The IDEA (Inclusive Digital Education and Analytics) Lab is located at Clemson University in the College of Education. Our research is focused on designing socially just and inclusive digital learning environments in engineering, computer science, and computational statistics. We also develop and implement innovative and inclusive analytics approaches to make sense of student learning.
The IDEA lab stands in solidarity with our Black, Brown, Latinx, AAPI, and Indigenous brothers and sisters who face brutality, violence, and inequities in their communities.
Our work in education takes action to challenge historical and current systemic inequities and oppresive systems. We work with and for our children to conduct educational research that benefits them and their communities.
We acknowledge that the main campus of Clemson University occupies the traditional and ancestral land of the Cherokee People. This is also land on which people enslaved by the Pickens, Clemson, and Calhoun families lived and worked, and that was transformed into the campus of Clemson University through convict labor. We make this acknowledgement to remember the histories of violence, to recognize Indigenous and Black claims to life and land, and to recenter those claims as we commit to better ways of caring for each other and for this land. For more information visit Decolonize Clemson.
Director of the IDEA Lab
Graduate Student Researcher
Graduate Student Researcher
Graduate Student Researcher
Graduate Student Researcher
Graduate Student Researcher
Graduate Student Researcher
Graduate Student Researcher
Senior Researcher
Graduate Student Researcher
Undergraduate Student Researcher
Graduate Student Researcher
Arastoopour Irgens, G., Hirsch, S., Herro, D., & Madison, M. (2023). Analyzing a teacher and researcher co-design partnership through the lens of communities of practice. Teaching and Teacher Education. 121(Jan 23).
Arastoopour Irgens, G., Herro, D., Adisa, I.O., Abimbade, O., & Fisher, A. (2023). Bop or Flop?: Integrating Music and Data Science in an Elementary Classroom. Journal of Experimental Education.
Adisa, I.O., Thompson, I., Famaye, T., Sistla, D., Bailey, C., Mulholland, K., Fecher, A., Lancaster, C., & Arastoopour Irgens, G. (2023). "S.P.O.T: A Game-Based Application for Fostering Critical ML Literacy Among Children." Proceedings of the International Design for Children Conference (IDC) 2023.
Famaye, T., Bailey, C.S., Adisa, I. O., & Arastoopour Irgens, G. (June 2023). The design of a critical machine learning program for young learners. Paper presentation International Conference of Learning Sciences (ICLS). Montreal, Canada.
Arastoopour Irgens, G., Adisa, I.O., Bailey, C., & Vega, H. (2022). Designing with and for Youth: A Participatory Design Research Approach for Critical Machine Learning Education. Education Technology & Society. 25(4).
Arastoopour Irgens, G., Vega, H., Adisa, I.O., & Bailey, C. (2022). Characterizing children’s conceptual knowledge and computational practices in a critical machine learning educational program. International Journal of Child-Computer Interaction. 34(Dec).
Arastoopour Irgens, G. & Eagan, B. (2022). Foundations and Fundamentals of Quantitative Ethnography. Copenhagen, Denmark. Fourth International Conference of Quantitative Ethnography. ICQE 2022.
Vega. H. (2022). Creating and Discussing Discourse Networks with Research Participants: What Can we Learn? Copenhagen, Denmark. Fourth International Conference of Quantitative Ethnography. ICQE 2022.
Arastoopour Irgens, G. (2022). "Using Knowledgeable Agents of the Digital and data feminism to uncover social identities in the #blackgirlmagic Twitter community." Learning, Media and Technology. 47(1). 79 - 94.
Thompson, J. & Arastoopour Irgens, G. (2022). "Data Detectives: A Data Science Program for Middle Grade Learners." Journal of Statistics and Data Science Education.
Buckingham Shum, S., Arastoopour Irgens, G., Moots, H., Phillips, M., Shah, M., Vega, H., & Wooldridge, A. (2021). "Participatory Quantitative Ethnography" In Wasson, B. & Zörgő, S. (Eds.), Third International Conference on Quantitative Ethnography, ICQE 2021. Malibu, CA, USA. November 6 - 11, 2021.
Vega, H. & Arastoopour Irgens, G. (2021). "Constructing Interpretations with Participants through Epistemic Network Analysis: Towards Participatory Approaches in Quantitative Ethnography" In Wasson, B. & Zörgő, S. (Eds.), Third International Conference on Quantitative Ethnography, ICQE 2021. Malibu, CA, USA. November 6 - 11, 2021.
Adisa, I.O & Arastoopour Irgens, G. (2021). "Whose Report? The Biases of Nigerian #EndSARS Protest Media Coverage" In Wasson, B. & Zörgő, S. (Eds.), Third International Conference on Quantitative Ethnography, ICQE 2021. Malibu, CA, USA. November 6 - 11, 2021.
Lancaster, C. (2021). "Is This the Right (or Left) Approach to the COVID-19 Pandemic?" In Wasson, B. & Zörgő, S. (Eds.), Third International Conference on Quantitative Ethnography, ICQE 2021. Malibu, CA, USA. November 6 - 11, 2021.
Bailey, C. S., Adisa, I., Vega, H., & Arastoopour Irgens, G. (2021, May). "Cognitive, Affective, and Politicized Trust in a Community Youth Program: A Participatory Design Research Project." Poster presented at the 2021 RESPECT Virtual Conference.
Vega, H. & Arastoopour Irgens G. (2021). "Examining Teacher Reflection in a Multimodal Composition about Identity." International Society of the Learning Sciences Annual Meeting. Bochum, Germany, June 7-11.
Vega, H., Arastoopour Irgens G., & Bailey C. (2021). "Negotiating Tensions: A Study of Pre-Service English as Foreign Language Teachers’ Sense of Identity within their Community of Practice." In A.R. Ruis and S.B. Lee (Eds.), Second International Conference, ICQE 2020, (pp. 277 - 291). Malibu, CA, USA, February 1-3, 2021.
Kaliisa, R., Misiejuk, K., Arastoopour Irgens, G., & Misfeldt M. (2021). "Scoping the Emerging Field of Quantitative Ethnography: Opportunities, Challenges and Future Directions." In A.R. Ruis and S.B. Lee (Eds.), Second International Conference, ICQE 2020, (pp. 3 - 17). Malibu, CA, USA, February 1-3, 2021.
Arastoopour Irgens, G., Knight, S., & Wise, A. (2020). Data Literacies and Social Justice: Exploring Critical Data Literacies through Sociocultural Perspectives. In M. Gresalfi and I.S. Horn (Eds.), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 1. (pp. 406 - 413). Nashville, Tennessee: International Society of the Learning Sciences.
Arastoopour Irgens G. & Thompson, J. (2020). “Would You Rather Have it be Accurate or Diverse?” How Male Middle-School Students Make Sense of Algorithm Bias and Racial/Gender Discrimination. In M. Gresalfi and I.S. Horn (Eds.), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 2. (pp. 751 - 752). Nashville, Tennessee: International Society of the Learning Sciences.
Vega, H. & Arastoopour Irgens, G. (2020). Identity Negotiation of Pre-service Teachers of English as a Foreign Language. In M. Gresalfi and I.S. Horn (Eds.), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 4. (pp. 1990 - 1997). Nashville, Tennessee: International Society of the Learning Sciences.
Arastoopour Irgens, G. (2019). Facilitating a Sense of Belonging for Women of Color in Engineering: The Case for Virtual Internships. In Roscoe, R.D., Chiou, E.K., & Wooldridge, A.R. (Eds.), Advancing Diversity, Inclusion, and Social Justice through Human Systems Engineering. Boca Raton, FL: CRC Press.
Arastoopour Irgens, G. (2023). CAREER: CritComp Pop-ups: Co-designing critical machine learning educational programs with and for elementary school students. National Science Foundation.
Arastoopour Irgens, G. (2020). BCSER: Modeling and measuring critical data literacies in informal learning environments. National Science Foundation.
