language and learning analytics lab
hello!
welcome to lala lab
Language and Learning Analytics is a research group focusing on collaborative learning, computer-mediated communication, and diversity and equity in education. We are located in the beautiful campus of the University of California, Irvine.
ABOUT
The Language and Learning Analytics (LaLA) Lab is a research group in the School of Education at the University of California, Irvine. Our work is at the intersection of education, informatics, computer science and psychology. We combine theories of learning sciences and techniques of data mining and machine learning to investigate key educational issues. and explore how they impact key outcomes such as learner performance and experience. Learn more about the three key areas we focus on and our publications.
Communication
A major part of our work involves modeling learner interactions and discourse to understand social, cognitive, and affective engagement in online learning. Using applied computational linguistics methods, we seek to harvest insights about communication patterns that are important to learner success.
Teamwork
Teamwork has become ubiquitous and part of the key 21st century competency for success. We study team dynamics particularly during Collaborative Problem Solving (CPS). What factors influence team outcome and individual experience? What are the roles learner exhibit? What contributes to effective and cohesive team interactions?
Diversity in STEM
Are male and female learners engaging equally in online learning? How do underrepresented students participate in group work? How can artificial intelligence (AI) systems be used to promote equitable learning for students with different backgrounds?
publications
We publish mainly in ACM conferences, educational, and social science journals. And yes, virtual meetings with pizza have been the fuel of productivity 🙂
MA Samadi, S JaQuay, Y Lin, E Tajik, S Park, N Nixon (2024)., Minds and Machines Unite: Deciphering Social and Cognitive Dynamics in Collaborative Problem Solving with AI, Proceedings of the 14th International Conference on Learning Analytics & Knowledge. [link]
Nixon, N., Lin, Y., & Snow, L. (2024). Catalyzing Equity in STEM Teams: Harnessing Generative AI for Inclusion and Diversity. Policy Insights from the Behavioral and Brain Sciences, 23727322231220356. [link]
Chopra, H., Lin, Y., Samadi, M. A., Cavazos, J. G., Yu, R., Jaquay, S., & Nixon, N. (2023). Semantic Topic Chains for Modeling Temporality of Themes in Online Student Discussion Forums. International Educational Data Mining Society. [link]
Samadi, M. A., Cavazos, J. G., Lin, Y., & Nixon, N. (2022). Exploring Cultural Diversity and Collaborative Team Communication through a Dynamical Systems Lens. International Educational Data Mining Society. [link]
Chopra, H., Lin, Y., Samadi, M. A., Cavazos, J. G., Yu, R., Jaquay, S., & Nixon, N. (2022, July). Modeling Student Discourse in Online Discussion Forums Using Semantic Similarity Based Topic Chains. In Artificial Intelligence in Education. Posters and Late Breaking Results, Workshops and Tutorials, Industry and Innovation Tracks, Practitioners’ and Doctoral Consortium: 23rd International Conference, AIED 2022, Durham, UK, July 27–31, 2022, Proceedings, Part II (pp. 453-457). Cham: Springer International Publishing. [link]
Roscoe, R. D., Salehi, S., Nixon, N., Worsley, M., Piech, C., & Luckin, R. (2022). Inclusion and equity as a paradigm shift for artificial intelligence in education. In Artificial intelligence in STEM education: The paradigmatic shifts in research, education, and technology (pp. 359-373). CRC Press. [link]
Dowell, N., & Kovanovic, V. (2022). Modeling Educational Discourse with Natural Language Processing. Handbook of Learning Analytics, 82. [link]
Dowell, N. M. , McKay, T., & Perrett, G. (in press). It’s not that you said it, it’s how you said it: Exploring the linguistic mechanisms underlying values affirmation interventions at scale. AERA Open.[link]
Schneider, B., Dowell, N., & Thompson, K. (2021). Collaboration Analytics—Current State and Potential Futures. Journal of Learning Analytics, 8(1), 1-12. [link]
Dowell, N. M. , & Poquet, O. (2021). SCIP: Identifying learner roles through group communication and interpersonal network positioning in scaled digital environments. Computers in Human Behavior. [link]
Lin, Y., Dowell, N., & Godfrey, A. (2021, April). Skills Matter: Modeling the relationship between decision making processes and collaborative problem-solving skills during Hidden Profile Tasks. In LAK21: 11th International Learning Analytics and Knowledge Conference (pp. 428-437).[link]
Brooks, C., Kizilcec, R. F., & Dowell, N. (2020, August). Designing Inclusive Learning Environments. In Proceedings of the Seventh ACM Conference on Learning@ Scale (pp. 225-228).[link]
Lin, Y., Yu, R., & Dowell, N. (2020, July). LIWCs the Same, Not the Same: Gendered Linguistic Signals of Performance and Experience in Online STEM Courses. In International Conference on Artificial Intelligence in Education (pp. 333-345). Springer, Cham.[link]
Dowell, N. M., Lin, Y., Godfrey, A., & Brooks, C. (2020). Exploring the Relationship between Emergent Sociocognitive Roles, Collaborative Problem-Solving Skills, and Outcomes: A Group Communication Analysis. Journal of Learning Analytics, 7(1), 38-57.[link]
Dowell, N., Lin, Y., Godfrey, A., & Brooks, C. (2019, June). Promoting inclusivity through time-dynamic discourse analysis in digitally- mediated collaborative learning. In International Conference on Artificial Intelligence in Education (pp. 207-219). Springer, Cham. [best paper award][link]
Lin, Y., Dowell, N., Godfrey, A., Choi, H., & Brooks, C. (2019, March). Modeling gender dynamics in intra and interpersonal interactions during online collaborative learning. In Proceedings of the 9th International Conference on Learning Analytics & Knowledge (pp. 431-435).[link]
Yan, W., Dowell, N., Holman, C., Welsh, S. S., Choi, H., & Brooks, C. (2019, March). Exploring learner engagement patterns in teach-outs using topic, sentiment and on-topicness to reflect on pedagogy. In Proceedings of the 9th International Conference on Learning Analytics & Knowledge (pp. 180-184).[link]
Dowell, N. M., Nixon, T. M., & Graesser, A. C. (2019). Group communication analysis: A computational linguistics approach for detecting sociocognitive roles in multiparty interactions. Behavior research methods, 51(3), 1007-1041.[link]
Hu, J., Dowell, N. M., & Brooks, C., & Yan, W. (2018). Temporal changes in affiliation and emotion in MOOC discussion forum discourse. In Proceedings of the 19th International Conference on Artificial Intelligence in Education (pp. 145-149). [link]
Joksimović, S., Dowell, N. M., Poquet, O., Kovanović, V., Gašević, D., Dawson, S., & Graesser, A. C. (2018). Exploring development of social capital in a CMOOC through language and discourse. The Internet and Higher Education, 36, 54-64. [link]
People
Brilliant minds from all different disciplines and backgrounds who came together with the similar passion.
Alumni
Ashley Liu
Jenny Tran
Blair Diamond
Guoruizhe Shen
Kyle Tran
Andrew Garfield
Blog
coming soon.
Contact
We are always open to collaboration. Please feel free to leave a message, we will get back as soon as possible 🙂