Papers by Benny G Johnson
Social Science Research Network, 2008
Bookmarks Related papers MentionsView impact
eLmL 2021, The Thirteenth International Conference on Mobile, Hybrid, and On-line Learning, Jul 18, 2021
Bookmarks Related papers MentionsView impact
Textbooks have been the traditional method of providing learning content to students for decades,... more Textbooks have been the traditional method of providing learning content to students for decades, and therefore have become the standard in highquality content. Yet the static textbook format is unable to take advantage of the cognitive and learning science research on effective interactive learning methods. This gap between quality content and highly efficient methods of learning can be closed with advances in artificial intelligence. This paper will contextualize the need for improving textbooks as a learning resource using research-based cognitive and learning science methods, and describe a process by which artificial intelligence transforms textbooks into more effective online learning environments. The goal of this paper is to evaluate textbook-based automatic question generation using student data from a variety of natural learning environments. We believe this analysis, based on 786,242 total observations of student-question interactions, is the largest evaluation of automat...
Bookmarks Related papers MentionsView impact
Educational Data Science: Essentials, Approaches, and Tendencies
Bookmarks Related papers MentionsView impact
Lecture Notes in Computer Science, 2022
Bookmarks Related papers MentionsView impact
Online Learning
While research in the learning sciences has spurred advancements in educational technology, the i... more While research in the learning sciences has spurred advancements in educational technology, the implementation of those learning resources in natural learning contexts advances teaching and learning. In this paper, two faculty members at the University of Central Florida used courseware generated with artificial intelligence as the primary learning resource for their students. The selection and enhancement of this courseware is contextualized for each course. Instructor implementation practices over multiple semesters are described and related to resulting student engagement and exam scores. Finally, benefits of the adaptive courseware are discussed not only for student outcomes, but the qualitative changes faculty identified and the impact that iterative changes in teaching practice had on instructors as well as students.Â
Bookmarks Related papers MentionsView impact
Proceedings of the Eighth ACM Conference on Learning @ Scale
Although content creators, instructors, and students alike see the value in providing interactive... more Although content creators, instructors, and students alike see the value in providing interactive courseware to help students learn, they remain a costly solution to create. Platforms that allow the creation and delivery of interactive courseware are only fully utilized by those who can afford the labor cost of building hundreds of formative items just to start. Most of the time this means barriers are too high in either financial cost or extremely long development timelines. Our solution is called SmartStart, a process that works to reduce these barriers to creating courseware by automating basic steps that otherwise require significant manual labor. Automatic question generation (AQG) is one in a series of steps in the SmartStart process that work together to transform textbook content into a courseware learning environment.
Bookmarks Related papers MentionsView impact
LAK23: 13th International Learning Analytics and Knowledge Conference
Bookmarks Related papers MentionsView impact
Proceedings of the Eighth ACM Conference on Learning @ Scale
Courseware is a comprehensive learning environment that engages students in a learning by doing a... more Courseware is a comprehensive learning environment that engages students in a learning by doing approach while also giving instructors data-driven insights on their class, providing a scalable solution for many instructional models. However, courseware-and the volume of formative questions required to make it effective-is time-consuming and expensive to create. By using artificial intelligence for automatic question generation, we can reduce the time and cost of developing formative questions in courseware. However, it is critical that automatically generated (AG) questions have a level of quality on par with human-authored (HA) questions in order to be confident in their usage at scale. Therefore, our research question is: are student interactions with AG questions equivalent to HA questions with respect to engagement, difficulty, and persistence metrics? This paper evaluates data for AG and HA questions that students used as formative practice in their university Communication course. Analysis of AG and HA questions shows that our first generation of AG questions perform equally well as HA questions in multiple important respects.
Bookmarks Related papers MentionsView impact
Proceedings of the Ninth ACM Conference on Learning @ Scale
Bookmarks Related papers MentionsView impact
Journal of Visual Impairment & Blindness, 2016
Introduction This study evaluated the usability and effectiveness of an artificial intelligence B... more Introduction This study evaluated the usability and effectiveness of an artificial intelligence Braille Tutor designed to supplement the instruction of students with visual impairments as they learned to write braille contractions. Methods A mixed-methods design was used, which incorporated a single-subject, adapted alternating treatments design as well as qualitative teacher interviews and surveys. Results Students seemed to reach 100% accuracy faster when using Braille Tutor (average = 7.0 sessions; range 1.0 to 12.0 sessions) than when they did not (average 9.6 sessions with a teacher of students with visual impairments; range 3.0 to 16.0 sessions). Also, students who used Braille Tutor more often tended to learn more contractions overall during the study (average = 21.25; range 13.0 to 30.0) than students who used it less (average 9.0; range 9.0 to 9.0). Discussion The first trend noted was that students in the teacher of students with visual impairments plus Braille Tutor phase...
Bookmarks Related papers MentionsView impact
Adaptive Instructional Systems, 2020
The purpose of this paper is to explain the learning methodologies behind the adaptive activities... more The purpose of this paper is to explain the learning methodologies behind the adaptive activities within Acrobatiq’s courseware, and to investigate the impact of these adaptive activities on learning estimates and summative assessment scores using real course data. The adaptive activities used for this analysis were part of a Probability and Statistics course, which was delivered to college students at a public four-year institution as part of an educational grant. The data were analyzed to identify if the adaptive activities had an impact on learning estimates as well as on summative assessment scores. Results showed that the adaptive activities had a net positive effect on learning estimates. Results also showed that not only did learning estimate states correlate to mean summative assessment scores, but improving learning estimates after completing the adaptive activity practice yielded higher mean summative assessment scores. The implications of this analysis and future research are discussed.
Bookmarks Related papers MentionsView impact
Bookmarks Related papers MentionsView impact
Chemical Physics Letters, Dec 1, 1993
ABSTRACT
Bookmarks Related papers MentionsView impact
Bookmarks Related papers MentionsView impact
Bookmarks Related papers MentionsView impact
Bookmarks Related papers MentionsView impact
Bookmarks Related papers MentionsView impact
Theoretical and Computational Chemistry, 1995
... Development, implementation and applications of efficient methodologies for density functiona... more ... Development, implementation and applications of efficient methodologies for density functional calculations Benny G. Johnson Department of Chemistry, Carnegie Mellon University, Pittsburgh, PA 15213 ... The accuracy of this approach was significantly improved by Dunlap et al. ...
Bookmarks Related papers MentionsView impact
The Journal of Physical Chemistry, 1996
The electron densities of CH3F, CO, CO2, H2CO, H2O, HCN, HF, and NH3 have been calculated by dens... more The electron densities of CH3F, CO, CO2, H2CO, H2O, HCN, HF, and NH3 have been calculated by density functional theory (DFT) methods with various exchange and correlation functionals and are compared with QCISD (quadratic configuration interaction ...
Bookmarks Related papers MentionsView impact
Uploads
Papers by Benny G Johnson