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Computer Science

D-Index
51
Citations
10061
World Ranking
5355
National Ranking
2451

Overview

Bruce M. McLaren is affiliated with Carnegie Mellon University in the United States. Their research focuses predominantly on the intersection of computer science and psychology, with a significant concentration on developmental and educational psychology, computer science applications, and artificial intelligence. Their work covers topics such as online learning and analytics, educational games and gamification, intelligent tutoring systems and adaptive learning, as well as innovative teaching and learning methods.

Frequent coauthors collaborating with McLaren include:

  • J. Elizabeth Richey
  • Huy A. Nguyen
  • Xinying Hou
  • Ryan S. Baker
  • Hayden Stec

McLaren has published articles in several venues, notably:

  • International Journal of Artificial Intelligence in Education
  • arXiv (Cornell University)
  • Computers & Education
  • Edward Elgar Publishing eBooks
  • International Journal of Game-Based Learning

Recent scholarly publications include:

  • "How instructional context can impact learning with educational technology: Lessons from a study with a digital learning game," 2021, Computers & Education
  • "Linking Dialogue with Student Modelling to Create an Adaptive Tutoring System for Conceptual Physics," 2021, International Journal of Artificial Intelligence in Education
  • "Assessing the Effects of Open Models of Learning and Enjoyment in a Digital Learning Game," 2021, International Journal of Artificial Intelligence in Education
  • "Digital learning games in artificial intelligence in education (AIED): a review," 2023, Edward Elgar Publishing eBooks
  • "The Impact of Gender in Learning With Games," 2022, International Journal of Game-Based Learning

Bruce M. McLaren also has a book publication titled Computer Supported Education (2024), published by Springer Science+Business Media.

Their main fields of study emphasize the integration of computer science and psychology, illustrated by a considerable number of publications across these disciplines. Subfields they contribute to include developmental and educational psychology, artificial intelligence, experimental and cognitive psychology, and health informatics.

Primary research topics explored include:

  • Online Learning and Analytics
  • Educational Games and Gamification
  • Intelligent Tutoring Systems and Adaptive Learning
  • Innovative Teaching and Learning Methods
  • Teaching and Learning Programming
  • Artificial Intelligence in Healthcare and Education
  • Explainable Artificial Intelligence (XAI)

Best Publications

  • Computer-Supported Argumentation: A Review of the State of the Art

    Oliver Scheuer;Frank Loll;Niels Pinkwart;Bruce M. McLaren

  • Toward Meta-cognitive Tutoring: A Model of Help Seeking with a Cognitive Tutor

    Vincent Aleven;Bruce Mclaren;Ido Roll;Kenneth Koedinger

  • Improving students’ help-seeking skills using metacognitive feedback in an intelligent tutoring system

    Ido Roll;Vincent Aleven;Bruce M. McLaren;Kenneth R. Koedinger

  • A New Paradigm for Intelligent Tutoring Systems: Example-Tracing Tutors

    Vincent Aleven;Bruce M. Mclaren;Jonathan Sewall;Kenneth R. Koedinger

  • Integrated authoring and translation system

    Peggy M Anderson;Kathryn L Baker;Michael M Bauer;Nicholas D Brownlow

  • The cognitive tutor authoring tools (CTAT): preliminary evaluation of efficiency gains

    Vincent Aleven;Bruce M. McLaren;Jonathan Sewall;Kenneth R. Koedinger

  • Co-Designing a Real-Time Classroom Orchestration Tool to Support Teacher-AI Complementarity.

    Kenneth Holstein;Bruce M. McLaren;Vincent Aleven

  • Toward Tutoring Help Seeking

    Vincent Aleven;Bruce McLaren;Ido Roll;Kenneth Koedinger

  • Help Helps, But Only So Much: Research on Help Seeking with Intelligent Tutoring Systems

    Vincent Aleven;Ido Roll;Bruce M. McLaren;Kenneth R. Koedinger

  • Toward Tutoring Help Seeking Applying Cognitive Modeling to Meta-cognitive Skills

    Vincent Aleven;Bruce M. McLaren;Ido Roll;Kenneth R. Koedinger

  • Opening the door to non-programmers: Authoring Intelligent tutor behavior by demonstration

    Kenneth R. Koedinger;Vincent Aleven;Neil Heffernan;Bruce Mclaren

  • Student Learning Benefits of a Mixed-Reality Teacher Awareness Tool in AI-Enhanced Classrooms

    Kenneth Holstein;Bruce M. McLaren;Vincent Aleven

  • Intelligent tutors as teachers' aides: exploring teacher needs for real-time analytics in blended classrooms

    Kenneth Holstein;Bruce M. McLaren;Vincent Aleven

  • A Computer-Based Game that Promotes Mathematics Learning More than a Conventional Approach

    Deanne M. Adams;Bruce M. McLaren;Richard E. Mayer;Jodi Forlizzi

  • Designing for metacognition—applying cognitive tutor principles to the tutoring of help seeking

    Ido Roll;Vincent Aleven;Bruce M. McLaren;Kenneth R. Koedinger

  • Supporting Collaborative Learning and E-Discussions Using Artificial Intelligence Techniques

    Bruce M. Mclaren;Oliver Scheuer;Jan Mikšátko

  • Using erroneous examples to improve mathematics learning with a web-based tutoring system

    Deanne M. Adams;Bruce M. McLaren;Kelley Durkin;Richard E. Mayer

  • Automated, Unobtrusive, Action-by-Action Assessment of Self-Regulation during Learning with an Intelligent Tutoring System.

    Vincent Aleven;Ido Roll;Bruce M. McLaren;Kenneth R. Koedinger

  • When and how often should worked examples be given to students? New results and a summary of the current state of research

    Bruce M. McLaren;Sung-Joo Lim;Kenneth R. Koedinger

  • Example-Tracing Tutors: Intelligent Tutor Development for Non-Programmers.

    Vincent Aleven;Bruce M. McLaren;Jonathan Sewall;Martin Van Velsen

Frequent Co-Authors

Vincent Aleven
Vincent Aleven Carnegie Mellon University
Kenneth R. Koedinger
Kenneth R. Koedinger Carnegie Mellon University
Ido Roll
Ido Roll Technion – Israel Institute of Technology
Teruko Mitamura
Teruko Mitamura Carnegie Mellon University
Jaime G. Carbonell
Jaime G. Carbonell Carnegie Mellon University
Nikol Rummel
Nikol Rummel Ruhr University Bochum
Richard E. Mayer
Richard E. Mayer University of California, Santa Barbara
Ryan S. Baker
Ryan S. Baker University of Pennsylvania
Eric Nyberg
Eric Nyberg Carnegie Mellon University
Seiji Isotani
Seiji Isotani University of Pennsylvania

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