380:
learning, and language processing techniques to analyze e-discussions from high school ethics and university education classrooms. He and his team developed an algorithm called DOCE (Detection Of
Clusters by Example) that, given labelled example clusters, can identify similar clusters of student contributions in new discussions. Ultimately, both DOCE and the combined machine learning/text mining approach are used in the context of the ARGUNAUT system to provide "alerts" so that a teacher can, at a glance, see and react to problems in the e-discussions.
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studies with middle school math students that revealed that students who worked with erroneous examples to learn decimals performed better on a delayed posttest than those who worked with problems to solve. With respect to correct worked examples, he and his colleagues later showed that worked examples can lead to as much learning but in significantly less time than erroneous examples, intelligently-tutored problems, and problems to solve in the domain of chemistry.
351:, whereas 83 students learned the same content by a more conventional, computer-based approach. In the study, the game led to significantly better learning gains, on both an immediate and delayed posttest and was rated by the students as significantly more enjoyable. They later ran several replications of the study and achieved the same results. The replication studies also revealed that the game is more effective in teaching female students than male students.
274:, where he received an M.S. in Computer Science in 1984 and an M.S. in Intelligent Systems in 1994. In 1999, McLaren received a Ph.D. in Intelligent Systems from the University of Pittsburgh. His Ph.D. thesis was entitled "Assessing the Relevance of Cases and Principles Using Operationalization Techniques". His doctoral advisor was Kevin Ashley. McLaren published a paper based on his Ph.D. in the Artificial Intelligence Journal.
291:
and a
Project Manager at the Carnegie Group in the United States until 1998. After completing his Ph.D. in 1999, McLaren joined OpenWebs Corporation where he first worked as the Director of Research and Development and then as the Director of eCommerce Technologies. In 2002, McLaren left OpenWebs to join Carnegie Mellon University (CMU) as a Systems Scientist. In 2015, he became an Associate Research Professor at CMU.
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372:
learning of algebra through scripted dyad collaboration with
Cognitive Tutors, and the learning of chemistry through scripted dyad collaboration with a virtual laboratory. This research supported the claim that collaborative learning can be improved with guidance, either explicit direction on steps to take or feedback on domain content, student actions, and/or collaboration.
89:
25:
258:, of Mathtutor, a free website for middle-school math intelligent tutoring systems. He has written or co-written over 200 academic articles, is in the top 0.5% of all scholars worldwide in Artificial Intelligence (regarding publication record and the quality of scholarly contributions, according to ScholarGPS), and holds five patents.
376:
learn argumentation skills. In a paper published in 2010, he and his students showed that software classifiers can be created using machine-learning techniques to identify key constructs in online collaborative arguments. A teacher can use these constructs to guide students in debating and learning with one another.
306:, where he did research on collaborative learning, argumentation and technology for analyzing collaborative argumentation. On both the ARGUNAUT and LASAD projects, his research was focused on developing educational technology, using AI techniques, to help teachers moderate collaborative e-Discussions and arguments.
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worked examples alternating with isomorphic tutored problems did not produce greater learning gains than tutored problems alone. On the other hand, the examples group across the three studies learned more efficiently than the tutored-alone group; students spent 21% less time learning the same amount of material.
310:
started the bi-annual
Lifetime Achievement Awards and worked toward a more diverse society, regarding gender, race, and geography. As President, McLaren was quoted in a 2019 article about AI in the classroom in a PBS article In 2021, McLaren was again elected to the Executive Committee of the society.
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Eagle, M., Corbett, A., Stamper, J., McLaren, B. M., Baker, R., Wagner, A., MacLaren, B., & Mitchell, A. (2016). Predicting individual differences for learner modeling in intelligent tutors from previous learner activities. In F. Cena, M. Desmarais, D. Dicheva, J. Zhang (Eds.), Proceedings of the
417:
and, according to Google
Scholar, is the second most cited researcher in this field. The journal paper McLaren published about his PhD work is often cited within this research community. McLaren also wrote a journal article describing both his dissertation research and his earlier work on an ethical
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McLaren's research has also explored how worked examples, both correct and incorrect, can be used to help students learn. In three separate but similar studies, he and his colleagues investigated whether examples studied in conjunction with tutored problems can lead to better learning.They found that
371:
Since 2005, McLaren has done research on computer-supported collaborative learning (CSCL) and how technology can be leveraged to support constructivist learning. His initial work in collaborative learning involved the semi-automated development of intelligent tutors to support collaborative learning,
354:
More recently, McLaren and his team have explored a variety of issues related to digital learning games, including student agency, gender effects, game-based educational data mining, and the impact of feedback and hints on student learning. McLaren’s team has run studies in many middle schools in the
309:
McLaren was elected to the
Executive Committee of the International Artificial Intelligence in Education Society for a six-year term in 2011. From 2017 to 2019, he served as the President of the society. During his tenure as president, McLaren instituted annual (versus bi-annual) society conferences,
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Richey J. E., Zhang, J., Das, R., Andres-Bray, J.M. Scruggs, R., Mogessie, M., Baker R.S.& McLaren, B.M. (2021). Gaming and confrustion explain learning advantages for a math digital learning game. In: Proceedings of the 22nd
International Conference on Artificial Intelligence in Education (AIED
475:
McLaren, B.M., Farzan, R., Adams, D.M., Mayer, R.E., & Forlizzi, J. (2017). Uncovering gender and problem difficulty effects in learning with an educational game. In E. André, R. Baker, X. Hu, M.M.T. Rodrigo, and B. du Boulay (Eds.). Proceedings of the 18th
International Conference on Artificial
325:
McLaren's research is focused in three areas of educational technology: learning with digital learning games; learning to argue and reason through computer-mediated collaborative learning; and learning with interactive worked and erroneous examples. McLaren has also done fundamental research in how
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McLaren, B.M., Lim, S., & Koedinger, K.R. (2008). When and how often should worked examples be given to students? New results and a summary of the current state of research. In B. C. Love, K. McRae, & V. M. Sloutsky (Eds.), Proceedings of the 30th Annual
Conference of the Cognitive Science
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Holstein, K., McLaren, B.M. & Aleven, V. (2018). Student learning benefits of a mixed-reality teacher awareness tool in AI-enhanced classrooms. In C. RosĂ©, R. MartĂnez-Maldonado, H.U. Hoppe, R. Luckin, M. Mavrikis, K. Porayska-Pomsta, B. McLaren and B. du Boulay (Eds.). Proceedings of the 19th
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McLaren is among the first educational technology researchers to extensively investigate the learning potential of interactive erroneous examples. In the early 2010s, he participated in several research projects that explored the instructional benefits of erroneous examples. He conducted classroom
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In 2023 McLaren, along with his PhD student Huy Nguyen, authored a book chapter for the
Handbook on AI in Education on how Artificial Intelligence has been used in digital learning games. McLaren's lab has also explored the use of a large language model (LLM - ChatGPT) as a means of responding to
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McLaren has given keynote talks at a variety of educational technology conferences, including the 11th International Conference on e-Learning and e-Teaching (ICeLeT 2024) in Isfahan, Iran, the 2021 IEEE International Conference on Engineering, Technology, and Education (TALE 2021) in Wuhan, China,
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as a Research Programmer and then Project Supervisor in the Intelligent Systems Laboratory. In 1986 he joined Carnegie Group, an AI and expert systems company, as a Senior Consultant, where he was responsible for the company's expert systems projects in Europe. He later worked as a Senior Engineer
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In collaboration with colleagues and his students, McLaren has developed software tools, using the combination of AI and language analysis techniques, to analyze collaborative argumentation or e-discussions, to help classroom teachers guide multiple discussions and, consequently, to help students
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Ashley, K.D. & McLaren, B.M. (1995). Reasoning with reasons in case-based comparisons. In the Proceedings of the First International Conference on Case-Based Reasoning (ICCBR-95). Lecture Notes in Artificial Intelligence, 1010. October, 1995, Sesimbra, Portugal. (pp. 133–144). Springer:
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McLaren's web-based argumentation workspace and variety of analysis techniques was later made widely available to a range of students and other researchers through another project, for which he, along with Niels Pinkwart, was principal investigator, LASAD – Learning to Argue: Generalized Support
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As part of his dissertation research, McLaren built a computational model of ethical reasoning, specifically a program built with AI and case-base reasoning techniques that retrieves and analyzes ethical dilemmas. Thus, McLaren is recognized as one of the first researchers to contribute to the
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McLaren, B. M., van Gog, T., Ganoe, C., Yaron, D., & Karabinos, M. (2015). Worked Examples are more efficient for learning than high-assistance instructional software. In C. Conati, N. Heffernan, A. Mitrovic, & M. F. Verdejo (Eds.), Proceedings of the 17th International Conference on
379:
McLaren and his team have focused on developing analysis and feedback techniques, which leverage the structure, order, and textual contributions of arguments, so that the teacher has information to guide and advise the collaborating groups. McLaren and colleagues used graph matching, machine
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Najar, A.S., Mitrovic, A. & McLaren, B.M. (2014). Adaptive support versus alternating worked examples and tutored problems: Which leads to better learning? Aalborg, Denmark: In the Proceedings of the 22nd Conf. User Modelling, Adaptation and Personalization (UMAP 2014). LNCS 8538
449:
Baker R.S., McLaren, B.M., Huff, S., Richey, J.E., Rowe, E., Almeda, M.V., Mogessie, M. & Andres, J.M.A. (2021). Towards sharing student models across learning systems. In: Proceedings of the 22nd International Conference on Artificial Intelligence in Education (AIED
467:
McLaren, B. M., Adams, D. M., & Mayer, R.E. (2015). Delayed learning effects with erroneous examples: A study of learning decimals with a web-based tutor. International Journal of Artificial Intelligence in Education, 25(4),
490:
McLaren, B.M., Scheuer, O., & Mikšátko, J. (2010). Supporting collaborative learning and e-Discussions using artificial intelligence techniques. International Journal of Artificial Intelligence in Education (IJAIED) 20(1),
483:
McLaren, B.M., Richey, J.E., Nguyen, H., and Hou, X. (2022). How instructional context can impact learning with educational technology: Lessons from a study with a digital learning game. Computers & Education, 178.
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McLaren, B. M., Adams, D. M., Mayer, R. E., & Forlizzi, J. (2017). A computer-based game that promotes mathematics learning more than a conventional approach. International Journal of Game-Based Learning (IJGBL), 7(1),
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to teach decimal fractions and decimal operations to middle school students. In 2017, they conducted a study, which involved 153 students from two middle schools, 70 students learned about decimals from playing
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Scheuer, O., Loll, F., Pinkwart, N., & McLaren, B. M. (2010). Computer-supported argumentation: A review of the state of the art. International Journal of Computer-Supported Collaborative Learning, 5(1),
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McLaren, B.M. (2006). Computational models of ethical reasoning: Challenges, initial steps, and future directions. IEEE Intelligent Systems, Published by the IEEE Computer Society. July/August 2006. 29-37.
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McLaren's parents are Thomas James McLaren, who died in 2012 and who was a Presbyterian minister, and Shirley Martin McLaren, a former high school English teacher. McLaren was married to Gabriele McLaren
317:
McLaren is a faculty member in Carnegie Mellon University’s METALS (Masters of Educational Technology and Applied Learning Sciences) program and has taught the METALS capstone course since 2016.
1493:
McLaren, Bruce M.; Van Gog, Tamara; Ganoe, Craig; Yaron, David; Karabinos, Michael (2015). "Worked Examples are More Efficient for Learning than High-Assistance Instructional Software".
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the Australian Learning Analytics Summer Institute in 2019 (ALASI 2019), e-Learning Korea 2018, and the 24th International Conference on Computers in Education in 2016 in Mumbai, India.
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1911:
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Richey, J. Elizabeth; Andres-Bray, Juan Miguel L.; Mogessie, Michael; Scruggs, Richard; Andres, Juliana M. A. L.; Star, Jon R.; Baker, Ryan S.; McLaren, Bruce M. (2019-10-01).
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Aleven, V., McLaren, B., Roll, I., & Koedinger, K. (2004). Toward Tutoring Help Seeking. Intelligent Tutoring Systems Lecture Notes in Computer Science, 227–239.
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Nguyen, Huy; Wang, Yeyu; Stamper, John; McLaren, Bruce (2019). "Using Knowledge Component Modeling to Increase Domain Understanding in a Digital Learning Game".
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1901:
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404:, an expert in educational data mining, and other colleagues on analyzing the affective states of students as they learn from erroneous examples.
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1466:"Adapterrex: Exploring the Learning Benefits of Erroneous Examples and Their Dynamic Adaptations Within the Context of Middle School Mathematics"
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reasoning system called TRUTH-TELLER. A 2016 CNN article, in which McLaren is quoted, discusses the issue of machine ethics and robotics.
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McLaren, B.M. (2003). Extensionally defining principles and cases in ethics: An AI model. Artificial Intelligence Journal, 150, 145–181.
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Huber) from 1990 until their divorce in 2013. McLaren is an avid outdoorsman and hiker; he hiked the entire Appalachian Trail in 1989.
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235:, head of the McLearn Lab, and a former President of the International Artificial Intelligence in Education Society (2017-2019).
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1244:
1205:"How instructional context can impact learning with educational technology: Lessons from a study with a digital learning game"
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International Conference on Artificial Intelligence in Education (AIED 2018). LNAI 10947 (pp. 154–168). Springer: Berlin.
1452:"When and How Often Should Worked Examples be Given to Students? New Results and a Summary of the Current State of Research"
648:
355:
local Pittsburgh area with these new research questions. A forthcoming book chapter describes the many studies run with the
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243:
1304:"Improving Algebra Learning and Collaboration through Collaborative Extensions to the Algebra Cognitive Tutor". 2005.
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ethical reasoning can be implemented through artificial intelligence techniques, what is sometimes referred to as “
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24th Conference on User Modeling, Adaptation and Personalization (UMAP 2016). ACM, New York, NY. (pp. 55–63).
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McLaren's scientific research is focused on exploring how students learn with digital learning games (also called
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Recognizing creative thinking in graphical e-discussions using artificial intelligence graph-matching techniques
1764:"Predicting individual differences for learner modeling in intelligent tutors from previous learner activities"
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793:"How Tough Should It Be? Simplifying The Development of Argumentation Systems Using a Configurable Platform"
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953:"Decimal point: Designing and developing an educational game to teach decimals to middle school students"
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1480:"Delayed Learning Effects with Erroneous Examples: a Study of Learning Decimals with a Web-Based Tutor"
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1326:"Extending a virtual chemistry laboratory with a collaboration script to promote conceptual learning"
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1781:"Student learning benefits of a mixed-reality teacher awareness tool in AI-enhanced classrooms"
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What's in a Cluster? Automatically Detecting Interesting Interactions in Student E-Discussions
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1341:"Supporting Collaborative Learning and E-Discussions Using Artificial Intelligence Techniques"
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762:"Supporting Collaborative Learning and E-Discussions Using Artificial Intelligence Techniques"
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1635:"Computational Models of Ethical Reasoning: Challenges, Initial Steps, and Future Directions"
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1809:"A computer-based game that promotes mathematics learning more than a conventional approach"
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968:"A Computer-Based Game That Promotes Mathematics Learning More than a Conventional Approach"
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McLaren, Bruce M.; R, Kenneth; Schneider, Koedinger Mike; Harrer, Andreas; Bollen, Lars.
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348:
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1276:"Evaluating ChatGPT's Decimal Skills and Feedback Generation in a Digital Learning Game"
1823:"Uncovering gender and problem difficulty effects in learning with an educational game"
1325:
527:
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Intelligence in Education (AIED 2017). LNAI 10331 (pp. 540–543). Springer: Berlin.
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Artificial Intelligence, Educational Technology, Digital Learning Games, Machine Ethics
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1837:"Gaming and confrustion explain learning advantages for a math digital learning game"
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1170:"Gaming and confrustion explain learning advantages for a math digital learning game"
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Proceedings of the 9th International Conference on Learning Analytics & Knowledge
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1536:"More confusion and frustration, better learning: The impact of erroneous examples"
1245:"Decimal Point: A Decade of Learning Science Findings with a Digital Learning Game"
1081:"Exploring the Subtleties of Agency and Indirect Control in Digital Learning Games"
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Assessing the relevance of cases and principles using operationalization techniques
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1291:"Bootstrapping Novice Data: Semiautomated tutor authoring using student log files"
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1262:"Digital Learning Games in Artificial Intelligence in Education (AIED): A Review"
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835:"AI Technology is Disrupting the Traditional Classroom. Here's a Progress Report"
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1126:"Exploring How Gender and Enjoyment Impact Learning in a Digital Learning Game"
1044:"Student Agency and Game-Based Learning: A Study Comparing Low and High Agency"
999:"Exploring How Gender and Enjoyment Impact Learning in a Digital Learning Game"
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McLaren, Bruce M.; Adams, Deanne M.; Mayer, Richard E.; Forlizzi, Jodi (2017).
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Hou, Xinying; Nguyen, Huy A.; Richey, J. Elizabeth; McLaren, Bruce M. (2020).
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Harpstead, Erik; Richey, J. Elizabeth; Nguyen, Huy; McLaren, Bruce M. (2019).
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Hou, Xinying; Nguyen, Huy A.; Richey, J. Elizabeth; McLaren, Bruce M. (2020).
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Artificial Intelligence in Education (AIED 2015). LNAI 9112 (pp. 710–713)
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McLaren, Bruce M.; Richey, J. Elizabeth; Nguyen, Huy; Hou, Xinying (2022).
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925:"METALS (Masters of Educational Technology and Applied Learning Sciences)"
777:
1132:. Lecture Notes in Computer Science. Vol. 12163. pp. 255–268.
1050:. Lecture Notes in Computer Science. Vol. 10947. pp. 338–351.
1005:. Lecture Notes in Computer Science. Vol. 12163. pp. 255–268.
227:) is an American researcher, scientist and author. He is a professor at
1698:. Lecture Notes in Computer Science. Vol. 3220. pp. 227–239.
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Aleven, Vincent; McLaren, Bruce; Roll, Ido; Koedinger, Kenneth (2004).
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1497:. Lecture Notes in Computer Science. Vol. 9112. pp. 710–713.
1394:. Lecture Notes in Computer Science. Vol. 5091. pp. 333–342.
303:
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Proceedings of the International Conference on Educational Data Mining
286:. After completing his M.Sc. McLaren joined the Robotics Institute at
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1795:"Extensionally defining principles and cases in ethics: An AI model"
1597:"Extensionally defining principles and cases in ethics: An AI model"
1042:
Nguyen, Huy; Harpstead, Erik; Wang, Yeyu; McLaren, Bruce M. (2018).
967:
709:"Extensionally defining principles and cases in ethics: An AI model"
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Society (pp. 2176–2181). Austin, TX: Cognitive Science Society.
294:
From 2006 to 2010, he worked as a visiting senior researcher at the
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792:
212:
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McLaren, Bruce M.; Scheuer, Oliver; Mikšátko, Jan (January 2010).
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McLaren, Bruce M.; Scheuer, Oliver; Mikšátko, Jan (January 2010).
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Learning to argue through computer-mediated collaborative learning
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This article is about the academic. For the racing driver, see
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18:
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International Journal of Artificial Intelligence in Education
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International Journal of Artificial Intelligence in Education
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McLaren began his career as a software engineer, working for
266:
McLaren received a B.S. in Computer Science (cum laude) from
821:"IAIED Society History, and the Lifetime Achievement Awards"
363:
prompted self-explanation in the context of Decimal Point.
1750:"Towards sharing student models across learning systems"
388:
Learning with interactive worked and erroneous examples
42:
897:"Bruce McLaren's e-Learning Korea 2018 keynote talk"
16:
American researcher, academic and author (born 1959)
342:, McLaren developed a digital learning game called
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1736:"Reasoning with Reasons in Case-Based Comparisons"
1649:"Reasoning with Reasons in Case-Based Comparisons"
1582:"Most cited author in the field of Machine Ethics"
296:German Research Center for Artificial Intelligence
187:German Research Center for Artificial Intelligence
1912:Millersville University of Pennsylvania alumni
486:https://doi.org/10.1016/j.compedu.2021.104366
400:McLaren has also collaborated with Professor
8:
972:International Journal of Game-Based Learning
254:. McLaren is also a co-founder, along with
855:"Bruce McLaren's ICeLeT 2024 keynote talk"
87:
76:
1388:Miksatko, Jan; McLaren, Bruce M. (2008).
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883:"Bruce McLaren's ALASI 2019 keynote talk"
649:"ScholarGPS Profile for Bruce M. McLaren"
911:"Bruce McLaren's ICCE 2016 keynote talk"
869:"Bruce McLaren's TALE 2021 keynote talk"
563:
268:Millersville University of Pennsylvania
156:Millersville University of Pennsylvania
663:"Patents by Inventor Bruce M. McLaren"
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359:learning game between 2014 and 2023.
7:
1862:McLaren’s Decimal Point project page
1663:"Robots: Lifesavers or Terminators?"
1495:Artificial Intelligence in Education
1130:Artificial Intelligence in Education
1048:Artificial Intelligence in Education
1003:Artificial Intelligence in Education
233:Human-Computer Interaction Institute
1902:Carnegie Mellon University faculty
1872:McLaren’s Stoichiometry Tutor page
572:"Bruce McLaren - CMU Faculty Page"
14:
1867:McLaren’s AdaptErrEx project page
1367:. 8 June 2009. pp. 108–112.
696:(phd). University of Pittsburgh.
635:"Bruce McLaren – Google Scholar"
213:http://www.cs.cmu.edu/~bmclaren/
114:Researcher, scientist and author
23:
1917:University of Pittsburgh alumni
1677:"Bruce McLaren - Personal Life"
270:in 1981. He later attended the
1692:"Toward Tutoring Help Seeking"
690:McLaren, Bruce Martin (1999).
677:"Bruce M. McLaren – Education"
1:
1882:McLaren’s Google Scholar page
1613:10.1016/S0004-3702(03)00135-8
1552:10.1016/j.compedu.2019.05.012
1222:10.1016/j.compedu.2021.104366
725:10.1016/S0004-3702(03)00135-8
338:Collaborating with Professor
1704:10.1007/978-3-540-30139-4_22
1696:Intelligent Tutoring Systems
1503:10.1007/978-3-319-19773-9_98
1400:10.1007/978-3-540-69132-7_37
1138:10.1007/978-3-030-52237-7_21
1056:10.1007/978-3-319-93843-1_25
1011:10.1007/978-3-030-52237-7_21
747:"Bruce McLaren – Experience"
244:intelligent tutoring systems
1922:Academics from Pennsylvania
1938:
1857:Carnegie Mellon University
1595:McLaren, Bruce M. (2003).
1424:"Prof. Dr. Niels Pinkwart"
707:McLaren, Bruce M. (2003).
288:Carnegie Mellon University
229:Carnegie Mellon University
183:Carnegie Mellon University
145:Ph.D., Intelligent Systems
69:
32:This biographical article
1877:McLaren’s Math Tutor page
1540:Computers & Education
1209:Computers & Education
204:
143:M.S., Intelligent Systems
141:M.S., in Computer Science
126:
86:
984:10.4018/IJGBL.2017010103
939:"METALS Capstone Course"
272:University of Pittsburgh
225:Pittsburgh, Pennsylvania
160:University of Pittsburgh
103:Pittsburgh, Pennsylvania
1853:McLaren’s personal page
1601:Artificial Intelligence
1093:10.1145/3303772.3303797
807:"IAIED Society History"
713:Artificial Intelligence
600:"IAIED Society History"
334:Digital learning games
252:collaborative learning
139:B.S., Computer Science
778:10.3233/JAI-2010-0001
248:e-learning principles
169:Prof. Kevin D. Ashley
45:by revising it to be
1665:. 25 September 2016.
1087:. pp. 121–129.
221:Bruce Martin McLaren
81:Bruce Martin McLaren
1192:. pp. 139–148.
499:(pp. 171–182).
191:Saarland University
131:Academic background
843:. 15 January 2019.
1713:978-3-540-22948-3
1520:978-3-319-19772-2
1409:978-3-540-69130-3
1147:978-3-030-52236-0
1065:978-3-319-93842-4
1020:978-3-030-52236-0
941:. 25 August 2015.
543:Kenneth Koedinger
518:Learning Sciences
413:research area of
240:educational games
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300:SaarbrĂĽcken
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1215:: 104366.
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559:References
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151:Alma mater
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262:Education
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321:Research
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278:Career
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621:2012
96:Born
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