David Shaffer

Data Philosopher

David Williamson Shaffer is the Vilas Distinguished Achievement Professor of Learning Science at the University of Wisconsin-Madison in the Department of Educational Psychology, the Obel Foundation Professor of Learning Analytics, and a Data Philosopher at the Wisconsin Center for Education Research. He is the author of How Computer Games Help Children Learn, and Quantitative Ethnography.

Curriculum Vitae

Contact Information

Phone: (608) 890-3443
Office: 499B Ed Sciences

Current Projects

ECR: Assessing Complex Collaborative STEM Learning at Scale with Epistemic Network Analysis
ECR: nCoder+: A Tool for Subgroup-Fair Coding of STEM Learning Data at Scale
Fourth International Conference on Quantitative Ethnography (ICQE22)
Fourth International Conference on Quantitative Ethnography (ICQE22) - Participant Support

Completed Projects

CAREER: Alternate Routes to Technology and Science (ARTS)
AutoMentor: Virtual Mentoring and Assessment in Computer Games for STEM Learning
EAGER Proposal for Research in Measurement and Modeling: Dynamic STEM Assessment through Epistemic Network Analysis
REU Supplement to EAGER Proposal for Research in Measurement and Modeling: Dynamic STEM Assessment Through Epistemic Network Analysis
DIP: Examining the Potential for Synergy or Negative Transfer when Students Learn from Multiple STEM Learning Games
Using a Virtual Engineering Internship to Model the Complexity of Engineering Design Problems
Measuring Complex STEM Thinking Using Epistemic Network Analysis
Collaborative Research: Research Initiation Grants in Engineering Education: Development of Innovation Capacity in Engineering Students Through Virtual Internships
Exploring the Potential of Virtual Internships for Civic and Media Education
AISL: Local Environmental Modeling: A Toolkit for Incorporating Place-Based Learning into Virtual Internships - A Scalable, Informal STEM Learning Environment
Collaborative Research & Development Effort on Generalized Intelligent Framework for Tutoring (GIFT)
PurpleState 2.0: Investigating the Impact of a Virtual Internship on Argumentative Reading and Writing in Civic Education