feedback of the underlying simulated forces will improve participants understanding. We investigate this hypothesis with a 2 (haptics: yes, no) × 2 (visuals: yes, no) between subjects design user study, where all participants were randomly assigned to one of the four conditions. Participants were given a pretest of buoyancy knowledge, then instructed to interact with the buoyancy simulation, then given a post-test of buoyancy knowledge. The present study is still in the process of data collection, with 40 out of 60 participants. Preliminary results highlight a significant improvement in performance of participants in the haptic-and-visual condition, while no significant differences were observed in other conditions.
Proceedings of the 2021 International Conference on Multimodal Interaction
Recent years have seen growing interest in modeling visitor engagement in museums with multimodal... more Recent years have seen growing interest in modeling visitor engagement in museums with multimodal learning analytics. In parallel, there has also been growing concern about issues of fairness and encoded bias in machine learning models. In this paper, we investigate bias detection and mitigation techniques to address issues of algorithmic fairness in multimodal models of museum visitor visual attention. We employ slicing analysis using the Absolute Between-ROC Area (ABROCA) statistic to detect encoded bias present in multimodal models of visitor visual attention trained with facial expression and posture data from visitor interactions with a game-based museum exhibit about environmental sustainability. We investigate instances of gender bias that arise between different combinations of modalities across several machine learning techniques. We also measure the effectiveness of two different debiasing strategies—learned fair representations and reweighing—when applied to the trained multimodal visitor attention models. Results indicate that patterns of bias can arise across different modality combinations for the different visitor visual attention models, and there is often an inherent tradeoff between predictive accuracy and ABROCA. Analyses suggest that debiasing strategies tend to be more effective on multimodal models of visitor visual attention than their unimodal counterparts
Proceedings of the 2021 International Conference on Multimodal Interaction
We developed a haptically-enhanced physics simulation to investigate the effects of haptics on th... more We developed a haptically-enhanced physics simulation to investigate the effects of haptics on the understanding of conceptual concepts related to forces—specifically those related to buoyancy. We evaluated the effects of haptic force feedback, as well as traditional visual representations of forces, on learning via a between-participant user study. Participants completed a buoyancy assessment before and after interacting with the simulation. Haptics enhanced performance regardless of prior knowledge. However, the combined effect of haptics with visual cues differed based on participant prior knowledge. Participants with high prior knowledge significantly improved performance when given both abstract visual cues and haptic feedback combined. Participants with low prior knowledge significantly improved when given haptic feedback alone, and the combination of haptics with visual cues did not improve performance. Our results suggest that the prior knowledge of users and the visual cues used impact the effectiveness of haptically-enhanced simulations with respect to learning outcomes.
Serious Educational Games
Contemporary Trends and Issues in Science Education, 2016
Increasingly students of all ages should be engaged in science, engineering and computational act... more Increasingly students of all ages should be engaged in science, engineering and computational activities as it is used across an increasing amount of subject areas. Inquiry-based elementary science education provides students with some opportunities to engage in authentic science but the subject area expertise required by teachers can be daunting and time consuming. Currently engineering education professionals are looking for opportunities to positively influence elementary (STEM) experience but the school curriculum demands limit their opportunity to expose students to the benefits of engineering problem solving. Through professional development we have instituted some graphic-based modeling techniques that support and extend current inquiry science curriculum activities and leverage the engineering design cycle. Research and findings done as part of a two-year NSF-supported project in elementary education will be presented, demonstrating how modeling activities in the form of student-produced drawings and notebook entries have been used to help explore scientific and mathematical concepts underlying engineering problems. Specifically, kit-based science and technology education activities that actively support engineering problem-based learning are used as a context for exploring the potential of these graphic-based modeling activities.
Proceedings of the 9th …, 2010
Graphic representations (ie, visualizations) have a long history as a tool to promote learning in... more Graphic representations (ie, visualizations) have a long history as a tool to promote learning in science. Historically, a" craft-based" approach has been the primary strategy used to design and evaluate visualizations for use in instruction (eg, Tufte, 1983). That is, ...
vi Additionally, I would like to acknowledge the technical expertise that was provided by Dr. Bok... more vi Additionally, I would like to acknowledge the technical expertise that was provided by Dr. Bokinsky, who did the programming for our computer-mediated instructional program and Dr. Taylor whose knowledge of haptics was indispensable. A special thank you to my former team members with whom I taught for seven years. The guidance, care, support, and insight that Mrs. May, Mrs. Wilson, and Mrs. Kempf gave me during our time together helped me grow enormously as a teacher and as a person. vii
Proceedings of the 51st ACM Technical Symposium on Computer Science Education
Recent years have seen a growing recognition of the importance of enabling K-12 students to engag... more Recent years have seen a growing recognition of the importance of enabling K-12 students to engage in computational thinking, particularly in elementary grades where students' dispositions toward STEM are developing. Block-based programming has emerged as an effective tool for engaging these novice learners in computational thinking. At the same time, digital storytelling has emerged as a promising avenue for creating motivating problem-solving scenarios that engage students in science investigations. Although block-based programming and digital storytelling are in many ways synergistic, there is a lingering question of how to design block-based languages at an ageappropriate level to enable effective and engaging storytelling. In this work, we review design principles from prior block-based and digital storytelling systems as well as propose the design of block-based programming language features to enable the creation of rich, interactive science narratives by upper elementary students.
Journal of Interdisciplinary Teacher Leadership
In this article, we propose an alternative to traditional content integration that has resulted i... more In this article, we propose an alternative to traditional content integration that has resulted in our preservice elementary teacher candidates designing lessons centered on developing focused practices throughout a re-envisioned school day. We first present connections among the practices outlined in mathematics, science, and reading standards; the complementary nature of the practices creates a conceptual thread that weaves through and helps unite content across disciplines. Then, we outline the project that our teacher candidates complete and describe resulting examples of their work. We conclude by presenting suggestions for educators and other leaders who are interested in utilizing this lesson planning approach in their own settings. If the targeted set of related practices are selected and leveraged thoughtfully, they lend much-needed coherence to the work that students do in a given school day.
Research in Science Education
International Journal of Science Education, 2017
Proceedings of the 2016 Annual Symposium on Computer-Human Interaction in Play Companion Extended Abstracts - CHI PLAY Companion '16, 2016
Science Scope, Nov 1, 2006
What do you think the National Science Education Standards are referring to when they talk about... more What do you think the National Science Education Standards are referring to when they talk about science and technology?" The authors posed this question to a group of undergraduate education majors during a science teaching methods course. The students' somewhat ...
Science and Children, Nov 1, 2010
Abstract: A common mode of communication in the elementary classroom is the science notebook. In ... more Abstract: A common mode of communication in the elementary classroom is the science notebook. In this article, the authors outline the ways in which" graphically enhanced science notebooks" can help engage students in complete and robust inquiry. Central to ...
Proquest Dissertations and Theses Thesis North Carolina State University 2005 Publication Number Aai3164022 Isbn 9780496982790 Source Dissertation Abstracts International Volume 66 02 Section a Page 0541 153 P, 2005
Page 1. ABSTRACT MINOGUE, JAMES. ... by JAMES MINOGUE A dissertation submitted to the Graduate Fa... more Page 1. ABSTRACT MINOGUE, JAMES. ... by JAMES MINOGUE A dissertation submitted to the Graduate Faculty of North Carolina State University in partial fulfillment of the requirements for the Degree of Doctor of Philosophy SCIENCE EDUCATION Raleigh 2004 ...
Journal of Research in Science Teaching, 2006
To reduce curricular fragmentation in science education, reform recommendations include using com... more To reduce curricular fragmentation in science education, reform recommendations include using common, unifying themes such as scaling to enhance curricular coherence. This study involved 215 participants from five groups (grades 5, 7, 9, and 12, and doctoral students), who completed written assessments and card sort tasks related to their conceptions of size and scale, and then completed individual interviews. Results triangulated from the data sources revealed the boundaries between and characteristics of scale size ranges that are well distinguished from each other for each group. Results indicate that relative size information was more readily understood than exact size, and significant size landmarks were used to anchor this relational web of scales. The nature of past experiences situated along two dimensions-from visual to kinesthetic in one dimension, and wholistic to sequential in the other-were shown to be key to scale cognition development. Commonalities and differences between the groups are highlighted and discussed.
This paper reports on a study designed to provide professional development to elementary teachers... more This paper reports on a study designed to provide professional development to elementary teachers on the use of graphically enhanced notebooks. Semiotic theory, along with classroom observations, and student and teacher interviews is being used to analyze student reasoning with graphics. Thus, providing a framework to categorize graphic types, informing the analysis of how students are thinking with graphics during their investigation. Our analyses revealed that the pedagogical power of student- generated graphics is not being harnessed at all stages of the inquiry/problem-solving cycle. We encourage the use of student-generated graphics as a cognitive tool for investigation, explanation and reflection.
Proceedings of the 2020 International Conference on Multimodal Interaction
Modeling visitor engagement is a key challenge in informal learning environments, such as museums... more Modeling visitor engagement is a key challenge in informal learning environments, such as museums and science centers. Devising predictive models of visitor engagement that accurately forecast salient features of visitor behavior, such as dwell time, holds significant potential for enabling adaptive learning environments and visitor analytics for museums and science centers. In this paper, we introduce a multimodal early prediction approach to modeling visitor engagement with interactive science museum exhibits. We utilize multimodal sensor data-including eye gaze, facial expression, posture, and interaction log datacaptured during visitor interactions with an interactive museum exhibit for environmental science education, to induce predictive models of visitor dwell time. We investigate machine learning techniques (random forest, support vector machine, Lasso regression, gradient boosting trees, and multi-layer perceptron) to induce multimodal predictive models of visitor engagement with data from 85 museum visitors. Results from a series of ablation experiments suggest that incorporating additional modalities into predictive models of visitor engagement improves model accuracy. In addition, the models show improved predictive performance over time, demonstrating that increasingly accurate predictions of visitor dwell time can be achieved as more evidence becomes available from visitor interactions with interactive science museum exhibits. These findings highlight the efficacy of multimodal data for modeling museum exhibit visitor engagement.
2020 IEEE Conference on Virtual Reality and 3D User Interfaces Abstracts and Workshops (VRW)
For educational purposes, virtual reality (VR) is often used to produce life-like experiences. Ho... more For educational purposes, virtual reality (VR) is often used to produce life-like experiences. However, the use of haptic feedback in educational practices for science and mathematics remained under-studied. Haptically-enabled science simulations (HESSs) enable students to physically experience the concepts being taught via haptic feedback. We present a study on the effect of a buoyancy HESS designed to aid in the understanding of basic physics concepts. We hypothesize that introducing both visual and haptic feedback of the underlying simulated forces will improve participants understanding. We investigate this hypothesis with a 2 (haptics: yes, no) × 2 (visuals: yes, no) between subjects design user study, where all participants were randomly assigned to one of the four conditions. Participants were given a pretest of buoyancy knowledge, then instructed to interact with the buoyancy simulation, then given a post-test of buoyancy knowledge. The present study is still in the process of data collection, with 40 out of 60 participants. Preliminary results highlight a significant improvement in performance of participants in the haptic-and-visual condition, while no significant differences were observed in other conditions.
Proceedings of the 2021 International Conference on Multimodal Interaction
Recent years have seen growing interest in modeling visitor engagement in museums with multimodal... more Recent years have seen growing interest in modeling visitor engagement in museums with multimodal learning analytics. In parallel, there has also been growing concern about issues of fairness and encoded bias in machine learning models. In this paper, we investigate bias detection and mitigation techniques to address issues of algorithmic fairness in multimodal models of museum visitor visual attention. We employ slicing analysis using the Absolute Between-ROC Area (ABROCA) statistic to detect encoded bias present in multimodal models of visitor visual attention trained with facial expression and posture data from visitor interactions with a game-based museum exhibit about environmental sustainability. We investigate instances of gender bias that arise between different combinations of modalities across several machine learning techniques. We also measure the effectiveness of two different debiasing strategies—learned fair representations and reweighing—when applied to the trained multimodal visitor attention models. Results indicate that patterns of bias can arise across different modality combinations for the different visitor visual attention models, and there is often an inherent tradeoff between predictive accuracy and ABROCA. Analyses suggest that debiasing strategies tend to be more effective on multimodal models of visitor visual attention than their unimodal counterparts
Proceedings of the 2021 International Conference on Multimodal Interaction
We developed a haptically-enhanced physics simulation to investigate the effects of haptics on th... more We developed a haptically-enhanced physics simulation to investigate the effects of haptics on the understanding of conceptual concepts related to forces—specifically those related to buoyancy. We evaluated the effects of haptic force feedback, as well as traditional visual representations of forces, on learning via a between-participant user study. Participants completed a buoyancy assessment before and after interacting with the simulation. Haptics enhanced performance regardless of prior knowledge. However, the combined effect of haptics with visual cues differed based on participant prior knowledge. Participants with high prior knowledge significantly improved performance when given both abstract visual cues and haptic feedback combined. Participants with low prior knowledge significantly improved when given haptic feedback alone, and the combination of haptics with visual cues did not improve performance. Our results suggest that the prior knowledge of users and the visual cues used impact the effectiveness of haptically-enhanced simulations with respect to learning outcomes.
Serious Educational Games
Contemporary Trends and Issues in Science Education, 2016
Increasingly students of all ages should be engaged in science, engineering and computational act... more Increasingly students of all ages should be engaged in science, engineering and computational activities as it is used across an increasing amount of subject areas. Inquiry-based elementary science education provides students with some opportunities to engage in authentic science but the subject area expertise required by teachers can be daunting and time consuming. Currently engineering education professionals are looking for opportunities to positively influence elementary (STEM) experience but the school curriculum demands limit their opportunity to expose students to the benefits of engineering problem solving. Through professional development we have instituted some graphic-based modeling techniques that support and extend current inquiry science curriculum activities and leverage the engineering design cycle. Research and findings done as part of a two-year NSF-supported project in elementary education will be presented, demonstrating how modeling activities in the form of student-produced drawings and notebook entries have been used to help explore scientific and mathematical concepts underlying engineering problems. Specifically, kit-based science and technology education activities that actively support engineering problem-based learning are used as a context for exploring the potential of these graphic-based modeling activities.
Proceedings of the 9th …, 2010
Graphic representations (ie, visualizations) have a long history as a tool to promote learning in... more Graphic representations (ie, visualizations) have a long history as a tool to promote learning in science. Historically, a" craft-based" approach has been the primary strategy used to design and evaluate visualizations for use in instruction (eg, Tufte, 1983). That is, ...
vi Additionally, I would like to acknowledge the technical expertise that was provided by Dr. Bok... more vi Additionally, I would like to acknowledge the technical expertise that was provided by Dr. Bokinsky, who did the programming for our computer-mediated instructional program and Dr. Taylor whose knowledge of haptics was indispensable. A special thank you to my former team members with whom I taught for seven years. The guidance, care, support, and insight that Mrs. May, Mrs. Wilson, and Mrs. Kempf gave me during our time together helped me grow enormously as a teacher and as a person. vii
Proceedings of the 51st ACM Technical Symposium on Computer Science Education
Recent years have seen a growing recognition of the importance of enabling K-12 students to engag... more Recent years have seen a growing recognition of the importance of enabling K-12 students to engage in computational thinking, particularly in elementary grades where students' dispositions toward STEM are developing. Block-based programming has emerged as an effective tool for engaging these novice learners in computational thinking. At the same time, digital storytelling has emerged as a promising avenue for creating motivating problem-solving scenarios that engage students in science investigations. Although block-based programming and digital storytelling are in many ways synergistic, there is a lingering question of how to design block-based languages at an ageappropriate level to enable effective and engaging storytelling. In this work, we review design principles from prior block-based and digital storytelling systems as well as propose the design of block-based programming language features to enable the creation of rich, interactive science narratives by upper elementary students.
Journal of Interdisciplinary Teacher Leadership
In this article, we propose an alternative to traditional content integration that has resulted i... more In this article, we propose an alternative to traditional content integration that has resulted in our preservice elementary teacher candidates designing lessons centered on developing focused practices throughout a re-envisioned school day. We first present connections among the practices outlined in mathematics, science, and reading standards; the complementary nature of the practices creates a conceptual thread that weaves through and helps unite content across disciplines. Then, we outline the project that our teacher candidates complete and describe resulting examples of their work. We conclude by presenting suggestions for educators and other leaders who are interested in utilizing this lesson planning approach in their own settings. If the targeted set of related practices are selected and leveraged thoughtfully, they lend much-needed coherence to the work that students do in a given school day.
Research in Science Education
International Journal of Science Education, 2017
Proceedings of the 2016 Annual Symposium on Computer-Human Interaction in Play Companion Extended Abstracts - CHI PLAY Companion '16, 2016
Science Scope, Nov 1, 2006
What do you think the National Science Education Standards are referring to when they talk about... more What do you think the National Science Education Standards are referring to when they talk about science and technology?" The authors posed this question to a group of undergraduate education majors during a science teaching methods course. The students' somewhat ...
Science and Children, Nov 1, 2010
Abstract: A common mode of communication in the elementary classroom is the science notebook. In ... more Abstract: A common mode of communication in the elementary classroom is the science notebook. In this article, the authors outline the ways in which" graphically enhanced science notebooks" can help engage students in complete and robust inquiry. Central to ...
Proquest Dissertations and Theses Thesis North Carolina State University 2005 Publication Number Aai3164022 Isbn 9780496982790 Source Dissertation Abstracts International Volume 66 02 Section a Page 0541 153 P, 2005
Page 1. ABSTRACT MINOGUE, JAMES. ... by JAMES MINOGUE A dissertation submitted to the Graduate Fa... more Page 1. ABSTRACT MINOGUE, JAMES. ... by JAMES MINOGUE A dissertation submitted to the Graduate Faculty of North Carolina State University in partial fulfillment of the requirements for the Degree of Doctor of Philosophy SCIENCE EDUCATION Raleigh 2004 ...