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My research is mostly about videos. Video is one of the most powerful and accessible educational materials for teachers and students. It has been in all kinds of learning environments. Many effective educational strategies can be merged into videos, such as place-based education and mastery learning. In addition, video can manage cognitive load better than single-mode media like pictures and texts. Also, many studies found that videos can be more engaging. Lastly, video is commonly adaptive to educational innovations such as games and virtual environments.

 

Video can not only be an excellent educational tool but also be a good assessment tool because the video is a piece of educational input, and this input can be designed and controlled accurately. The complexity is that different students learn from videos may show different reactions, just like patients react to other medicines differently. Thus, by creating experimental videos on purpose, we can better understand how our students feel and learn geoscience topics. For example, videos can be used to study how students process different geological topics, or videos can be used to explore the different types of learners regarding video learning and how different designs can be effective to various students. For a specific topic, we can category the learner types (something like personas in the UX world) to understand the nature of a particular learner. Also, using computer vision and other ML tools, we can detect and analyze the real-time reactions of students to different video designs. Such understanding and assessment will improve video design on a particular topic and possibly achieve the most effective videos iteratively for a specific type of learner.

Current Research

  1. Project: Geonews Project (Large-Scale, Public Understanding of Science, YouTube Social Media)

Create the format of Geonews videos in 2018 and iteratively standardized the format with UTD GSS team under supervision of Prof. Robert J Stern. 

Directly Generated or Directed Others to Make15 Geonews videos from 2018 to 2021. 

Design the A/B test (Geonews Videos and General GeoEd videos) to understanding if and how the element of timely natural events engage the public differently. A major question is 'How useful of Geonews videos is, regarding enhance geoscience communication on YouTube? ' Published a paper at EGU journal, Geoscience Communication, view here.

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  • Quantatitvely Analyze the YouTube Metrics of 1-year and 3-year performances of 33 videos made by UTD GSS in 2018 and 2020 (12 Geonews and 21 General GeoEd).

  • Qualitatively Analyze the 252 comments under the 33 videos.

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Grants

AAPG Foundation, 2020: $18,000.

Lead the writing of the proposal, under supervising of Prof Robert J Stern and got great help from UTD Development Department.

AGU 100 years celebrate, 2019: $4,000

Currently, we are preparing to apply for the 2022 NSF AISL proposal to get more fundings for this project.

   2. Project: Google Earth Based Geoscience Video Library (GEGVL), now web-based GVL

The goal of GEGVL includes:

(1) Organize the scattered, unstructured Geoscience educational videos into a certain structure, allowing students and teachers to use them in various environments. 

(2) Trigger students' situational interests in geoscience topics with place-based and case-based videos and maintain their situational interests by providing multiple, organized, and up-to-date videos which are place-based and event-based. 

Led 2 undergraduates updating the GEGVL with HTML language.

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  • Cooperated with Geoscience video-making teams from Queen's University, Kansas University, Stanford University.

  • Surveyed 50 students from 1 physical geology class (N=21) and a random online survey from the University of Texas at Dallas (N=29) about their user experience of the GEGVL.

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Project is in progress and transforming to web-based app, details can be seen at :https://github.com/GEGVL/GEGVL-source

 

The web-based GVL uses Django (Python-based web development framework), React, Node.js (JavaScript), to develop a website to Organize the scattered, unstructured Geoscience educational videos into a certain structure, allowing students and teachers to better understand Earth Systems. 

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Grants

The current GEGVL is merely showing a protocol idea, we are preparing to apply for an NSF IUSE:GEOPAths proposal to get more fundings for this project.

   3. Project: Learner-based iterative Geoscience Educational Video Design Framework

Videos are primarily used in all kinds of settings in geoscience education of the significant advantages of inaccessibility, cognitive management, and engagement (Mosher, et al. 2014; Khadka et al., 2020; Stern et al., 2021). More and more videos are available, but little is known about the best strategy of using videos to teach different geoscience topics. Current findings of the video-based strategy are mostly from a psychological perspective, such as the cognitive theory of multimedia design and general design cognitive principle (Mayer, 2021), ARCS model (Keller, 2016), educational strategies such as place context (e.g., Semken, et al., 2017; Ploetzner, Berney, & Bétrancourt, 2020) or case study (e.g., Schmidt-McCormack et al., 2017, etc.). The findings are very scattered and rarely have a holistic and systematic view of how to design, choose and use a combination of videos to teach specific geoscience topics to serve different learners best. Learners can have varying needs for learning a geoscience topic, from improving their engagement and emotional status to solving cognitive needs. Therefore, to better understand the needs and strategies of different learners and how to use videos to solve the problem, we need a more integrated consideration from video design to implementation from learners’ perspectives. I try to integrate evidence-based findings in the past works and iterative user-centered design to find the best solution to teach individual complex geoscience topics.​

   4. Project: Explore Novel Combinational Methods of Video Learning Assessment (Automatic Facial Analysis and Attention Analysis with Simple Webcams)

Using a mixed method to assess videos to understand how learners interact with educational video design strategies in various scales (from the individual level to the public level, from single design element to video series). Quantitative methods (statistics of test results, view metrics, etc.), qualitative methods (survey, questionnaire, comments analysis, and interviews, etc.) and machine learning (such as computer vision). The current work is mostly based on the literature review and controlled experiment.

Conducted the experiment for 5 different projects based on different experimental videos (about Permian Basin, Basin and Range Area, Venus, Tornado, Fossil Formation) in the past 5 years. I am also interested in applying educational data mining methods to video analysis.

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Methods:

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  • A/B Test (controlled and treatment experiment design)

  • Moderated and Unmoderated Remote Video Watching (Video recording and Interview).

  • Unmoderated Remote Card Sorting (about what design elements that they feel are useful for understanding are).

  • Machine learning method (Computer vision and Emotion Analysis for Video Learning)

  • Concept Inventory Test

  • Sketching

  • Concept Map (Journey Map)

  • Agent-Based Method (GEGVL)

  • Clustering

  • Item Response Theory

  • Learning Curve

  • Survey

  • Interview (Individual, Group, or Focus Group)

  • Logistic Knowledge Tracing

  • Eye Tracking / Computer Vision Automatic Attention Analysis

  • Statistical Analysis

  • Other Educational Data Mining Methods

Grants

GSA Graduate Research: ~$2,300 in 2019 and ~$1,300 in 2020.

Lead the writing of the proposal, under supervise of Prof Robert J Stern.

   5. Project: Middle School Plate Tectonics Educational Video Series

Plate tectonics theory is one of the most important Earth Science concepts in middle school classes. However, due to its complexity, many middle school students hold durable alternative conceptions about plate tectonics. In many cases, this is true for middle school teachers too. To enhance the education of plate tectonics in middle school, it is important to have more engaging, intuitive, suitable, and thorough teaching materials for students as well as teachers. The video creation includes a team of geoscience experts, education experts, and middle school teachers, as well as an iterative design-assessment-revision process. In the series, there are totally 6 videos that cover all-around geologic concepts as well as key points in TEKS/NGSS content standards for middle school teachers. The video drafts were firstly created by me as well as plate tectonics and education experts and then reviewed by a middle school advisory board (formed by five middle school teachers from different schools) to share their opinions about teaching plate tectonics in their classrooms as well as to review the video drafts and give feedback. These video drafts ensure the scientific accuracy of the videos as well as that the teachers’ needs in teaching are satisfied. After then, we recruit more teachers to use and assess the videos in their classrooms to get feedback from students. The tests aim to detect students’ understanding and based on the result, we further revise the videos in the series.

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  • Cooperated with 6 middle school teachers and Prof. Mary Urquhart on designing and revising the videos.

  • Surveyed 42 Texas-based K-12 teachers at CAST and mini-CAST meetings.

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   6. Project: Asian Monsoon Video Series

Monsoon is an important topic in global climate and Earth systems, but little is mentioned in intro-level Earth science textbooks and classrooms. Moreover, no materials for teachers to show the changes of monsoon with the evolution of topography and geological processes, which is beneficial for students to better understand the dynamics of the Earth system. Lastly, the Asian monsoon is a manageable scope but complex enough topic for the experiment. We try to design and assess a series of videos to enhance undergraduates learning of global climate and Earth systems.

Grants

Lead the writing of an NSF proposal in 2021 for $300,000, under supervising of Prof Robert J Stern from UTD, Prof Peter Clift from LSU, and Prof Jeffery Ryan from USF. We failed to get the funding but got great feedback.

Publications

Wang, N., Stern, R.J. and Waite L., (Accepted, 2022). Workflow for Designing Place-Based Geoscience Educational Videos for Geoscience Majors: The Permian Basin Example. Journal of Geoscience Education.
 
Wang, N., Clowdus Z., Sealander A. and Stern, R.J., (2022). Geonews videos: Attracting Younger and More Diverse Audiences with Timely Videos about Recent Geologic Events. Geosci. Commun., 5, 125–142, 2022.
https://doi.org/10.5194/gc-5-125-2022
 
Wang, N., Stern, R.J., Urquhart M., Spencer C. and Seals, K.M., (in review, 2022). A New Way to Organize Geoscience Videos for Education: Google Earth Geoscience Video Library (GEGVL). Geosciences.

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Stern, R.J., Ryan, J., Wang, N., Ricchezza, V.J. and Willis, S., 2020. Geoscience Videos and Animations: How to Make Them with Your Students, and How to Use Them in the Classroom. GSA Today, 30., https://doi.org/10.1130/GSATG451GW.1.

 

Salman A., Wang, N., Busso C., Robert S.J., (In preparation) Video-Learning-Footage (VLF): A Database for Facial Expression, Valence, and Arousal Computing in Wild Video Learning. Aiming at: In Proceedings of the 2022 International Conference on Multimodal Interaction (ICMI ’22), November 7–11, 2022, Bengaluru, India. ACM, New York, NY, USA.

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Wang, N., Salman A., Busso C., Robert S.J., (In preparation) Using a new mixed method to analyze Place-based design element in Educational Video Design. Journal of the Learning Sciences.


Wang N. and Stern R.J., 2021. The Google-Earth GeoEd Video Library (GEGVL): a new, fun, and easy way to find good, place-based Geoscientific Videos for Teaching and Self-Education. Earth Educators Rendezvous 2021.  https://serc.carleton.edu/earth_rendezvous/2021/program/posters/friday/session2/243984.html 

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Wang, N., (2016). Thesis: Magnetic fabric investigation of Permian and Triassic Red Beds, WEST TEXAS AND Western WYOMING: The University of Texas at Dallas.
 

Wang, N., Lu, X.H., Miao, C.S., Yan, L. (2010). Ideal Anisotropic Seismic Wave Filed Analysis and Numerical Simulation in Three-Dimensional Orientation: Global Geology (China), V.29, P.130-138. DOI: 1004-5589 (2010) 01-0130-09

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KMZ file: Google-Earth GeoEd Video Library (GEGVL). GEGVL provides a new way to organize geoscience videos, providing education-oriented, place-based, and hierarchical forms of managing different kinds of geoscience videos. GEGVL tries to improve video search efficiency for teachers and enhance the informal learning of students.
Link: https://utdgss2016.wixsite.com/utdgss/gegvl
 
UTD Face Tracker software v1.0. Software for data collection of behavior gaze and facial analysis while watching videos. Research participants use the software to learn from specially designed videos, and their faces and actions (stop, play, etc.) log with the same timeline will be recorded during the process. The software is developed by UTD Geoscience Studio Lab and Multimodal Signal Processing (MSP) Laboratory.
Link: https://utdallas.box.com/v/utdfacetracker 

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I also give 18+ talks at GSA, AGU, AAPG, CAST, and EER meetings.

Teaching

  1. Major Lecturer. Geoscience Videos and Animations. 2017 - 2021

  • ​Designed and led the“Geoscience Videos and Animation” course

  • Trained 23 students in narration writing, film making, audio recording, drone training, photogrammetry, animation, related psychology, and illustration (Adobe Creative Suite).

   2. Collaboratedly Taught Remote Sensing Class (with Professor Carlos Aiken) 2016-2017

  • Drone Training, Photogrammetry and Drone Mapping

 Teaching Assistant for..

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Physical Geology, 2016, 2017, 2018, 2019, 2020, 2021;

Oceanography, 2018, 2019, 2020, 2021. 

Plate Tectonics (Graduate Level), 2020.

Sustainable Energy, 2020. 

Other Classes that I am interested in teaching:

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Science Educational Research 
Multimedia Learning Theory 
Instructional Multimedia Creation
Science Communication on Social Media
Educational Statistics with R
Video Learning Assessment Methods

Department & Society Service

  • Helped Prof. Robert J Stern found the UTD Geoscience Studio in 2016, generated 150+ videos from 2016 to 2021. Supervise and train students over 25 undergraduate accumulatively. 

  • Helped recruit, train, lead, and manage the team from the ground.

  • GSA meeting Media Team

  • Department Media 

  • Other Department Recruiting Video and Event Video

Awards

  • AAPG YouTube Video Global Competition, 2018, 2nd Place. $1,500

  • SAGE/ GAGE Scholarship from IRIS

  • GSA Graduate Student Research Grants

  • AAPG Foundation Grant

Education

The University of Texas at Dallas

(Richardson, USA)

Geosciences, PhD

Science Education, MS

Geosciences, MS

Jilin University

(Changchun, China)

Geophysics, MS

Applied Geophysics, BS

2017.9 - Present (Expect 2022.5)

2021.9 - Present (Expect 2022.5)

2013.9 - 2016.5

2008.9 - 2010.6

2004.9 - 2008.6

Certificate and Training

Certificate of Open Educational Resources

Issued Jun 2021 by Texas Higher Education Coordinating Board

NIH Certificate for Protecting Human Research Participants

Issued Oct 2017 by the National Institutes of Health

Remote Online Sessions for Emerging Seismologists 2021 (ROSES 2021)

Eleven-weeks training about emerging skills and technology in seismology.

 

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Artificial Intelligence for Earth System Science Summer School (AI4ESS 2020)

One-week training about A.I. fundamentals, ESS applications, and emerging methods.

Organizations

AECT  (Association for Educational Communications and Technology)

UXPA (User Experience Professional Association)

AGU   (American Geophysical Union)

GSA   (Geological Society of America)

IEDMS (International Educational Data Mining Society)

NAGT (National Association of Geoscience Teachers)

AAPG  (American Association of Petroleum Geologists)

STAT    (Science Teachers Association of Texas)

NAST  (National Science Teacher Association)

Other

Reviewer 2020 - 2021, NAGT,

Review over 40 educational activities for NAGT to ensure their educational usefulness and scientific accuracy.

Reviewer 2021, UXPA,

Review 3 proposals for User Experience Professional Association 2022.

NSF STEM Video Showcase Presenter 2021, NSF STEM for All Video Show Case (COVID, Equity & Social Justice),

2021 NSF STEM for All Video Show Case (COVID, Equity & Social Justice): ‘Making Earth Science Videos for everyone in COVID time’. link

Skills

SQL, Python, Javascript, R, Django, Adobe Creative software, ArcGIS, Mathematical Modeling, Data Analysis with R and SQL database, basin analysis, geological survey and geophysical exploration methods, Tableau, Educational experiment design, multimedia design, video analysis, mixed methods (using qualitative and quantitative data)

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© 2021 by Ning Wang

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