Aashna S
- Research Program Mentor
EdM at Harvard University
Expertise
Learning technologies, developmental psychology, cognitive psychology, marketing
Bio
I am an entrepreneur and educational technologist passionate about designing and developing learning products. My academic expertise include psychology and educational research. I also enjoying tinkering and making in my free time. Currently working on a carbon negative drone and prototyping new wearable tech applications.Project ideas
Exploring Early Numeracy: An Online Game-Based Intervention Study for Kindergarteners
Core Research Question: Investigate principles of game design and math learning to create learning interventions for children Most early math curricula prevalent today are developed on the basis of hypothesized learning trajectories -- a posited pathway of learning mathematical concepts and ways to support concept acquisition (Clements & Samara, 2004). They have often not been tested to see if they truly translate to better learning outcomes for students. This becomes particularly problematic since every child learns differently and teachers have limited ways of finding out why their students are not learning. An emerging solution to tackle the problems of unvalidated learning trajectories is implementing learning analytics. “Learning analytics is the measurement, collection, analysis and reporting of data about learners and their context for the purposes of understanding and optimizing learning and the environment” (Long & Siemens, 2011). Data derived from learning analytics can help validate learning trajectories. In an effort to investigate how children learn concepts and to analyze incremental gains and cumulative progress in acquiring early numeracy skills, in the current study, an app-based game was chosen as the mode of delivering a learning intervention and investigating its outcomes on longitudinal learning gains.