Sandra Okita

Professional Background
Vitae
Courses
Papers
In the News

Professional Background

Educational Background

M.A., Ph.D. Stanford University
B.A., M.A., Ph.D. Keio University, Japan

Scholarly Interests

Dr. Okita's current research interest is focused on the learning partnership between individuals and technology, and how technology intersects with learning and instructional processes. One characteristic of Dr. Okita’s work is the use of technological boundary objects as a threshold to learning, instruction, and assessment. Here, Dr. Okita defines boundary objects as computational artifacts where animate and inanimate features overlap between fantasy and reality (i.e. robots, agents in virtual reality environments, mixed-reality). Dr. Okita’s interest in boundary objects is due to their strong social component that enables students to build a peer-like relation with technology that reveal new insights to the role of social relationships in learning.

Other interests include designing technology assisted learning/intervention in formal/informal settings, and children's interpretation and conceptual development in relation to technological boundary objects. Theoretical research interest areas include self-other monitoring, learning by teaching, learning by observation and its influence on behavior in the domain of biology, math, and agency.

Selected Publications

***The documents can be found under the "Papers" tab ***

Sociable Technologies and Learning- Learning with Pedagogical Agents, Avatars in Virtual Reality Environments:

Okita, S. Y., Schwartz, D. L. (in press). Learning by Teaching Human Pupils and Teachable Agents: The Importance of Recursive Feedback. Journal of the Learning Sciences.

Okita, S. Y., Turkay, S., Kim, M., Murai, Y. (2013). Learning by Teaching with Virtual Peers and the Effects of Technological Design Choices on Learning. Computers and Education. 63, 176-196.

Okita, S. Y., Jamalian, A. (2012). Learning from the folly of others: Learning to self-correct by monitoring the reasoning of projective pedagogical agents. In J. Aalst, K. Thompson, M. J. Jacobson, & P. Reimann (Eds.) Proceedings for the 10th International Conference of the Learning Sciences (ICLS). Vol. 2 (pp. 281-285), Sydney: University of Sydney: ISLS.

Okita, S.Y. (2012). Educational Technology and Instructional Design in Synchronous Blended Learning Environments. In E. Jean Francois (Ed.), Transcultural Blended Learning and Teaching in Postsecondary Education (pp.170-192). Hershey, PA, IGI Global.

Okita, S. Y. (2012). Social Interactions and Learning. In N. M. Seel (Ed.) Encyclopedia of the Science of Learning (pp. 3104-3107). Springer, US.

Okita, S. Y., Jamalian, A. (2011). Current Challenges in Integrating Educational Technology into Elementary and Middle School Math Education. Journal of Mathematics Education at Teachers College, 2(2)49-58.

Gordon, A. M., & Okita, S. Y. (2010). Augmenting pediatric constraint-induced movement therapy and bimanual training with video gaming technology.Technology and Disability, 22, 179-191. IOS Press.

Schwartz, D. L., Chase, C., Chin, D. B., Oppezzo, M., Kwong, H. Y., Okita, S. Y., Biswas, G., Roscoe, R., Jeong, H., & Wagster, J. (2009).Interactive metacognition: Monitoring and regulating a teachable agent. In D. J., Hacker, J. Dunlosky, A. C. Graesser (Eds.). Handbook of metacognition in education (pp. 340-358). New York, Routledge.

Okita, S.Y., Bailenson, J., Schwartz, D. L. (2008). Mere Belief of Social Action Improves Complex Learning In S. Barab, K. Hay, D. Hickey (Eds.), Proceedings of the 8th International Conference for the Learning Sciences. New Jersey: Lawrence Erlbaum Associates. Utrecht, The Netherlands (June, 2008)

Okita, S. Y., Schwartz, D. L. (2006). When observation beats doing: Learning by Teaching, In S. Barab, K. Hay, D. Hickey (Eds.), 7th International Conference of the Learning Sciences: Vol. 1: pp. 509-515. New Jersey: Lawrence Erlbaum Associates. Bloomington, USA, (June 2006)

Okita, S. Y. (2004). Effects of age on Associating Virtual and Embodied Toys, CyberPsychology and Behavior. Mary Ann Liebert Inc, Vol. 7(No.4): pp.464 - 471.

Human-Robot Interaction and Learning:

Okita, S. Y. (2013). Self-Other's Perspective Taking: The Use of Therapeutic Robot Companions as Social Agents for Reducing Pain and Anxiety in Pediatric Patients. Cyberpsychology, Behavior, and Social Networking, 16(6) xx-xx (Online First).

Ng-Thow-Hing, V, & Okita, S. Y. (2012). Playdates with Robots, IEEE Computer Society, Computer, 45(8) 89-91.

Okita, S. Y., Ng-Thow-Hing, V., & Sarvadevabhatla, R. K. (2012). Captain May I? Proxemics Study Examining Factors that Influence Distance between Humanoid Robots, Children, and Adults during Human-Robot Interaction. Proceedings of the 7th ACM/IEEE International Conference on Human-Robot Interaction (HRI), (pp.203-204). March 6-8, Boston, MA.

Miyake, N., Okita, S. Y. (2012). Robot Facilitation as Dynamic Support for Collaborative Learning. In J. Aalst, K. Thompson, M. J. Jacobson, & P. Reimann (Eds.) Proceedings for the 10th International Conference of the Learning Sciences (ICLS). Vol. 2 (pp. 57-63), Sydney: University of Sydney: ISLS.

Okita, S. Y., Ng-Thow-Hing, V., & Sarvadevabhatla, R. K. (2011).Multimodal Approach to Affective Human-Robot Interaction Design with Children.ACM Transactions on Interactive Intelligent Systems (Tiis). ACM, 1(1) 5:1-29.

Okita, S. Y. (2010). E-Collaboration between People and Technological Boundary Objects: A New Learning Partnership in Knowledge Construction, In B. Ertl (Ed.). Technologies and Practices for Constructing Knowledge in Online Environments: Advancements in Learning, Hershey, PA:IGI Global ISBN: 1615209379.

Okita, S. Y., Ng-Thow-Hing, V., & Sarvadevabhatla, R. K. (2010). Learning with sociable robots and technology, developing an interactive learning partnership between humanoid robots and children. The 5th ACM/IEEE International Conference on Human-Robot Interaction (HRI), 2010 Workshop on Learning and Adaptation of Humans in HRI (pp. 1-4). March 2-5, Osaka Japan.

Ng-Thow-Hing, V., Luo, P., & Okita, S. Y. (2010). Synchronized gesture and speech production for humanoid robots. Proceedings of the 2010 IEEE/RSJ International Conference on Intelligent Robots and Systems (IROS). (pp. 4617-4624). October 18-22, Taipei, Taiwan.

Sarvadevabhatla, R. K., Ng-Thow-Hing, V., & Okita, S. Y. (2010). Extended duration human-robot interaction: Tools and analysis. Proceedings of the 19th IEEE International Symposium on Robot and Human Interactive Communication (RO-MAN), (pp.7-14). September 12-15, Viareggio, Italy.

Okita, S.Y., Ng-Thow-Hing, V., Sarvadevabhatla, R. K. (2009). Learning Together: ASIMO Developing an Interactive Learning Partnership with Children, Proceedings of the 18th IEEE International Symposium on Robot and Human Interactive Communication (RO-MAN), ISBN: 978-1-4244-5081-7, pp.1125-1130, Toyama, Japan.

Okita, S. Y., Schwartz, D. L. (2006). Young Children's Understanding of Animacy and Entertainment Robots, International Journal of Humanoid Robotics (IJHR), World Scientific, Vol.3 (No.3): pp.393-412, 2006.

grants

2009

Honda Research Grant, Learning with Kids and Robots
Keio University International Collaborative Project Assistance Grant, Projective Agents and Learning

2008

Keio University International Collaborative Project Assistance Grant
Collaborative research project on Education in Virtual Environments
Best Student Paper Award, 8th International Conference of the Learning Sciences

2007

Research Institute of Digital Media and Content (Keio University) educational collaboration project with Stanford Center for Innovations in Learning. Experiment for distance/online learning equipment budget for Stanford Global Studio

2005

Keio University International Collaborative Project Assistance Grant
Collaborative research project with Stanford University

2004

Advanced Industrial Science and Technology (AIST) collaborative project providing experiment equipment (PARO Robot).
Keio University International Collaborative Project Assistance Grant
Collaborative research project with Stanford University

2003

Sony Entertainment America Robot Donations (AIBO) for collaborative research project.
Omron Corporation, Donation of Robot equipment (NECORO) for collaborative research project.

2001

Julian-Pillsbury Fellowship and Research Award, Stanford University
Fulbright Scholarship offer for study abroad

professional organization membership

professional experiences

9/2008-Present
Assistant Professor
Department of Mathematics, Science, & Technology,Teachers College, Columbia University

9/2006-2/2007
Part-time Lecturer
Department of Child and Adolescent Development, San Jose State University, USA

4/2005-3/2008
Research Associate
Research Institute for Digital Media and Content, Keio University, Japan

9/2003-6/2008
Research Assistant
School of Education, Stanford University

publications

Human-Robot Interaction and Learning:

Okita, S. Y., Ng-Thow-Hing, V., & Sarvadevabhatla, R. K. (2012). Captain May I? Proxemics Study Examining Factors that Influence Distance between Humanoid Robots, Children, and Adults during Human-Robot Interaction. Proceedings of the 7th ACM/IEEE International Conference on Human-Robot Interaction (HRI), (pp.203-204). March 6-8, Boston, MA.

Okita, S. Y., Ng-Thow-Hing, V., & Sarvadevabhatla, R. K. (2011).Multimodal Approach to Affective Human-Robot Interaction Design with Children.ACM Transactions on Interactive Intelligent Systems (Tiis). ACM, 1(1) 5:1-29.

Okita, S. Y. (2010). E-Collaboration between People and Technological Boundary Objects: A New Learning Partnership in Knowledge Construction, In B. Ertl (Ed.). Technologies and Practices for Constructing Knowledge in Online Environments: Advancements in Learning, Hershey, PA:IGI Global ISBN: 1615209379.

Okita, S. Y., Ng-Thow-Hing, V., & Sarvadevabhatla, R. K. (2010). Learning with sociable robots and technology, developing an interactive learning partnership between humanoid robots and children. The 5th ACM/IEEE International Conference on Human-Robot Interaction (HRI), 2010 Workshop on Learning and Adaptation of Humans in HRI (pp. 1-4). March 2-5, Osaka Japan.

Okita, S.Y., Ng-Thow-Hing, V., Sarvadevabhatla, R. K. (2009). Learning Together: ASIMO Developing an Interactive Learning Partnership with Children, Proceedings of the 18th IEEE International Symposium on Robot and Human Interactive Communication (RO-MAN), ISBN: 978-1-4244-5081-7, pp.1125-1130, Toyama, Japan.

Okita, S. Y., Schwartz, D. L. (2006). Young Children's Understanding of Animacy and Entertainment Robots, International Journal of Humanoid Robotics (IJHR), World Scientific, Vol.3 (No.3): pp.393-412, 2006.

Ng-Thow-Hing, V., Luo, P., & Okita, S. Y. (2010). Synchronized gesture and speech production for humanoid robots. Proceedings of the 2010 IEEE/RSJ International Conference on Intelligent Robots and Systems (IROS). (pp. 4617-4624). October 18-22, Taipei, Taiwan.

Sarvadevabhatla, R. K., Ng-Thow-Hing, V., & Okita, S. Y. (2010). Extended duration human-robot interaction: Tools and analysis. Proceedings of the 19th IEEE International Symposium on Robot and Human Interactive Communication (RO-MAN), (pp.7-14). September 12-15, Viareggio, Italy.

Sociable Technologies and Learning- Learning with Pedagogical Agents, Avatars in Virtual Reality Environments:

Okita, S.Y. (in press). Educational Technology and Instructional Design in Synchronous Blended Learning Environments. In E. Jean Francois (Ed.), Transcultural Blended Learning and Teaching in Postsecondary Education. Hershey, PA, IGI Global.

Okita, S. Y. (2012). Social Interactions and Learning. In N. M. Seel (Ed.) Encyclopedia of the Science of Learning (pp. 3104-3107). Springer, US.

Okita, S. Y., Jamalian, A. (2011). Current Challenges in Integrating Educational Technology into Elementary and Middle School Math Education. Journal of Mathematics Education at Teachers College, 2(2)49-58.

Gordon, A. M., & Okita, S. Y. (2010). Augmenting pediatric constraint-induced movement therapy and bimanual training with video gaming technology.Technology and Disability, 22, 179-191. IOS Press.

Schwartz, D. L., Chase, C., Chin, D. B., Oppezzo, M., Kwong, H. Y., Okita, S. Y., Biswas, G., Roscoe, R., Jeong, H., & Wagster, J. (2009).Interactive metacognition: Monitoring and regulating a teachable agent. In D. J., Hacker, J. Dunlosky, A. C. Graesser (Eds.). Handbook of metacognition in education (pp. 340-358). New York, Routledge.

Okita, S.Y., Bailenson, J., Schwartz, D. L. (2008). Mere Belief of Social Action Improves Complex Learning In S. Barab, K. Hay, D. Hickey (Eds.), Proceedings of the 8th International Conference for the Learning Sciences. New Jersey: Lawrence Erlbaum Associates. Utrecht, The Netherlands (June, 2008)

Okita, S. Y., Schwartz, D. L. (2006). When observation beats doing: Learning by Teaching, In S. Barab, K. Hay, D. Hickey (Eds.), 7th International Conference of the Learning Sciences: Vol. 1: pp. 509-515. New Jersey: Lawrence Erlbaum Associates. Bloomington, USA, (June 2006)

Okita, S. Y. (2004). Effects of age on Associating Virtual and Embodied Toys, CyberPsychology and Behavior. Mary Ann Liebert Inc, Vol. 7(No.4): pp.464 - 471.

service and work outside nyc

Part-time Lecturer, San Jose State University, USA
2006 - 2007 Contextual Influences on Cognitive Development (Undergraduate course)

Teacher’s Aide, Rainbow School, Stanford University, USA
2003 Preschool, teacher’s aide in the classroom

Part-time Lecturer, Keio University, Japan
2000 - 2001 Computer Literacy (Undergraduate course)
Foreign Language Course (Undergraduate course)

Teaching Assistant, Keio University, Japan
1997 - 2000 Autonomous Distributed Collaborative System (Graduate course)
Media Architecture (Graduate course)
Mobile and Distributed Programming (Graduate course)

Student Assistant, Keio University, Japan
1994 - 1997 Computer Literacy (Undergraduate course)

Part-time Lecturer, Shinyo School Learning Center, Japan
1994 – 1995 Elementary School level Math
Junior high school English

MSTU 4083: Instructional design of educational technology

The nature of instructional technology, systems approaches to planning, managing, and evaluating instructional processes and materials. Emphasis is on instructional design. Special fee: $45.

MSTU 5555: Technology and the emergence of a global curriculum

This course deals with the impact of technology on human society over the ages, how technology in particular is shaped by, and in turn shapes, the vision informing a specific culture and its curriculum, and how the global sharing of technology is inexorably contributing to the emergence of a common global curriculum. Uses its own website, www.tc.columbia.edu/~global. Special fee: $35.