Matthew W. Easterday

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The elderly face serious social, environmental, and physical constraints that impact their well-being. Some of the most serious of these are shrinking social connections, limitations in building new relationships, and diminished health. To address these issues, we have designed an augmented dancing environment that allows elders to select dance sequences(More)
Educational games and tutors provide conflicting approaches to the assistance dilemma, yet there is little work that directly compares them. This study tested the effects of game-based and tutor-based assistance on learning and interest. The laboratory experiment randomly assigned 105 university students to two versions of the educational game Policy World(More)
Feedback is important to the creative process, but not everyone has a personal crowd of individuals they can turn to for high-quality feedback. We introduce and evaluate Critiki, a novel system for gathering design critiques on crowdfunding project pages from paid crowdworkers. Stemming from previous research on crowdfunding project creators and their need(More)
Creativity support tools help learners undertake creative work, such as facilitating coaching by creative professionals. How might we design creativity support tools that in-crease learners' access to coaching by creative professionals? This study took place in an extracurricular project-based learning program where students were co-located, and met(More)
Ill defined problems lack structure partially because there is no agreed upon way of representing the problem. In this follow-up study, we examine how diagrams help students learn to analyze policy arguments. Our previous work asked students to predict the effect of a policy intervention based on testimonies from conflicting sources, and showed that(More)
Policy problems like “What should we do about global warming?” are ill-defined in large part because we do not agree on a system to represent them the way we agree Algebra problems should be represented by equations. As a first step toward building a policy deliberation tutor, we investigated: (a) whether causal diagrams help students learn to evaluate(More)
Intelligent tutors based on expert systems often struggle to provide formative feedback on complex, ill-defined problems where answers are unknown. Hybrid crowdsourcing systems that combine the intelligence of multiple novices in face-to-face settings might provide an alternate approach for providing intelligent formative feedback. The purpose of this study(More)
Previous research on the use of diagrams for argumentation instruction has highlighted, but not conclusively demonstrated, their potential benefits. We examine the relative benefits of using diagrams and diagramming tools to teach causal reasoning about public policy. Sixty-three Carnegie Mellon University students were asked to analyze short policy texts(More)
We describe and illustrate the beginnings of a general framework for the design and analysis of educational games. Our students have used it to analyze existing educational games and to create prototype educational games. The framework is built on existing components: a method for precisely specifying educational objectives, a framework for relating a(More)
Groups of novice critiquers can sometimes provide feedback of the same quality as a single expert. Unfortunately, we do not know how to create systems for novice group critique in design education. We tested whether 4 principles: write-first scripts, critique prompts, interactive critiquing & formative framing, allow us to create systems that combine(More)