Dr. Maria Cutumisu
Title:
Associate Professor
Department:
Educational and Counselling Psychology (ECP)
Area(s):
Educational Technology & Teaching Innovation
Areas of expertise:
- Learning Sciences
- Educational Technology
- Feedback Seeking
- Machine Learning, Educational Data Mining
- Data Science
- Learning Analytics
- Memory and Cognition
- Behavioural Game-Based Assessments
- AI in Games
- Computer Role-Playing Games (CRPGs)
Biography:
Dr. Cutumisu's research draws on computing science and educational psychology and has been funded by tri-council grants and scholarships. She graduated with an M.Sc. and a Ph.D. in Computing Science from the Department of Computing Science, University of Alberta and she trained as a postdoctoral scholar in Learning Sciences at the Stanford Graduate School of Education. Her research interests include feedback processing and memory, machine learning and educational data mining for automated feedback generation, Al in games, computational thinking, and data literacy.
Link(s):
Degree(s):
- Postdoctorate, Learning Sciences, Stanford Graduate School of Education, USA
- Ph.D., Computing Science, University of Alberta, Canada
- M.Sc., Computing Science, University of Alberta, Canada
- B.Sc., Computer Science, Faculty of Mathematics, University of Bucharest, Romania. Licentiate Diploma in Computer Science in the field of Mathematics, specialization in Computer Science.
Awards, honours, and fellowships:
- 2021, Graduate Student Association (GSA) Graduate Supervision Award, University of Alberta, Canada
- 2019, Coutts-Clarke Research Achievement Fellowship, Faculty of Education, University of Alberta, Canada
- 2009, Outstanding Research Ph.D. Achievement Award, Computing Science, University of Alberta, Canada
- 2007, Dissertation Fellowship, University of Alberta, Canada
- 2005 - 2007, NSERC Canada Graduate Scholarships (CGS)-D2 & iCore, Canada
Selected publications:
- Cutumisu, M., Southcott, J., & Lu, C. (2022). Discovering clusters of support utilization in the Canadian community health survey - Mental Health. International Journal of Mental Health & Addiction. https://doi.org/10.1007/s11469-022-00880-4. Impact Factor: 8.0. Rank: 6% = 15/264.
- Cutumisu, M., & Schwartz, D. L. (2021). Feedback choices and their relations to learning are age-invariant starting in middle school: A secondary data analysis. Computers & Education, 171(104215), October, 104215. https://doi.org/10.1016/j.compedu.2021.104215. Impact Factor: 11.18. Rank: 0.7% = 2/267.
- Cutumisu, M., Ghoman, S. K., Lu, C., Patel, S. D., Garcia-Hidalgo, C., Fray, C., Brown, M. R. G., Greiner, R., & Schmölzer, G. M. (2020). Health care providers’ performance, mindset, and attitudes toward a neonatal resuscitation computer-based simulator: Empirical study. Journal of Medical Internet Research (JMIR) Serious Games, 8(4):e21855. PMID: 33346741. https://games.jmir.org/2020/4/e21855. Impact Factor: 5.43. Rank: 9% = 10/107.
- Cutumisu, M., & Lou, N. M. (2020). The moderating effect of mindset on the relation between university students' critical feedback-seeking and learning. Computers in Human Behavior, 122. https://doi.org/10.1016/j.chb.2020.106445. Impact Factor: 6.83. Rank: 7% = 10/140.
- Cutumisu, M., Schwartz, D. L., & Lou, N. M. (2020). The relation between academic achievement and the spontaneous use of design-thinking strategies. Computers & Education, 149, Article 103806. https://doi.org/10.1016/j.compedu.2020.103806. Impact Factor: 8.54. Rank: 1.1% = 3/264.
- Cutumisu, M. (2019). The association between critical feedback seeking and performance is moderated by growth mindset in a digital assessment game. Computers in Human Behavior, 93, 267-278. https://doi.org/10.1016/j.chb.2018.12.026. Impact factor: 5.00. Rank: 5% = 4/87.
Program:
Graduate supervision:
Accepting Master's and Ph.D. students.
