Home – CERES

UCI awarded $11-million grant to improve digital technologies for children

Learning During the COVID-19 Pandemic: The Perspectives of Elementary School Teachers in the United States and Canada

By: Aymee Alvarez Rivero, Candice Odgers, Daniel Ansari

Focus Groups to Design a Youth-Led Measure of Adolescents’ Experiences as Social Media Users

Luisa Fassi, University of Cambridge
Georgia Turner, University of Cambridge
Concepción Valdez, Ensenada Center for Scientific Research and Higher Education
J. Maya Hernandez, University of California, Irvine
Sakshi Ghai, University of Cambridge
Caitlin Roberts, University of Western Ontario
Chimezie Amaefule, Leibniz Institute for Research and Information in Education

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Don’t Give Up!: A Mixed-methods Design-led Research to Understand How Young Adolescents Learn and Teach Persistence with AI Bots as Learning Companions

Jasmin Breitwieser, Leibniz Institute for Research and Information in Education
Riddhi Divanji, Associate Researcher, foundry10
Krithika Jagannath, University of California, Berkeley

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Phenotyping Mobile Touch Interactions to Identify Habitual Phone Use in Adolescents

Ivonne Monarca, Ensenada Center for Scientific Research and Higher Education
Georgia Turner, University of Cambridge
Concepción Valdez, Ensenada Center for Scientific Research and Higher Education
Luisa Fassi, University of Cambridge

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Braille for Builders

Adrian Rodriguez, University of Washington
Lea Nobbe, Leibniz Institute for Research and Information in Education
Benjamin Kaveladze, University of California, Irvine

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Maya Hernandez profile (Scholar Feature)

“I’m interested in finding ways that youth from diverse backgrounds can use social media to empower themselves and improve their mental health and development.” - Maya Hernandez

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About

The Connecting the EdTech Research EcoSystem (CERES) is aimed at reducing growing inequalities in children’s learning and development and increasing access to education for children with disabilities. Researchers in the CERES network will study the larger context in which individual learning technologies are used, to design collaborative technologies that expand learning beyond the individual into the larger family, classroom, school, and community.

The network will also study how artificial intelligence can be integrated ethically and responsibly into educational tools that prioritize children’s learning. This work will contribute to a larger body of knowledge on children’s learning and development, establishing a robust evidence-base that can be evaluated in real time, with transparent reporting and metrics, and measurable indicators of impact.