Janice

Profile: Janice Gobert

Professor

Faculty

Janice Gobert, Ph.D., Professor of Educational Psychology, develops technology for learning that makes use of data mining and eye tracking. With five issued patents for her technology and two in review, her cutting edge work focuses on personalized learning of science and assessment to replace summative tests. In essence, the technology makes use of students performing a complex task and recording metrics on how well they perform science as opposed to reciting rote facts on multiple choice tests. In working on virtual experiments, students can be evaluated in what is called real-time performance assessment. The results and metrics obtained from this technology is compared to what students write, and all data is used which is then used to provide student with the personalized help they need to succeed in the science classroom. By using big data techniques, Gobert is able to obtain personalized learning metrics to learn exactly what and how students are learning which can then alert the teacher in real-time so that they can offer support on the spot. Gobert is a strong believer in tailoring content to the student so as to maximize understanding, especially if a student, and one who is underrepresented, is falling behind. This technology is currently in 30 states, with some being research sites and others trial sites.

Gobert studied psychology during her undergraduate years with a deep focus on experimental and cognitive psychology. Propelled by her interest in learning how people understand visually rich diagrams, she went on to pursue her master’s and Doctorate in Cognitive Science. Gobert believes that education has the potential to be a great equalizer and aims to further her goal of deeply investing in future citizens. She currently teachers Psychology of Learning and Teaching Inquiry II and constantly looks to bring her students to the cutting edge of what technology can offer them. Gobert considers teachers’ love and implementation of her technology to be one of her most significant professional achievements.

Education

B.A. in Psychology, Laurentian University (1985)

M.A. in Cognitive Science, McGill University (1989)

Ph.D. in Cognitive Science, University of Toronto (1994)

Expertise & Research Interest

Science Inquiry

Intelligent Tutoring Systems for Science

Performance Assessment for Science

Recent/Current Grants

Inq-Blotter - A Real Time Alerting Tool to Transform Teachers' Assessment of Science Inquiry Practices, (NSF-IIS-1629045). Gobert, J. (Principal Investigator), M. Sao Pedro (Co-Principal Investigator). Awarded August 2016 from the National Science Foundation, $550,000.00

Testing the Effects of Real-time Scaffolding of Science Inquiry Driven by Automated Performance Assessment, (NSF-DRL-1252477), Gobert, J., Principal Investigator, Awarded September 2013 from the National Science Foundation, $1,499,346.00

The Development of an Intelligent Pedagogical Agent for Physical Science Inquiry Driven by Educational Data Mining. Gobert, J. & Baker, R. Proposal (R305A120778) Awarded May, 2012 by the U.S. Dept. of Education, $1,499,588.00

Empirical Research: Emerging Research: Using Automated Detectors to Examine the Relationships Between Learner Attributes and Behaviors During Inquiry in Science (NSF-DRL# 1008649). Janice Gobert, Principal Investigator, Ryan Baker, Co-Principal Investigator. Awarded July 1, 2010 from the National Science Foundation; $986,111.00

Recent & Selected Publications

Gobert, J., Moussavi, R., Li, H., Sao Pedro, M., & Dickler, R. (2018). Real-time scaffolding of students’ online data interpretation during inquiry with inq-its using educational data mining. Invited book chapter in Abul K.M. Azad, Michael Auer, Arthur Edwards, and Ton de Jong (Eds), Cyber-Physical Laboratories in Engineering and Science Education. Springer.

Li, H., Graesser, A. C., & Gobert, J. (2017). 具身在人工智能导师系统中隐身何处？[Where is embodiment hidden in the intelligent tutoring system?]. 华南师范大学学报（社会科学版）[Journal of South China Normal University (Social Science Edition)], 第二期[2], 79–91.

Gobert, J.D. & Sao Pedro, M. (2017). Inq-ITS: Design decisions used for an inquiry intelligent system that both assesses and scaffolds students as they learn. To appear in Rupp, A. A., & Leighton, J. (Co-Eds). Handbook of cognition and assessment. New York: Wiley/Blackwell.

Gobert, J.D., Kim, Y.J, Sao Pedro, M.A., Kennedy, M., & Betts, C.G. (2015). Using educational data mining to assess students’ skills at designing and conducting experiments within a complex systems microworld. Thinking Skills and Creativity, 18, 81-90. doi:10.1016/j.tsc.2015.04.008

Kim, B., Pathak, S., Jacobson, M., Zhang, B., & Gobert, J.D. (2015). Cycles of Exploration, Reflection, and Consolidation in Model-Based Learning of Genetics. Journal of Science Education and Technology. Journal of Science Education and Technology, 24(6), 789-802. DOI 10.1007/s10956-015-9564-6

Gobert, J.D., Baker, R., & Wixon, M. (2015). Operationalizing and Detecting Disengagement Within On-Line Science Microworlds. Educational Psychologist, 50(1), 43-57. DOI:10.1080/00461520.2014.999919

Honors & Awards

Honorable Mention, AERA Cognition and Assessment SIG, 2015
James Chen Best Student Paper Award, Michael Sao Pedro (advisee), 20^th Conference on User Modeling, Adaptation, and Personalization, 2012
Best Student Paper Award, Michael Sao Pedro (advisee), AERA SIG on Advanced Learning Technologies, 2012
Best Interactive Event, 10^th International Conference on Intelligent Tutoring Systems, 2010
Young Researchers’ Award, Michael Sao Pedro (advisee), 10^th International Conference on Intelligent Tutoring Systems, 2010
Research Development Award, Western Michigan University, 1997
Dean’s Appreciation Award, Western Michigan University, 1996

Professional Affiliations

European Association for Research in Education
American Educational Research Association
Cognitive Science Society
International Society for the Learning Sciences
National Association for research in Science Teaching
Educational Data Mining Society
AI in Education Society

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