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Queen Mary Academy

Dr Marie-Luce Bourguet

Senior Lecturer in Computer Science, Founding Director of ESC (Educational Scholarship Centre) and Deputy Director for Scholarship of CAISE (Centre for Academic Inclusion in Science and Engineering). School of Electronic Engineering and Computer Science.

 

Describe some of the scholarship projects you have been a part of throughout your career. 

My scholarship projects primarily focus on three areas: learning analytics and flipped learning, AI and social robots in education, and immersive learning. I adopt a student-staff co-creation approach across all these domains. 

Implementing flipped learning using H5P interactive videos in one of my large modules in China has spawned scholarship projects in educational data mining and learning analytics, exploring benefits, challenges, and best practices for flipped learning (see selected publications below). Notably, a student-staff co-created Learning Analytics Dashboard received the first QMA SEED award within the transnational Joint Program (JP) with BUPT in 2023. 

Publications and presentations include: 

  • 'Showing the Benefits of Study Regularity to Learners for Keeping them Engaged' (RIDE 2024) 
  • 'Demonstrating the Impact of Study Regularity on Academic Success Using Learning Analytics' (LAK 2024) 
  • 'Eye-Tracking to Study the Effect of Instructor’s Presence in Video Lectures' (LAK 2024) 
  • 'Methodology for the Participatory Design of a Learner-facing Analytics Dashboard' (ICCE 2023) 
  • 'Co-creation and Learner Personas for Inclusive Design of a Learning Analytics Dashboard' (AIED 2023) 
  • 'Measuring Students’ Self-Regulated Learning Skills from Digital Traces' (EC-TEL 2022) 
  • 'Distance Measure Between Instructor-Recommended and Learner’s Learning Pathways' (EDM 2022) 

Another focus of my scholarship work is on the use of AI and social robots, such as the semi-humanoid Pepper robot, for enhancing and monitoring engagement, affective states, and students’ wellbeing in both classroom and online settings. This collaborative work involves final year JP students and collaborators based in Japan, offering JP students unique opportunities to engage in cutting-edge research on intelligent robotics for education in Tokyo, impacting the lives of 15 students to date and earning recognition such as the QMUL Faculty Award for Internationalisation in 2021. This work was further acknowledged with a best presentation award at BCS-HCI  2022. I also chaired the Late-Breaking Results track at AIED (AI in Education) conferences in 2023 and 2024. 

Publications and presentations include: 

  • 'Online Learners’ Cognitive-Affective States Awareness for Wellbeing and Self-Regulation Skills' (HRI4Wellbeing 2022) 
  • 'Data-driven Behavioural and Affective Nudging of Online Learners' (AIED 2022) 
  • 'Robot Public Speakers’ Effect on Audience Affective Reaction and Attention Allocation' (BCS-HCI 2022) 
  • 'Can Robots Be Good Public Speakers?' (TEI 2022) 
  • 'Social Robots for Sensing and Improving Student Engagement' (TALE 2020) 
  • 'Impact of a Social Robot Public Speaker on Audience Attention' (HAI 2020) 
  • 'Visual Sensing Platform for Robot Teachers' (HAI 2019) 
  • 'Challenges of Educational Social Robots' (CHI 2019) 

Over the past four years, I have been actively involved with the Immersive Learning Research Network (iLRN), an international nonprofit organisation dedicated to advancing immersive learning. I have served on the organising committee of the annual iLRN international conference, holding the roles of Programme Chair (2022, 2023), General Chair (2024), and currently preparing for iLRN2025 as Accessibility and Inclusivity Chair. Having taught 3D programming for several years, I engage JP final-year students in the co-creation of AR and VR learning resources, resulting in several co-authored publications. At iLRN2023, I received the “Outstanding Contribution to Pedagogy Award” for the workshop titled 'Immersive Learning and Inclusivity: Raising Awareness, Identifying Opportunities and Challenges, and Adapting Practice'. 

My most recent work is a collaboration with QMA colleagues (Elise Omfalos) and the Technology Enhanced Learning Team (TELT’s Megan Jones and Zaheer Daleel) on evaluating the effectiveness of co-created virtual meeting spaces in the metaverse. Our goal is to enhance online communication, teamwork, and student learning experiences. Following a successful pilot, we were awarded a University of London CODE (Centre for Online & Distance Education) Teaching and Research Award 2024 to support this ongoing work. 

Publications and presentations include: 

  • 'Instructional Design and Authoring of Accessible and Inclusive XR Learning Experiences – Instructor-Learner and Instructor-AI Partnerships' (upcoming special issue of the Journal of Applied Instructional Design 2024) 
  • 'Creating Immersive Learning Experiences with Generative AI: A Case Study in Dental Education' (iLRN 2024) 
  • 'Students’ Co-creation of Collaborative Learning Spaces in the Metaverse' (iLRN 2024) 
  • 'Immersive Learning and Inclusivity: Raising Awareness, Identifying Opportunities and Challenges, and Adapting Practice' (iLRN 2023) 
  • 'Developing Materials Science Experiments Using Augmented Reality' (iLRN 2022) 
  • 'Computer and Materials Sciences Convergence for Technology-based Learning Resources' (Frontiers in Education 2021) 
  • 'Teaching Invisible Phenomena and Virtual Experiments: Immersion or Augmentation?' (iLRN 2021) 
  • 'Student-staff Co-creation of Virtual and Augmented Reality Learning Resources' (Invited Podcast The Versatilist 2021) 
  • 'Virtual and Augmented Reality for Teaching Materials Science' (TALE 2020) 
  • 'Student-staff Co-creation of Virtual and Augmented Reality Learning Resources' (Invited Webinar the BCS Chartered Institute for IT 2020) 
  • 'Student-Staff Co-Creation Project for Teaching Materials Science using XR' (BCS INSPIRE 2020) 

How has that work contributed to your career progression?

Presenting my work both internally and externally at webinars and conferences, has opened doors and allowed me to meet like-minded colleagues passionate about scholarship and educational research. Most importantly, it has given me the confidence to share my work with colleagues closer to me. In 2022, I initiated a discussion group about scholarship within my school, which has now evolved into the established Educational Scholarship Centre (ESC) that I lead. With its own budget, ESC has supported junior colleagues by enabling them to attend educational conferences, present their work, and gain exposure to scholarship activities in the UK and beyond. 

This role has also empowered me to collaborate with other colleagues leading scholarship initiatives in their respective schools or faculties, identifying synergies to better support colleagues, especially those on Teaching and Scholarship (T&S) contracts. For example, over the past year, ESC and CREME (Centre for Research in Engineering and Materials Education) in the School of Engineering and Materials Science have jointly organised fortnightly scholarship exchange webinars, highlighting the excellent scholarship work in our schools. 

Additionally, this experience has given me the confidence to take on leadership roles at the faculty level, such as becoming the deputy director for scholarship of CAISE (Centre for Academic Inclusion in Science and Engineering) in 2022, and acting Director since January 2024. 

My scholarship work has also contributed to my being awarded a Senior Fellowship of the HEA. 

How would you describe the impact of your scholarship?

My scholarship work has had a transformative impact on my teaching practice. An ongoing cycle of research, application, and reflection has strengthened my ability to create impactful and inclusive educational experiences, ultimately benefiting both my students and my professional growth as an educator. 

Engaging students as co-creators in their own learning experiences profoundly impacts their academic journey and personal development. When students actively participate in designing and implementing their educational activities, they gain a deeper understanding of the subject matter and develop critical thinking, problem-solving, and collaborative skills. By contributing their perspectives and ideas, students also help create more relevant and inclusive learning environments, catering to diverse learners and needs. This collaborative model promotes mutual respect and shared learning between students and educators, ultimately enhancing the overall educational experience. 

Finally, centres such as ESC and CAISE have a significant positive impact on staff. These centres provide platforms for professional development, collaboration, and the sharing of best practices. For instance, CAISE has organised various workshops championing inclusivity within the faculty, which have led to more inclusive teaching practices. ESC supports T&S staff by providing resources, funding, and opportunities to present their work internally and at conferences. Overall, centres like ESC and CAISE play a crucial role in professional development, fostering inclusivity, promoting excellence in teaching and scholarship, and contributing to a vibrant, inclusive, and dynamic educational environment. 

What advice would you give to academics about the importance of scholarship to academic careers?

For anyone invested in their educational role, engaging in scholarship is essential. However, it is particularly crucial for T&S staff who need to develop a strong narrative around scholarship and its impact for promotion applications. It is a vital component of professional development and educational excellence, as it enriches teaching practices, fosters professional growth, and is essential for career advancement.  

Embarking on scholarship work can initially seem daunting, as it requires a shift from one's core discipline towards exploring new methodologies, theories, and practices. Despite these challenges, the support available to help navigate this transition is growing, making it achievable and rewarding. Embrace the journey, seek support, and continuously strive to improve your practice through scholarship.  

Engaging in scholarship also means putting yourself out there. Attend conferences to expose yourself to the work being done by others. This exposure can provide new insights, inspire innovative ideas, and create opportunities for collaboration. Networking within your school, faculty, and the broader academic community will enhance your scholarship work and its impact. 

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