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 also 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. Decolonize Clemson.
Director of the IDEA Lab
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Dr. Arastoopour Irgens is Assistant Professor of Learning Sciences, Director of the IDEA Lab at Clemson University, and Vice President of the International Society for Quantitative Ethnography. She is a former middle school computer science and high school mathematics teacher. In her design-based research, she engages in participatory methods that actively involve teachers, students, and community partners working together to co-design digital learning environments that serve their communities. In her learning analytics work, she uses quantitative ethnography, computational linguistics, and discourse networks to make sense of how learners engage with digital technologies. She earned her Ph.D. and M.S. in Learning Sciences from the University of Wisconsin-Madison, M.A. in Mathematics Education from Columbia University, and B.S. in Mechanical Engineering from the University of Illinois at Urbana-Champaign. Data science is her hobby.
Graduate Student Researcher
'Joba is a doctoral student in the Learning Sciences program with a focus on digital learning environment design. He has a background in instructional and learning experience design and earned his M.Ed. in Educational Technology from the University of Ibadan, Nigeria and B.Tech. in Physics Education from Federal University of Technology Minna, NG. Prior to graduate school, 'Joba worked as a digital learning specialist at Tek-Experts and taught both graduate and undergraduate students for 2 years at the University of Ibadan, Nigeria. His research interest include fostering socio-emotional connections, engagement, participation, and immersion in digital learning environments. He enjoys developing interactive courses and programming with Python.
Graduate Student Researcher
Cinamon is a doctoral student and Graduate Research Assistant in the Learning Sciences' program at Clemson University, College of Education, with an emphasis on digital technology and learning. She has engaged in educational research involving both youth and adults in the areas of computational thinking, computer science (CS) practices, coding bootcamps, adaptive expertise, critical machine learning, social media, technologies, language learning, and program and curricula design. Her dissertation interests and research goals center on how digital technologies/digital learning, specifically augmented reality, can contribute to adult second language learning. Prior to starting her doctoral studies, Cinamon received a B.S in Psychology at the College of Charleston (1997), a Masters in Social Work at the University of SC (1999), and a Masters in Education in Language at the College of Charleston (2019). Cinamon’s future research goals focus on using technology to immerse, connect, and support learners while empowering equity in education. Cinamon’s research publications can be viewed here.
Graduate Student Researcher
Tolu is a doctoral student in the Learning Sciences program with research interests in Instructional Design for physical and virtual learning environments, designing E-learning courses, Video based instructions and Technology integration for higher cognitive processes. Tolu worked actively as a research assistant in the University of Ibadan, in various internationally funded projects. Some of these projects include e-courseware development, Mobile learning and content development using different authoring tools. Prior to graduate school, she gained project management and operational experience handling Educational Technology centred projects for various Open and Distance Learning institutions in some Federal and Private Universities in Nigeria.
Graduate Student Researcher
Alison is a doctoral student in the Educational Leadership program with a focus on higher education. Her research centers on digital games as a third space in higher education and how it supports student learning and development both in and out of the classroom. Prior to starting her doctoral studies, Alison earned a BA in Latin and Classical Cultures (2009) and an MA in Linguistics and TESOL (2012) at the Ball State University and an MEd in Counselor Education: Student Affairs (2018) from Clemson. She has played, loved, and learned from video games since receiving a Sega Genesis for Christmas in 1992.
Graduate Student Researcher
Caitlin is a doctoral student in the Human-Centered Computing program studying human-AI teaming with a special focus on training and critical education, particularly for bias mitigation. Before joining the program, she received her M.A. in Communication, Technology, and Society from Clemson, during which she taught public speaking and introduction to communication courses. Outside of academia, Caitlin has professional experience in social media and digital marketing, public relations, and digital media production.
Graduate Student Researcher
Katherine is a doctoral student in the Learning Sciences program with an emphasis on andragogical learning, specifically learning through science outreach. Her interests and research goals center on how outreach participation can contribute to undergraduate student's science communication efficacy in public and K-12 settings. Prior to starting her doctoral studies, Katherine received a B.S. in Genetics from Clemson University. After receiving her bachelor's degree, Katherine joined the Clemson University Science Outreach Center team as a STEM Education Specialist.
Grant Project Manager
Dr. Vega Quesada is a manager for the project Building Capacity for Early Multilingual Learners: Bridging Literacy, Reading Recovery®, and ESOL at Clemson University. Broadly, Hazel's research examines language teachers’ professional identities and participatory approaches. She still collaborates with the IDEA Lab, leading a project to develop a digital tool for participatory data analysis. She earned her Ph.D. in Learning Sciences from Clemson University, her M.A. in Second Languages and Cultures and her B.S. in English Teaching from Universidad Nacional in Costa Rica. Hazel has worked with in-service and pre-service teachers and taught English as a foreign language for over 20 years in Costa Rica and the US.
Graduate Student Researcher
Deepika ia a doctoral student in the Learning Sciences program with research interests in online education and its impacts on classroom learning, e-learning effectiveness, and psychological effects. She has a Master's in Information Technology from Pittsburg State University, Kansas and a Bachelor's in Computer Science from India. She has conducted research on the impacts of online education compared with traditional education. After completing her Master's, Deepika explored different coding languages and technologies such as Java, spring boot, and Rest API, which she used during her career at Discover as a junior software developer.
Undergraduate Student Researcher
Ian an undergraduate student in the College of Education majoring in elementary education. He has an interest in both education and computer science. Ian’s responsibilities include assisting in the development of the CML application and maintaining the Lab website. Outside of school, Ian enjoys being outside, listening to music, and working on side projects using his skills in JavaScript, Python and Swift. After graduation, he hopes to pursue a career where his interests in computer science and education can intersect.
Arastoopour Irgens, G., Adisa, Ibrahim, Bailey, C., & Vega, Hazel. Designing with and for Youth: A Participatory Design Research Approach for Critical Machine Learning Education. Education Technology & Society. 25(4).
Arastoopour Irgens, G., Vega, Hazel, Adisa, Ibrahim, & Bailey, C. 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.
Quantitative Ethnography Podcast: Episode 5
Listen to Golnaz Arastoopour Irgens and David Williamson Shaffer reunite as they discuss the key tenets of Quantitative Ethnography, what "messy" QE research looks like in practice, and closing that interpretive loop.
And hear Gol talk a bit about her data science hobby.
Hazel Vega Quesada, ISQE Webinar Series 2021
Golnaz Arastoopour Irgens, ISQE Webinar Series 2020
Golnaz Arastoopour Irgens, Keynote Speaker at ICQE 2019