Erin Ottmar
Biographic Data
| ID | 4217674 |
|---|---|
| NAME | Erin Ottmar |
| GIVEN NAMES | Erin |
| FAMILY NAME | Ottmar |
| SIGNATURE | OTTMAR E |
| AFFILIATIONS | Worcester Polytechnic Institute |
| ORCID | 0000-0002-9487-7967 |
| VERIFIED | Yes |
| TOTAL WORKS | 14 |
| TOTAL CITATIONS | 5 |
| WORKS AS AUTHOR | 14 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2015 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
MathFlowLens
Remote monitoring of implementation fidelity using log-file data from multiple online learning platforms
The impact of educational programs on student learning is contingent upon the quality and fidelity of their implementations. Yet, the most reliable method of implementation monitoring, direct observation, may be infeasible for large-scale efficacy studies. Here, we use log-file data from an efficacy study assessing the impact of gamified learning technologies on algebraic knowledge to measure the fidelity of implementations remotely within and ac…
MathFlowLens Dashboard
A comparison of machine learning algorithms for predicting student performance in an online mathematics game
This paper demonstrated how to apply Machine Learning (ML) techniques to analyze student interaction data collected in an online mathematics game. Using a data-driven approach, we examined 1) how different ML algorithms influenced the precision of middle-school students’ (N = 359) performance (i.e. posttest math knowledge scores) prediction and 2) what types of in-game features (i.e. student in-game behaviors, math anxiety, mathematical strategie…
Student profiles based on in‐game performance and help‐seeking behaviours in an online mathematics game
Well‐designed online educational games can improve students' math knowledge, skills and engagement; however, more research is needed to understand how to formatively assess components of students' mathematical understanding and learning as students solve problems in online educational games. In this study, we examined how 7th‐grade students' ( N = 760) in‐game performance (ie, strategy efficiency, mathematical validity of the first action, mathem…
Test of Times New Roman
Examining shifts in conceptual knowledge, procedural knowledge and procedural flexibility in the context of two game‐based technologies
Examining relations between math anxiety, prior knowledge, hint usage, and performance of math equivalence in two different online learning contexts
Keep Dragging On
Prior research has shown that game‐based learning tools, such as DragonBox 12+, support algebraic understanding and that students' in‐game progress positively predicts their later performance. Using data from 253 seventh‐graders (12–13 years old) who played DragonBox as a part of technology intervention, we examined (a) the relations between students' progress within DragonBox and their algebraic knowledge and general mathematics achievement, (b)…
Emergent Coding and Topic Modeling
More than ever in the past, researchers have access to broad, educationally relevant text data from sources such as literature databases (e.g., ERIC), an open-ended response from online courses/surveys, online discussion forums, digital essays, and social media. These advances in data availability can dramatically increase the possibilities for discovering new patterns in the data and testing new theories through processing texts with emerging an…
Does slow and steady win the race
From Here to There! A dynamic algebraic notation system improves understanding of equivalence in middle-school students
The Future of Embodied Design for Mathematics Teaching and Learning
A rising epistemological paradigm in the cognitive sciences—embodied cognition—has been stimulating innovative approaches, among educational researchers, to the design and analysis of STEM teaching and learning. The paradigm promotes theorizations of cognitive activity as grounded, or even constituted, in goal-oriented multimodal sensorimotor phenomenology. Conceptual learning, per these theories, could emanate from, or be triggered by, experienc…
Mathematical Knowledge for Teaching, Standards-Based Mathematics Teaching Practices, and Student Achievement in the Context of the Responsive Classroom Approach
This study investigates the effectiveness of the Responsive Classroom ( RC) approach, a social and emotional learning intervention, on changing the relations between mathematics teacher and classroom inputs (mathematical knowledge for teaching [MKT] and standards-based mathematics teaching practices) and student mathematics achievement. Work was conducted in the context of a randomized controlled trial. Participants were 88 third-grade teachers a…
Mathematical Knowledge for Teaching, Standards-Based Mathematics Teaching Practices, and Student Achievement in the Context of the Responsive Classroom Approach
This study investigates the effectiveness of the Responsive Classroom ( RC) approach, a social and emotional learning intervention, on changing the relations between mathematics teacher and classroom inputs (mathematical knowledge for teaching [MKT] and standards-based mathematics teaching practices) and student mathematics achievement. Work was conducted in the context of a randomized controlled trial. Participants were 88 third-grade teachers a…
Emergent Coding and Topic Modeling
More than ever in the past, researchers have access to broad, educationally relevant text data from sources such as literature databases (e.g., ERIC), an open-ended response from online courses/surveys, online discussion forums, digital essays, and social media. These advances in data availability can dramatically increase the possibilities for discovering new patterns in the data and testing new theories through processing texts with emerging an…
Mathematical Knowledge for Teaching, Standards-Based Mathematics Teaching Practices, and Student Achievement in the Context of the Responsive Classroom Approach
This study investigates the effectiveness of the Responsive Classroom ( RC) approach, a social and emotional learning intervention, on changing the relations between mathematics teacher and classroom inputs (mathematical knowledge for teaching [MKT] and standards-based mathematics teaching practices) and student mathematics achievement. Work was conducted in the context of a randomized controlled trial. Participants were 88 third-grade teachers a…
The Future of Embodied Design for Mathematics Teaching and Learning
A rising epistemological paradigm in the cognitive sciences—embodied cognition—has been stimulating innovative approaches, among educational researchers, to the design and analysis of STEM teaching and learning. The paradigm promotes theorizations of cognitive activity as grounded, or even constituted, in goal-oriented multimodal sensorimotor phenomenology. Conceptual learning, per these theories, could emanate from, or be triggered by, experienc…
Does slow and steady win the race
From Here to There! A dynamic algebraic notation system improves understanding of equivalence in middle-school students
Test of Times New Roman
Examining shifts in conceptual knowledge, procedural knowledge and procedural flexibility in the context of two game‐based technologies
Examining relations between math anxiety, prior knowledge, hint usage, and performance of math equivalence in two different online learning contexts
Keep Dragging On
Prior research has shown that game‐based learning tools, such as DragonBox 12+, support algebraic understanding and that students' in‐game progress positively predicts their later performance. Using data from 253 seventh‐graders (12–13 years old) who played DragonBox as a part of technology intervention, we examined (a) the relations between students' progress within DragonBox and their algebraic knowledge and general mathematics achievement, (b)…
Emergent Coding and Topic Modeling
More than ever in the past, researchers have access to broad, educationally relevant text data from sources such as literature databases (e.g., ERIC), an open-ended response from online courses/surveys, online discussion forums, digital essays, and social media. These advances in data availability can dramatically increase the possibilities for discovering new patterns in the data and testing new theories through processing texts with emerging an…
A comparison of machine learning algorithms for predicting student performance in an online mathematics game
This paper demonstrated how to apply Machine Learning (ML) techniques to analyze student interaction data collected in an online mathematics game. Using a data-driven approach, we examined 1) how different ML algorithms influenced the precision of middle-school students’ (N = 359) performance (i.e. posttest math knowledge scores) prediction and 2) what types of in-game features (i.e. student in-game behaviors, math anxiety, mathematical strategie…
Student profiles based on in‐game performance and help‐seeking behaviours in an online mathematics game
Well‐designed online educational games can improve students' math knowledge, skills and engagement; however, more research is needed to understand how to formatively assess components of students' mathematical understanding and learning as students solve problems in online educational games. In this study, we examined how 7th‐grade students' ( N = 760) in‐game performance (ie, strategy efficiency, mathematical validity of the first action, mathem…
Remote monitoring of implementation fidelity using log-file data from multiple online learning platforms
The impact of educational programs on student learning is contingent upon the quality and fidelity of their implementations. Yet, the most reliable method of implementation monitoring, direct observation, may be infeasible for large-scale efficacy studies. Here, we use log-file data from an efficacy study assessing the impact of gamified learning technologies on algebraic knowledge to measure the fidelity of implementations remotely within and ac…
MathFlowLens Dashboard
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Computer Science (12 works) · Mathematics education (11 works) · Psychology (10 works) · Educational Games and Gamification (6 works) · Innovative Teaching and Learning Methods (6 works) · Mathematics (6 works) · Intelligent Tutoring Systems and Adaptive Learning (5 works) · Online Learning and Analytics (5 works) · Artificial Intelligence (4 works) · Cognitive and developmental aspects of mathematical skills (4 works)