|Finding a Gateway to Computer Science for Underrepresented Middle School Girls (Spring 2011-Present)
My dissertation research investigates the attitudes of African American middle school girls toward computer science and the factors that influence these attitudes. I used computer science workshops as an intervention for female members of various outreach/community organizations. This research research uses an embedded mixed method approach where the qualitative component was embedded within a quasi-experimental design. Quantitative data was collected through surveys and qualitative data was collected through focus group interviews.
|Tablets in the Classroom (Spring 2011-Present)
I currently work as an Instructional Technology Team member in the College of Engineering at Virginia Tech. While assisting with the tablet PC initiative, I have investigated the role of Tablet PCs in classroom collaboration and the way in which tablet PCs support various learning styles. I have also investigated the use of role-playing as a technique to train faculty to use tablet technologies.
|System for Tangible Animated Gaming: Embodied Storytelling (Spring 2008-Fall 2010)
STAGES is a tool that enables students to author and tangibly interact with non-linear stories. The purpose of STAGES is to encourage students to think divergently and engage in a deeper imagination concerning the stories they create. I investigated the affect that non-linear stories have on a child’s creative imagination and how tangible interaction engages and embodies the user. User studies were conducted in collaboration with 8th grade students in the Roanoke County School District.
|Card-table (Spring 2008)
Card-table is a system that uses an index card metaphor to interact with large amounts of information. I investigated how people make sense of this information and investigated various techniques for interacting with the virtual index cards using gesture, voice, and a PDA.
|Tangible Gaming (Fall 2006-Fall 2007)
I assisted in developing an embodied, computer-supported, hyper-narrative based gaming system. After consulting with historians, this system was designed to help students better understand the context of historical information.