arXiv subjects

Taha Hassan

Publications and source records attributed to Taha Hassan.

7 recordsLinked to original sources

arXiv2026

Exploring Student Feedback Needs and Design Opportunities in Data Storytelling Education

Data storytelling workflows ask learners to integrate analytical, design, and narrative skills, but instructors rarely have the capacity to provide detailed feedback at each step. Computational and AI-assisted storytelling offers opportunities to support student learning, but how feedback should be structured effectively remains unclear. To address this gap, we conducted a two-phase participatory design study. Through participant observations (N=8) and interviews (N=6), the first phase explored learners and educators' feedback needs and challenges in a data storytelling course. The second phase conducted two design workshops (N=8/10) to design and evaluate feedback strategies (frequency, seamlessness, accountability) for Story Studio: an AI-assisted narrative storytelling application. Our findings show that participants perceived on-demand and process feedback modes as effective, but automatic and outcome feedback as slightly more persuasive. We discuss implications for designing AI-augmented storytelling systems that adapt their feedback modes to the diverse needs and expectations of students.

cs.HC↗

arXiv2024

Simplify, Consolidate, Intervene: Facilitating Institutional Support with Mental Models of Learning Management System Use

Measuring instructors' adoption of learning management system (LMS) tools is a critical first step in evaluating the efficacy of online teaching and learning at scale. Existing models for LMS adoption are often qualitative, learner-centered, and difficult to leverage towards institutional support. We propose depth-of-use (DOU): an intuitive measurement model for faculty's utilization of a university-wide LMS and their needs for institutional support. We hypothesis-test the relationship between DOU and course attributes like modality, participation, logistics, and outcomes. In a large-scale analysis of metadata from 30000+ courses offered at Virginia Tech over two years, we find that a pervasive need for scale, interoperability and ubiquitous access drives LMS adoption by university instructors. We then demonstrate how DOU can help faculty members identify the opportunity-cost of transition from legacy apps to LMS tools. We also describe how DOU can help instructional designers and IT organizational leadership evaluate the impact of their support allocation, faculty development and LMS evangelism initiatives.

cs.HC↗

arXiv2021

Learning to Trust: Understanding Editorial Authority and Trust in Recommender Systems for Education

Trust in a recommendation system (RS) is often algorithmically incorporated using implicit or explicit feedback of user-perceived trustworthy social neighbors, and evaluated using user-reported trustworthiness of recommended items. However, real-life recommendation settings can feature group disparities in trust, power, and prerogatives. Our study examines a complementary view of trust which relies on the editorial power relationships and attitudes of all stakeholders in the RS application domain. We devise a simple, first-principles metric of editorial authority, i.e., user preferences for recommendation sourcing, veto power, and incorporating user feedback, such that one RS user group confers trust upon another by ceding or assigning editorial authority. In a mixed-methods study at Virginia Tech, we surveyed faculty, teaching assistants, and students about their preferences of editorial authority, and hypothesis-tested its relationship with trust in algorithms for a hypothetical `Suggested Readings' RS. We discover that higher RS editorial authority assigned to students is linked to the relative trust the course staff allocates to RS algorithm and students. We also observe that course staff favors higher control for the RS algorithm in sourcing and updating the recommendations long-term. Using content analysis, we discuss frequent staff-recommended student editorial roles and highlight their frequent rationales, such as perceived expertise, scaling the learning environment, professional curriculum needs, and learner disengagement. We argue that our analyses highlight critical user preferences to help detect editorial power asymmetry and identify RS use-cases for supporting teaching and research

cs.HC↗

arXiv2019

Exploring the context of course rankings on online academic forums

University students routinely use the tools provided by online course ranking forums to share and discuss their satisfaction with the quality of instruction and content in a wide variety of courses. Student perception of the efficacy of pedagogies employed in a course is a reflection of a multitude of decisions by professors, instructional designers and university administrators. This complexity has motivated a large body of research on the utility, reliability, and behavioral correlates of course rankings. There is, however, little investigation of the (potential) implicit student bias on these forums towards desirable course outcomes at the institution level. To that end, we examine the connection between course outcomes (student-reported GPA) and the overall ranking of the primary course instructor, as well as rating disparity by nature of course outcomes, based on data from two popular academic rating forums. Our experiments with ranking data about over ten thousand courses taught at Virginia Tech and its 25 SCHEV-approved peer institutions indicate that there is a discernible albeit complex bias towards course outcomes in the professor ratings registered by students.

cs.CY↗

arXiv2019

On bias in social reviews of university courses

University course ranking forums are a popular means of disseminating information about satisfaction with the quality of course content and instruction, especially with undergraduate students. A variety of policy decisions by university administrators, instructional designers and teaching staff affect how students perceive the efficacy of pedagogies employed in a given course, in class and online. While there is a large body of research on qualitative driving factors behind the use of academic rating sites, there is little investigation of the (potential) implicit student bias on said forums towards desirable course outcomes at the institution level. To that end, we examine the connection between course outcomes (student-reported GPA) and the overall ranking of the primary course instructor, as well as rating disparity by nature of course outcomes, for several hundred courses taught at Virginia Tech based on data collected from a popular academic rating forum. We also replicate our analysis for several public universities across the US. Our experiments indicate that there is a discernible albeit complex bias towards course outcomes in the professor ratings registered by students.

cs.SI↗

arXiv2019

Trust and Trustworthiness in Social Recommender Systems

The prevalence of misinformation on online social media has tangible empirical connections to increasing political polarization and partisan antipathy in the United States. Ranking algorithms for social recommendation often encode broad assumptions about network structure (like homophily) and group cognition (like, social action is largely imitative). Assumptions like these can be naïve and exclusionary in the era of fake news and ideological uniformity towards the political poles. We examine these assumptions with aid from the user-centric framework of trustworthiness in social recommendation. The constituent dimensions of trustworthiness (diversity, transparency, explainability, disruption) highlight new opportunities for discouraging dogmatization and building decision-aware, transparent news recommender systems.

cs.SI↗

arXiv2013

An Empirical Investigation of V-I Trajectory based Load Signatures for Non-Intrusive Load Monitoring

Choice of load signature or feature space is one of the most fundamental design choices for non-intrusive load monitoring or energy disaggregation problem. Electrical power quantities, harmonic load characteristics, canonical transient and steady-state waveforms are some of the typical choices of load signature or load signature basis for current research addressing appliance classification and prediction. This paper expands and evaluates appliance load signatures based on V-I trajectory - the mutual locus of instantaneous voltage and current waveforms - for precision and robustness of prediction in classification algorithms used to disaggregate residential overall energy use and predict constituent appliance profiles. We also demonstrate the use of variants of differential evolution as a novel strategy for selection of optimal load models in context of energy disaggregation. A publicly available benchmark dataset REDD is employed for evaluation purposes. Our experimental evaluations indicate that these load signatures, in conjunction with a number of popular classification algorithms, offer better or generally comparable overall precision of prediction, robustness and reliability against dynamic, noisy and highly similar load signatures with reference to electrical power quantities and harmonic content. Herein, wave-shape features are found to be an effective new basis of classification and prediction for semi-automated energy disaggregation and monitoring.

cs.CE↗