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Faculty Daryn A. Dever

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Daryn A. Dever 

Assistant Professor

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Daryn A. Dever

Email

ddever@ufl.edu

Address

Norman Hall
P.O. Box 117048

Connect

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About

Daryn Dever is an Assistant Professor at the University of Florida in the Collect of Educations' School of Teaching and Learning and part of the Institute for Advanced Learning Technologies. Her research aligns multimodal multichannel data (e.g., eye-tracking, log-files, facial expressions of emotions, concurrent verbalizations) to identify learners' use of self-regulated learning processes and strategies while learning with advanced learning technologies. Dr. Dever's research specifically investigates the use of game-based learning environments as an educational tool for complex topics in STEM. The goal of her research is to provide actionable insights into how adaptive, personalized scaffolds can be embedded within game-based learning environments to increase learning outcomes, self-regulated learning competencies, and support human-computer interaction. Dr. Dever's research has been published in both national and international conferences and journals including the British Journal of Educational Technology, Metacognition & Learning, Frontiers in Psychology, and International Journal of AI in Education.

Affiliations

  • School of Teaching and Learning

Research Interests

Cognition, Design and Development of Educational Technology Interventions, Emerging Technologies, Methodological Research, Multilevel Model, Quantitative Research, Science Education

Education

  • Ph.D. Modeling & Simulation - University of Central Florida
  • M.A. Instructional Design & Technology - University of Central Florida
  • B.S. Psychology - University of Central Florida

Professional Appointments

  • University of Central Florida - Postdoctoral Researcher. School of Modeling, Simulation, and Training, University of Central Florida, Orlando, FL, USA, University of Central Florida, Spring 2023 - Present
  • Co-Chair. The Methodological Paradigms and Accompanying Challenges of Multimodal Data Collection for Medical Education Research, Symposium submitted to the Annual meeting of the American Educational Research Association (AERA 204), Philadelphia, PA, USA, April 2024
  • Co-Organizer. Workshop on Building your Human Digital Twin (HDT): A Modeling and Simulation Transdisciplinary Approach from Theory to Design, Development, and Implementation, The 3rd Annual IEEE International conference on Digital Twins and Parallel Intelligence (DTPI), Orlando, FL, USA, November 2023
  • University of Central Florida - Graduate Teaching Assistant. Intelligent Tutoring System Design: Theory and Practice, School of Modeling, Simulation, and Training, Fall 2022
  • Invited Speaker. The Science and Research of Empathy: From Theory to Practice in the Future of the Workforce. Power Skills Academy for the Summer Youth Program. CareerSource of Central Florida, May 2023

Activities and Honors

  • Games and Learning Alliance - Best Paper (2023)
  • International Conference for Artificial Intelligence in Education - Best Student Paper (2022)
  • UCF Graduate Dean's Dissertation Completion Fellowship (2022)
  • Leonard P. Gollobin Postgraduate I/ITSEC Scholarship (2021)

Selected Publications

Books / Book Chapters
  • Dever, D. A., Cloude, E. B., Wiedbusch, M. D., & Azevedo, R. (in press). Emotion theory and learning analytics: A theoretical framework for capturing emotion regulation using process data. In D. Gasevic, K. Bartimote, & S. Howard (Eds.), Theory and learning analytics. Springer.
  • Wiedbusch, M.¸ Dever, D. A., Li, S., Amon, M. J., Lajoie, S., & Azevedo, R. (2023). Measuring multidimensional facets of SRL engagement with multimodal data. In V. Kovanovic, R. Azevedo, D. Gibson, & D. Ifenthaler (Eds.), Unobtrusive observations of learning in digital environments (pp. 141–173). Springer.
  • Azevedo, R., & Dever, D. A. (2022). Metacognition in multimedia learning. In R. E. Mayer & L. Fiorella (Eds.), Cambridge handbook of multimedia learning (3rd ed, pp. 132-142). Cambridge: Cambridge University Press. doi:10.1017/9781108894333.013
  • Cloude, E.B., Wiedbusch, M., Dever, D.A., Torre, D., & Azevedo, R. (2022). The role of metacognition and self-regulation on clinical reasoning: Leveraging multimodal learning analytics to transform medical education. In M. Giannakos, D. Spilol, D. Di Mitri, K. Sharma, X. Ochoa, & R. Hammad (Eds.), The multimodal learning analytics handbook (pp. 105-129). Springer. https://doi.org/10.1007/978-3-031-08076-0_5
Articles
  • Dever, D. A., Wiedbusch, M., #Romero, S., & Azevedo, R. (2024). Investigating pedagogical agents’ scaffolding of self-regulated learning in relation to learners’ subgoals. British Journal of Educational Technology.
  • Dever, D. A., Wiedbusch, M. D., Romero, S. M., #Smith, K., #Patel, M., Sonnenfeld, N., Lester, J., & Azevedo, R. (2023). Identifying the effects of scaffolding on learners’ temporal deployment of self-regulated learning operations during game-based learning using multimodal data. Frontiers in Psychology. https://doi.org/10.3389/fpsyg.2023.1280566
  • Dever, D. A., Sonnenfeld, N. A., Wiedbusch, M. D., #Schmorrow, G., Amon, M. J., & Azevedo, R. (2023). A complex systems approach to analyzing pedagogical agents’ scaffolding of self-regulated learning within an intelligent tutoring system. Metacognition & Learning, 18, 659-691. https://doi.org/10.1007/s11409-023-09346-x
  • Soboscinski, M., Dever, D. A., Wiedbusch, M., Mubarak, F., Azevedo, R., & Järvelä, S. (2023). Capturing self-regulated learning processes in virtual reality: Causal sequencing of multimodal data. British Journal of Educational Technology, 00, 1–21. https://doi.org/10.1111/bjet.13393
  • Azevedo, R., Bouchet, F., Duffy, M., Harley, J., Taub, M., Trevors, G., Cloude, E. B., Dever, D. A., Wiedbusch, M. D., Wortha, F., & Cerezo, R. (2022). Lessons learned and future directions of MetaTutor: Leveraging multichannel data to scaffold self-regulated learning with an intelligent tutoring system. Frontiers in Psychology. https://doi.org/10.3389/fpsyg.2022.813632
  • Cloude, E. B., Dever, D. A., Hahs-Vaughn, D. L., Emerson, A. J., Azevedo, R., & Lester, J. (2022). Affective dynamics and cognition during game-based learning. IEEE Transactions on Affective Computing, 14, 1705-1717. Dever, D., Amon, M. J., Vrzakova, H., Wiedbusch, M. D., Cloude, E. B., & Azevedo. R. (2022). Capturing sequences of learners’ self-regulatory interactions with instructional material during game-based learning using auto-recurrence quantification analysis. Frontiers in Psychology. doi: 10.3389/fpsyg.2022.813677
  • Dever, D. A., Wiedbusch, M., Cloude, E. B., Lester, J., & Azevedo, R. (2022). Emotions and the comprehension of single versus multiple texts during game-based learning. Discourse Processes, 59, 94-115.
  • Cloude, E. B., Carpenter, D., Dever, D. A., Azevedo, R., & Lester, J., (2021). Game-based learning analytics for supporting adolescents’ reflection. Journal of Learning Analytics, 8, 51-71.
  • Cloude, E. B., Dever, D. A., Wiedbusch, M. D., & Azevedo, R. (2020). Quantifying scientific thinking using multimodal data with Crystal Island: Implications for individualized game-learning analytics. Frontiers in Education, 5, 572546. doi: 10.3389/feduc.2020.572546
  • Dever, D. A., Azevedo, R., Cloude, E. B., & Wiedbusch, M. (2020). The impact of autonomy and types of informational text presentations in game-based environments on learning: Converging multi-channel processes data and learning outcomes. International Journal of Artificial Intelligence in Education, 30, 581-615.
  • Claypoole, V. L., Dever, D. A., Denues, K. L., & Szalma, J. L. (2019). The effects of event rate on a cognitive vigilance task. Human Factors, 61, 440-450.
  • Neigel, A. R., Dever, D. A., Claypoole, V. L., & Szalma, J. L. (2019). Task engagement and the vigilance decrement revisited: Expanding upon the work of Joel S. Warm using a semantic vigilance paradigm. Human Factors, 61, 462-473.
Other
  • Azevedo, R., Wiedbusch, M., Dever, D., Romero, S., Margondai, A., & Park, S. (in press). Using intelligent human digital twins to foster college students’ self-regulated learning in STEM: A conceptual and methodological framework based on multimodal trace data. The 26th International Conference on Human-Computer Interaction (HCI), Washington DC, USA.
  • Dever, D., Wiedbusch, M., & Azevedo, R. (in press). Methodological approaches for examining learners’ emerging self-regulated learning complexities with an intelligent tutoring system. The 26th International Conference on Human-Computer Interaction (HCI), Washington DC, USA.
  • Wiedbusch, M., Glosen, A., Carpenter, D., Dever, D., #Naderi, E., #Capello, S., & Azevedo, R. (in press). Contextualizing plans: Aligning student goals and plans during game-based inquiry science learning. The 26th International Conference on Human-Computer Interaction (HCI), Washington DC, USA.
  • Dever, D. A., Wiedbusch, M., Park, S., #Llinas, A., Lester, J., & Azevedo, R. (2024). Assessing the complexity of game mechanic use during science learning. In Proceedings of the 12th Annual Games and Learning Alliance Conference (pp. 299-308). Dublin, Ireland. Cham: Springer Nature Switzerland.
  • Dever, D. A., Sonnenfeld, N., Wiedbusch, M. D., & Azevedo, R. (2023). Identifying transitions between self-regulated learning operations during game-based learning. In E. de Vries, Y. Hod, & J. Ahn (Eds.), Proceedings of the 3rd Annual Conference of the International Society of the Learning Sciences (ISLS) (pp. 195-202). ISLS.
  • Dever, D. A., Wiedbusch, M., & Azevedo, R. (2022). Enhancing learner models for pedagogical agent scaffolding of self-regulated learning. In S. Iyer, J.-L. Shih, W. Chen, M. N. M. D. Khambari (Eds.), Proceedings of the ICCE 2022 International Workshop on Metaverse and Artificial Companions in Education and Society (MetaACES) (pp. 426-431). Malaysia & Online: Springer.
  • Dever, D. A., Amon, M. J., Wiedbusch, M. D., Cloude, E. B., & Azevedo, R. (2022). Analyzing information-gathering behavioral sequences during game-based learning using auto-recurrence quantification analysis. In P. Zaphiris & A. Ioannou (Eds.), Proceedings of the 24th Annual Human-Computer Interaction International Conference (HCII) (pp. 60-71). Online: Springer.
  • Dever, D. A., Sonnenfeld, N., Wiedbusch, M. D., & Azevedo, R. (2022). Pedagogical agent support and its relationship to learners’ self-regulated learning strategy use with an intelligent tutoring system. In M. M. Rodrigo, N. Matsuda, A. I. Cristea, & V. Dimitrova (Eds.), Proceedings of the 23rd International Conference of Artificial Intelligence in Education (AIED) (pp. 332-343). Durham, UK & Online: Springer.
  • Dever, D., Amon, M.J., Wiedbusch, M., Cloude, R., & Azevedo, R. (2022). Analyzing information-gathering behavioral sequences during game-based learning using auto-recurrence quantification analysis. In M. Kurosu (Ed.), Proceedings of the 23rd International Conference on Human-Computer Interaction. Springer, Cham.
  • Dever, D. A., & Azevedo, R. (2022). Scaffolding self-regulated learning in game-based learning environments based on complex systems theory. In M. M. Rodrigo, N. Matsuda, A. I. Cristea, & V. Dimitrova (Eds.), Proceedings of the 23rd International Conference of Artificial Intelligence in Education (AIED): Posters and Late Breaking Results, Workshops and tutorials, Industry and Innovation Tracks, Practitioners’ and Doctoral Consortium (pp. 41-46). Durham, UK & Online: Springer.
  • Wiedbusch, M., Dever, D., Sonnenfeld, N., & Azevedo, R. (2022). Clustering learner’s metacognitive judgment accuracy and bias to explore learning with AIEd systems. In M. M. Rodrigo, N. Matsuda, A. I. Cristea, & V. Dimitrova (Eds.), 23rd International Conference of Artificial Intelligence in Education (pp. 402-413). Durham, UK & Online: Springer.
  • Cloude, E. B., Wortha, F., Dever, D. A., & Azevedo, R. (2021). Negative emotional dynamics shape cognition and performance with MetaTutor: Toward building affect-aware systems. In Proceedings of the 9th International Conference on Affective Computing & Intelligent Interaction (ACII). Nara, Japan & Online: IEEE.
  • Dever, D. A., Banzon, A. M., #Ballellos, N. A. M., & Azevedo, R. (2021). Capturing learners’ interactions with multimedia science content over time during game-based learning. In E. de Vries, Y. Hod, & J. Ahn (Eds.), Proceedings of the 1st Annual Conference of the International Society of the Learning Sciences (ISLS) (pp. 195-202). Online: ISLS.
  • Dever, D. A., Cloude, E. B., & Azevedo, R. (2021). Examining learners’ reflections over time during game-based learning. In I. Roll, D. McNamara, S. Sosnovsky, R. Luckin, & V. Dimitrova (Eds.), Proceedings of the 22nd International Conference of Artificial Intelligence in Education (AIED) (pp. 129-133). Springer.
  • Dever, D. A., Wortha, F., Wiedbusch, M., & Azevedo, R. (2021). Effectiveness of system-facilitated metacognitive monitoring strategies on learning in an intelligent tutoring system. In P. Zaphiris & A. Ioannou (Eds.), Proceedings of the 23rd Annual Human-Computer Interaction International (HCII) Conference (pp. 250-263). Online: Springer.
  • Wiedbusch, M., Dever, D., Wortha, F., Cloude, E.B., & Azevedo, R. (2021). Revealing data feature differences between system- and learner-initiated self-regulated learning processes within hypermedia through principal component analysis. In M. Kurosu (Ed.), Proceedings of the 23rd Annual Human-Computer Interaction International (HCII) Conference (pp. 481-495). Springer, Cham.
  • Cloude, E. B., Wortha, F., Dever, D., & Azevedo, R. (2020). How do emotions change during learning with an intelligent tutoring system? Metacognitive monitoring and performance with MetaTutor. In S. Denison., M. Mack, Y. Xu, & B. C. Armstrong (Eds.), Proceedings of the 42nd Annual Conference of the Cognitive Science Society (pp. 423-429). Cognitive Science Society.
  • Dever, D. A., Cloude, E. B., & Azevedo, R. (2020). Does prior knowledge influence learners’ cognitive and metacognitive strategies over time during game-based learning? In S. Denison., M. Mack, Y. Xu, & B. C. Armstrong (Eds.), Proceedings of the 42nd Annual Conference of the Cognitive Science Society (p. 2146). Cognitive Science Society.
  • Dever, D., & Azevedo. R. (2019). Autonomy and types of informational text presentations in game-based learning environments. In S. Isotani, E. Millán, A. Ogan, P. Hastings, B. McLaren, & Luckin, R. (Eds.), Proceedings of the 20th International Conference on Artificial Intelligence in Education (AIED) (pp. 110-120). Amsterdam, The Netherlands: Springer.
  • Dever, D.A., & Azevedo, R. (2019). Examining gaze behaviors and metacognitive judgments of informational text within game-based learning environments. In S. Isotani, E. Millán, A. Ogan, P. Hastings, B. McLaren, & R. Luckin (Eds.), Proceedings of the 20thInternational Conference on Artificial Intelligence in Education (AIED) (pp. 121-132). Amsterdam, The Netherlands: Springer.
  • Dever, D., Wiedbusch, M., & Azevedo. R. (2019). Learners’ gaze behaviors and metacognitive judgments with an agent-based multimedia environment. In S. Isotani, E. Millán, A. Ogan, P. Hastings, B. McLaren, & R. Luckin (Eds.), Proceedings of the 20th International Conference on Artificial Intelligence in Education (AIED) (pp. 58-61). Amsterdam, The Netherlands: Springer.
  • Neigel. A.R., Claypoole, V.L., Dever, D.A., Fraulini, N.W., Hancock, G.M., & Szalma, J.L. (2018a). Sex differences in the stress and workload of lexical vigilance. In Proceedings of the Annual Human Factors and Ergonomics Society (HFES) (pp. 752-756). SAGE.
  • Neigel. A.R., Claypoole, V.L., Dever, D.A., Fraulini, N.W., Hancock, G.M., & Szalma, J.L. (2018b). Sex differences in lexical vigilance performance. In Proceedings of the Annual Human Factors and Ergonomics Society (HFES) (pp. 731-735). SAGE.
  • Neigel, A.R., Claypoole, V.L., Waldorf, K.M., Dever, D.A., & Szalma, J.L. (2017). Motivational correlates of vigilance task engagement. In Proceedings of the Annual Human Factors and Ergonomics Society (HFES) (pp. 1524-1528). SAGE.
Presentations
  • Dever, D., Wiedbusch, M., & Azevedo, R. (2024, September). Predicting successful gameplay by measuring emerging complexity in self-regulated learning behaviors [paper presentation]. SIG 16 international biennial meeting of the European Association for Research on Learning and Instruction (EARLI), Heidelberg, Germany.
  • Dever, D. A., Wiedbusch, M., #Romero, S., & Azevedo, R. (2024, April). Pedagogical agents as scaffolders and teachers of self-regulated learning. Paper to be presented at the Annual meeting of the American Educational Research Association (AERA 2024), Philadelphia, PA.
  • Dever, D. A., Sonnenfeld, N. A., Wiedbusch, M. D., & Azevedo, R. (2023, August). Using multimodal data to examine self-regulated learning sequences during game-based learning. Paper presented at the 20th Biennial European Association for Research on Learning and Instruction (EARLI) conference, Thessaloniki, Greece.
  • Dever, D. A., & Azevedo, R. (2023, August). Using multimodal data to diagnose probabilistic misconceptions via an online diagnostic tool. Paper presented at the 20th Biennial European Association for Research on Learning and Instruction (EARLI) conference, Thessaloniki, Greece.
  • Dever, D. A., Robison, B. D., Wiedbusch, M. D., & Azevedo, R. (2023, March). Simulations as platforms for capturing, measuring, and facilitating self-regulated learning. Paper presented at the 13th International Learning Analytics and Knowledge (LAK) Conference: Workshop on Measuring and Facilitating Self-regulated Learning based on Trace Data. Arlington, TX USA.
  • Dever, D. A., Sonnenfeld, N. A., Wiedbusch, M. D., & Azevedo, R. (2022, August). Embedded pedagogical agents’ support of learners’ self-regulated strategy use. Paper presented at the European Association for Research on Learning and Instruction (EARLI), Southampton, UK.
  • Dever, D. A., & Azevedo, R. (2021, August). Do learning gains and problem-solving success predict reflection duration in game-based learning? Paper presented at the European Association for Research on Learning and Instruction (EARLI), Held virtually.
  • Dever, D. A., Lester, J., & Azevedo, R. (2021, April). Examining the relationship between metacognition, emotions, and learning within a game-based learning environment. Paper presented at the Annual Meeting of the American Educational Research Association (AERA), Held virtually.
  • Dever, D. A., Lester, J., & Azevedo, R. (2021, April). Reading within game-based learning environments: Examining the relationship between autonomy and emotions. Paper presented at the Annual Meeting of the American Educational Research Association (AERA), Held virtually.
  • Dever, D. A., Lester, J., & Azevedo, R. (2020, December). Game elements and metacognitive monitoring use within game-based learning environments. Paper presented at the annual meeting of the European Association for Research on Learning and Instruction (EARLI), Held virtually.
  • Dever, D. A., Lester, J., & Azevedo, R. (2020, December). Reading in game-based learning environments: The influence of autonomy on learners’ affective states. Paper presented virtually at the annual meeting of the European Association for Research on Learning and Instruction (EARLI), Held virtually.
  • Dever, D. A., Wortha, F., & Azevedo, R. (2020, December). Understanding learners’ metacognitive processes over time in intelligent tutoring systems. Paper presented at the annual meeting of the European Association for Research on Learning and Instruction (EARLI), Held virtually.
  • Dever, D. A., Lester, J., & Azevedo, R. (2020, November). Adapting game-based learning environments to reflect learners’ emotions and autonomy while reading. Paper presented at the annual meeting of the Association for Educational Communications and Technology (AECT), Held virtually.

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