Research

I am interested in the following research aspects:

Design for Teachers: Exploring and designing ways for teachers to leverage technology and design approaches effectively into the teaching-learning process. This includes identifying best practices for TEL implementation, developing strategies and guidelines, and creating teacher professional development programs that leverage design-based methods to address teaching-learning challenges
Closing the feedback loop: Exploring, designing, and evaluating analytics to close the feedback loop for learners and teachers across different teaching-learning settings, with a focus on human-centered design
Socio-Tech Factors in Analytics Use: Unpacking the role of factors such as teachers' beliefs, attitudes, and cultural contexts in their pedagogical decision-making when using Learning Analytics (LA) tools
Video-based Learning and Multimodal Data: Investigating the underlying mechanisms of learning processes in video-based learning environments, using eye-tracking, momentary self-reports, and clickstream data to develop a comprehensive process-centered model and evidence-based guidelines for effective video-based learning

An evidence-based feedback system for lectures: From data to practice

Tcherly: A data-informed feedback system

Student Feedback System - Captures students’ real-time feedback on their cognitive-affective states from lectures
Teacher-facing Dashboard - Presents the aggregate class feedback to the teachers to inform their instructional actions and decisions, such as revising instructional materials or adapting pedagogy.

How it works?

Setting: A prerecorded video or a classroom lecture
Students provide real-time feedback about their cognitive-affective states (i.e., difficult, easy, boring, or engaging) during the lecture
Feedback is aggregated and provided on a teacher dashboard for teacher reflection and informing instructional actions and decisions

More details here

Visit: https://tcherly.com/

Selected Publications related to this work:

Chavan, P. & Mitra, R. (2025, June). My Beliefs Matter: Role of Teachers’ Beliefs in Their Use of Analytics. In Rajala, A., Cortez, A., Hofmann, H., Jornet, A., Lotz-Sisitka, H., & Markauskaite, L. (Eds.), Proceedings of the 19th International Conference of the Learning Sciences - ICLS 2025 (pp. 2066-2070). International Society of the Learning Sciences. (link)
Chavan, P., & Mitra, R. (2022, October). Tcherly: A Teacher-Facing Dashboard for Online Video Lectures. Journal of Learning Analytics, 9(3), 125-151 (link)
Chavan, P., Mitra, R., Sarkar, A., & Panwar, A. (2023, November). A contextualized assessment of reliability and validity of student-initiated momentary self-reports during lectures. Educational technology research and development, 1-37. (link)
Mitra, R., & Chavan, P. (2019, March). DEBE feedback for large lecture classroom analytics. In Proceedings of the 9th International Conference on Learning Analytics & Knowledge (pp. 426-430). ACM. (link)
Chavan, P., Gupta, S., & Mitra, R. (2018, November). A Novel Feedback System for Pedagogy Refinement in Large Lecture Classroom. In Proceedings of the 26th International Conference on Computers in Education (link)

Pedagogical Design Thinking: Scaffolding Pre-Service Teachers' (PSTs) Design Thinking Work

This research positions 'teaching as a designing work' and aims to conceptualize, design, and evaluate a scaffolding model that supports PSTs in applying Design Thinking (DT) to address authentic teaching-learning problems through the creation of pedagogical designs in the form of physical models and associated instructional activities.

A scaffolding framework for Design Thinking (DT) of PSTs is proposed that integrates two supports within the DT process: notcing-with-video-based personas as a pedagogical scaffold for the Empathize and Define phases, and expert modeling as a design scaffold for the Ideate and Prototype phases.

Publications related to this work:

Sharma, S., & Chavan, P. (Accepted). Towards Preparing Pre-Service Teachers (PSTs) as Designers of Learning: A Thematic Analysis of Their Perceptions and Challenges in a Generic Design Thinking Task. To Appear In The International Conference on Technology 4 Education (T4E 2025)
Sharma, S. (Accepted). Towards Pedagogical Design Thinking: Exploring the Role of Scaffolding in Pre-Service Teachers Development as Learning Designer. To Appear in Doctoral Student Consortium (DSC) of The 33rd International Conference on Computers in Education (ICCE 2025)

StereoChem: An Augmented Reality (AR) app conceptualized & designed by me & my colleague Narasimha Swamy K L

An augmented reality (AR) app, StereoChem: Designed for visualizing augmented 3D molecular models and enhancing the spatial perception of 3D molecules to aid in teaching and learning of stereochemistry concepts.

Below is the publication related to this work:

KL, N. S., Chavan, P. S., & Murthy, S. (2018, July). StereoChem: Augmented Reality 3D Molecular Model Visualization App for Teaching and Learning Stereochemistry. In 2018 IEEE 18th International Conference on Advanced Learning Technologies (ICALT) (pp. 252-256). IEEE. (link)

Understanding systems thinking from the perspectives of experience and diversity

Proposed a potential model for developing systems thinking skills in an individual based on experience and diversity.
Preliminary findings: Both diversity and experience in domain experts’ research are key to developing systems thinking skills. The roles can even be compensatory, but one cannot fully replace the other.

Below is the publication related to this work:

Padhi, D. R., Chavan, P., & Mitra, R. (2018, December). Understanding systems thinking from the perspectives of experience and diversity. In 2018 IEEE Tenth International Conference on Technology for Education (T4E) (pp. 122-125). IEEE. (link)

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