Vincent Aleven

Dr. Vincent Aleven
Residence Pittsburgh, PA
Fields Cognitive psychology, human–computer interaction
Institutions Carnegie Mellon University
Alma mater

Vincent Aleven is an associate professor at Carnegie Mellon University's Human–Computer Interaction Institute,.[1][2] Aleven was named a top author in Computer Education by Microsoft.[3] He is also a co-founder of Carnegie Learning, Inc., a Pittsburgh-based company that markets Cognitive Tutor™ math courses that include intelligent tutoring software.[4] His 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 is the founder of Mathtutor,[6] a free website for middle-school math intelligent tutoring systems.

Aleven's group has been awarded several best paper awards, including a best paper award at EDM2013,[7] a best student paper award at AIED2009,[8] and the cognition and student learning prize at the Cognitive Science conference 2008.[9]

Aleven has mentored many prestigious postdocs and PhD students, including Amy Ogan, Ryan S. Baker, Matthew Easterday, Martina Rau, and Ido Roll.

References

  1. ↑ Aleven, Vincent. "website". Retrieved 11/2/2012. Check date values in: |access-date= (help)
  2. ↑ "HCII webpage". Retrieved 2 November 2012.
  3. ↑ "Microsoft academic search".
  4. ↑ "Carnegie Learning website". Retrieved 2 November 2012.
  5. ↑ "CTAT website". Retrieved 2 November 2012.
  6. ↑ "Mathtutor". Retrieved 2 November 2012.
  7. ↑ 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.
  8. ↑ 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.
  9. ↑ 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.
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