Andrea Gauthier
Biographic Data
| ID | 9493691 |
|---|---|
| NAME | Andrea Gauthier |
| GIVEN NAMES | Andrea |
| FAMILY NAME | Gauthier |
| SIGNATURE | GAUTHIER A |
| AFFILIATIONS | University College London |
| ORCID | 0000-0002-0059-8685 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 7 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Supporting self-regulated learning through generative AI feedback in online higher education
Given the increased autonomy and limited direct instructor presence in online learning settings necessitating advanced self-regulated learning skills (SRLs), many online students face significant learning difficulties, such as low course completion rates. External support, particularly in the form of feedback, is crucial in addressing these difficulties. However, providing timely and personalised feedback at scale remains a key challenge. This st…
Supporting online learners’ regulation skills with the help of learning analytics and generative artificial intelligence
Students often struggle to stay engaged and effectively regulate their learning in online environments, which can negatively impact their learning experiences. Despite the established importance of self-regulation of learning skills (SRLs) in maintaining engagement, many students face significant challenges in developing and implementing these skills due to a lack of adequate feedback. This is primarily due to tutors' high workloads and the diffi…
Towards sustainable digital learning environments
The shift towards digital learning has raised concerns about the sustainability of education, particularly the visual health issues, such as computer vision syndrome (CVS), caused by prolonged screen learning among adolescent learners. Traditional visual health protection measures are invasive and can interfere with learners’ normal learning experience, highlighting the need for non-invasive and visual-friendly protection methods that can be inte…
Game and Simulation Stimulate Conceptual Change about Molecular Emergence in Different Ways, with Potential Cultural Implications
Many undergraduate students hold robust misconceptions about the emergent nature of molecular processes, believing them to be directed rather than random. Interactive simulations might help transform such misconceptions by visualizing stochastic processes in a time-independent medium and enabling students to manipulate the environment to test their naïve hypotheses. Furthermore, game-based learning (GBL) might enhance the effectiveness of such si…
In pursuit of thermal comfort
Smart Home Heating Technologies (SHHT) have been designed to improve demand flexibility and energy conservation. SHHT rely on rational theories of energy use postulating that people will use less energy when the energy cost is higher. The inclusion of AI within SHHT is poised to optimise energy use in the future as the introduction of lower carbon energy sources place new demands on the grid. When SHHT is introduced in the home, however, they bec…
Exploring how children with reading difficulties respond to instructional supports in literacy games and the role of prior knowledge
Digital literacy games can be beneficial for children with reading difficulties as a supplement to classroom instruction and an important feature of these games are the instructional supports, such as feedback. To be effective, feedback needs to build on prior instruction and match a learner's level of prior knowledge. However, there is limited research around the relationship between prior knowledge, instruction and feedback in the context of le…
Cultural implications in the acceptability of game-based learning
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Cultural implications in the acceptability of game-based learning
Exploring how children with reading difficulties respond to instructional supports in literacy games and the role of prior knowledge
Digital literacy games can be beneficial for children with reading difficulties as a supplement to classroom instruction and an important feature of these games are the instructional supports, such as feedback. To be effective, feedback needs to build on prior instruction and match a learner's level of prior knowledge. However, there is limited research around the relationship between prior knowledge, instruction and feedback in the context of le…
Game and Simulation Stimulate Conceptual Change about Molecular Emergence in Different Ways, with Potential Cultural Implications
Many undergraduate students hold robust misconceptions about the emergent nature of molecular processes, believing them to be directed rather than random. Interactive simulations might help transform such misconceptions by visualizing stochastic processes in a time-independent medium and enabling students to manipulate the environment to test their naïve hypotheses. Furthermore, game-based learning (GBL) might enhance the effectiveness of such si…
In pursuit of thermal comfort
Smart Home Heating Technologies (SHHT) have been designed to improve demand flexibility and energy conservation. SHHT rely on rational theories of energy use postulating that people will use less energy when the energy cost is higher. The inclusion of AI within SHHT is poised to optimise energy use in the future as the introduction of lower carbon energy sources place new demands on the grid. When SHHT is introduced in the home, however, they bec…
Towards sustainable digital learning environments
The shift towards digital learning has raised concerns about the sustainability of education, particularly the visual health issues, such as computer vision syndrome (CVS), caused by prolonged screen learning among adolescent learners. Traditional visual health protection measures are invasive and can interfere with learners’ normal learning experience, highlighting the need for non-invasive and visual-friendly protection methods that can be inte…
Supporting self-regulated learning through generative AI feedback in online higher education
Given the increased autonomy and limited direct instructor presence in online learning settings necessitating advanced self-regulated learning skills (SRLs), many online students face significant learning difficulties, such as low course completion rates. External support, particularly in the form of feedback, is crucial in addressing these difficulties. However, providing timely and personalised feedback at scale remains a key challenge. This st…
Supporting online learners’ regulation skills with the help of learning analytics and generative artificial intelligence
Students often struggle to stay engaged and effectively regulate their learning in online environments, which can negatively impact their learning experiences. Despite the established importance of self-regulation of learning skills (SRLs) in maintaining engagement, many students face significant challenges in developing and implementing these skills due to a lack of adequate feedback. This is primarily due to tutors' high workloads and the diffi…
Computer Science (4 works) · Educational Games and Gamification (4 works) · Innovative Teaching and Learning Methods (4 works) · Psychology (4 works) · Sociology (3 works) · Aesthetics (2 works) · Educational technology (2 works) · Higher education (2 works) · Human–computer interaction (2 works) · Mathematics education (2 works)