Cultivating Curiousity

Pedalogical Tools and Student-Led Projects

Lucas P. Cordova, Ph.D.

lpcordova@willamette.edu

Willamette University

September 4, 2025

About Me

Teaching Areas

• Intro to Programming
• Data Structures
• Algorithms
• Software (Mobile Dev, Game Dev)
• SQL & Data Engineering
• CS Capstone & DS Capstone

Research Areas

• Educational Technology & AI-Powered Learning
• Software Testing & Security Education
• Human-Centered Design in Computing Education
• Student-Driven Innovation Projects

🚪 Ford Hall, Room 210
📬 lpcordova@willamette.edu
🌐 lpcordova.com

Overview

1. Research on pedagogical tools

2. Student-led innovation projects

The Challenge

How can we create educational experiences that resonate long after the lesson ends?

• Moving beyond traditional passive learning
• Empowering student ownership and reflection
• Bridging theory and practice in education
• Creating memorable, lasting learning moments
• Leveraging technology to enhance learning

The Vision

“Where learning adapts and technology empowers.”

• Tools that adapt to individual learning styles
• Experiences that bridge classroom and career
• Technologies that empower rather than replace human connection

Pedalogical

Pedalogical

Transforming Learning Through Deep Reflection

• AI-powered platform for creating personalized learning experiences
• Empowers students to claim ownership of their learning journey
• Grounded in learning theories

Built by Students, for Students!

Developed with contributions from 6 students over the last year:

• Teo Mendoza (CS)
• Gavin Smith (Physics)
• Sam Holmes (Math/CS)
• Shouvik Ahmed Antu (CS/DS)
• Ben Webster (CS/DS)
• Derec Gregory (CS/DS)
• Josh Torres (Psychology)

Theoretical Foundations

Learning Theories Informing Our Design

• Constructivism (Bruner, 1990): Students build knowledge through experience
• Cognitive Load Theory (Sweller, 1988): Optimizing mental effort for learning
• Self-Regulated Learning (Zimmerman, 2000): Ownership drives motivation
• Bloom’s Taxonomy (Anderson & Krathwohl, 2001): Moving from knowledge to creation

Pedagogical Strategies Enabled

Assessment Methods

• Formative Assessment: Continuous feedback to guide learning
• Summative Assessment: Evaluating mastery at course end
• Self-Assessment: Fostering metacognitive skills
• Bloom’s Taxonomy (Anderson & Krathwohl, 2001): Moving from knowledge to creation

Question Types

• Multiple Choice: Quick checks for understanding
• Matching: Reinforcing connections
• Process: Step-by-step comprehension
• Feynman: Deepening understanding through explanation

Blueprints, Journeys, and Nodes

• Blueprints: Structured templates guiding learning paths
• Journeys: Personalized learning experiences crafted by students
• Nodes: Individual learning activities or reflections

Feynman Technique

Explaining concepts in one’s own words enhances retention and comprehension

Unstructured Chatbot

Figure: Unstructured Chatbot

Pedalogical Chatbot

Figure: Pedalogical Chatbot

Demonstration

Pedalogical in Action

Willamette University - Data Structures Study

• Focus: Evaluating the effectiveness of a structured versus unstructured chatbots
• Context: Students were asked to use the chatbot to design a medium-sized data structures project
• Key Finding: Students using the structured chatbot performed 20% better on project outcomes suggesting increased metacognitive awareness and problem-solving strategies
• Status: Publication under review

Preliminary Results Barchart

Figure: Barchart comparing project scores between structured and unstructured chatbot users

Preliminary Results Boxplot

Figure: Boxplot comparing project scores between structured and unstructured chatbot users

Future Directions

Expanding Pedalogical’s Impact

• Integrating AI-driven adaptive learning paths
• Collaborating with educators for diverse applications
• Conducting longitudinal studies on learning retention
• Open-sourcing the platform for broader access

Testing Tutor

Testing Tutor

• Focus of an NSF grant awarded
• Dynamic tool transforming software testing practice by focusing on conceptual feedback over detailed feedback
• Validated previously through studies at Western Oregon University, Oregon Institute of Technology, University of Alabama, and Augusta University

From Testing Practice to Security Mindset

• Expanded focus to include security vulnerability identification
• Encourages students to think like attackers, enhancing defensive coding skills
• Promotes deeper understanding of software security principles
• Integrates experiential learning theory (Kolb, 1984)
• Utilizes Pedalogical’s backend

Current Testing Tutor Studies

Augusta University

• Focus: Vulnerability Analysis
• Status: Publication accepted ✓
• Impact: Students identified 40% more security vulnerabilities after training

University of Alabama

• Focus: Software Testing Concepts
• Status: Publication under review
• Application: Full semester integration in testing courses

Student-Driven Innovation

Student-Driven Innovation

Rae’s Room: Authentic Connections

A Social Network for Chinese American Adoptees

Project Overview

• Niche social networking platform
• Focus on authentic cultural connections
• Built with React Native
• Students: Sam Holmes, Saul Ifshin, Rae Ota

Research Angles

• Cultural usability
• Social networking dynamics
• Privacy considerations
• Cross-platform development

Join Our Team!

We’re looking for interested students to contribute to this meaningful project

Giant Pumpkin Soil Amendment Solver

Pumpkin Growth Optimization System

• Innovation: Determines precise nutrient values for award-worthy giant pumpkins
• Impact: Helping growers “chase new heights”

Upcoming Events

Don’t Miss!

Join us for Ellann Cohen’s talk
📅 September 18th
Learn how technology meets tradition in competitive pumpkin growing!

Ellann’s 2025 Harvest

Figure: Ellann Cohen with her giant pumpkin

Future Directions

Illuminating the Path Forward

• Expanding AI integration in educational tools
• Cross-institutional collaborations
• Open-source educational technology development
• Student-led research initiatives

Get Involved!

Opportunities for Collaboration

For Students

• Join Rae’s Room development team
• Contribute to Testing Tutor modules
• Propose new research projects

For Educators

• Pilot our tools in your courses
• Collaborate on research studies
• Share feedback and insights

Thank You!

Questions & Discussion

Contact: LPCordova@willamette.edu

Lab Website: lpcordova.com

Current Projects:

• Pedalogical Platform
• Testing Tutor
• Rae’s Room
• Smart Agriculture Systems

References

• Anderson, L. W., & Krathwohl, D. R. (2001). A taxonomy for learning, teaching, and assessing
• Bandura, A. (1977). Social learning theory
• Bruner, J. (1990). Acts of meaning
• Flavell, J. H. (1979). Metacognition and cognitive monitoring
• Kolb, D. A. (1984). Experiential learning
• Piaget, J. (1973). To understand is to invent
• Schön, D. A. (1983). The reflective practitioner
• Vygotsky, L. S. (1978). Mind in society
• Zimmerman, B. J. (2000). Self-regulated learning and academic achievement