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filler@godaddy.com
Signed in as:
filler@godaddy.com
I am a faculty at NYU's Tandon School of Engineering in the Computer Science and Engineering (CSE) department, with an affiliation to the VIDA group.
I work at the intersection of Human-Computer Interaction and Learning Sciences, specifically focused on designing systems for learning physical skills, such as motor skills, fabrication skills, and maker skills. using enabling technologies like ubiquitous sensing, AR/VR/MR/XR tools, and generative AI.
I was a postdoc researcher in MIT Mechanical Engineering Department's Learning Engineering And Practice (LEAP) Group where I worked on designing XR systems for training workforce in manufacturing. I have also been a research scientist intern in Meta Reality Labs' HCI group, where I worked on designing AR systems for adaptive motorskill learning.
I received my Ph.D. in Electrical Engineering and Computer Science from MIT with a research focus in Human-Computer Interaction and Design and a minor in Brain and Cognitive Science. Prior to starting my Ph.D., I received a dual master's degree in EECS (MS) and Architecture (SMArchS computation) from MIT, in addition to masters (MSc) in Emergent Technology and Design (EmTech) from AA School of Architecture.
My research has raised over $2.2 million in funding through grants, including two National Science Foundation (NSF Career, NSF Small) grants, three MIT Integrated Learning Initiative (1, 2, 3) grants, and a J-WEL Education Innovation grant. I have been part of the EECS Rising Stars and a recipient of the Meta Ph.D. Research Fellowship ('22-24) and the MIT Edwin S. Webster Graduate Fellowship. At MIT, I have also been a SERC scholar and a Grace Hopper scholar.
Besides academic research, I have worked in the industry as a computational designer on several award-winning projects in London (PLP Architects), Singapore (SUTD), and Bern (BSR Architekten), and as a licensed architect in Mumbai, where I also co-led my design firm, ArchitextureBuro.
Google Scholar | LinkedIn | Twitter | TEDx Talk
email: dishita[at]mit[dot]edu | d[dot]turakhia[at]nyu[dot]edu
Given the multifaceted nature of human learning, my research vision is to leverage technology to design learner-centric tools for comprehensive skill learning.
I fulfill this vision through my research at the intersection of Human-Computer Interaction (HCI) and Learning Science (LS). I combine HCI principles of tool design with LS frameworks to personalize the learning of physical skills by enhancing motivation, creativity, and self-reflection.
I design, build, and study interventions grounded in learners’ and educators’ experiences thereby challenging prevailing techno-centric approaches that focus solely on skill enhancement. In particular, I have focused on three frameworks for skill learning: i) adaptive, ii) reflection-based, and iii) game-based for learning three different sets of skills: motor skills, maker skills, and fabrication skills.
This VR training simulation prototype presents an open-ended approach to practice drilling using a 3-axis milling machine. The simulation employs near “end-to-end” instruction through a safety module, a setup and drilling tutorial, and open-ended practice complete with warnings of mistakes and failures.
(published at IEEE ISMAR’23 and Demo at ACM CHI'24)
Our findings from a benchmarking study of 19 industry applications reveal that current systems are moderately open-ended for goal selection and system adaptability, but have significant limitations in open-endedness for product creation, feedback mechanisms, and learning paths.
(published at IEEE ISMAR EA'24)
DOI | PDF
We explore the design of an ACT-R based ITS framework for VR training of manufacturing skills like machining, drilling, or lathing. We detail the framework components which include designing instructions, constraint-based system model, warning and error states, action-based and time-based feedback, and the ITS architecture.
(published at IEEE ISMAR EA'24)
DOI | PDF
Reflection allows learners to analyze their actions and gain a deeper understanding of the skill and improve learning outcomes. The Reflective Maker - a toolkit for educators to design reflection exercises for novice makers, leverages Donald Schon's framework of reflection in making for teaching makerskills.
(published at ACM UIST'22)
To support the self-learning of makerskills among individuals who rely on online tutorials like Instructables, Reflectables explores the use of Large Language Models (LLMs) for generating personalized tutorials. Preliminary studies show increased self-efficacy and knowledge of tools among learners.
(under review)
Reflective Make-AR is an augmented reality system for monitoring, prompting, and recording the learners' “in-action reflections.” Our studies on the impact of immersive multimodal reflection on the learning experiences of makers indicated the need to adopt a “less is more” approach when designing interventions
(published at ACM CHI ’23)
A key innovation of this work was leveraging the shape-changing abilities of interactive tools to adapt the training task difficulty. User studies validating the impact of this approach demonstrated that adaptive learning not only outperformed non-adaptive training but also surpassed manually-adaptive training
(published at ACM TEI'21)
The Adapt2Learn toolkit expanded the design space for adaptivity, by empowering designers to build adaptive tools for varied skills. Adapt2Learn generates customized learning algorithms for their tools and provides a visualization feature for evaluating if the tool adapted correctly to the learner's performance.
(published at ACM DIS'21)
This project, in collaboration with the Meta Reality Labs, studies the design space of AR for adaptive skill learning. Our studies on using adaptive AR tools for training shed light on which visual & environmental cues the learners rely on for learning. The findings unveiled new design opportunities to adapt virtual cues for optimal personalized training in AR.
[under review]
This work studies how educators scaffold the learning of makerskills, through in-depth interviews with educators in makerspaces across Greater Boston and global fab labs. This study validated how educators prioritize a myriad of learning goals beyond mere tool expertise, such as enhancing self-efficacy and creativity.
(published in ETRD Journal'23)
FabO allowed learners to laser-cut and 3D print objects from their favorite games, such as collectibles or custom controllers crafted from game-related elements. A key novelty of this work is using computer vision to allow seamless integration of fabrication moments within existing games without needing access to the game’s source files.
(published in ACM Creativity and Cognition'22)
While much of the design and engineering of current learning systems is driven by the advances in technology, we can reimagine these systems by reorienting the design goals around constructivist and sociocultural theories of learning to support learning progression, engagement across artistic disciplines, and designing for inclusivity and accessibility.
(led the workshop at ACM CHI'22)
DOI | PDF | Workshop Website
SensorViz is a visualization tool that supports novice makers during different prototyping stages with sensors. SensorViz provides 3 visualization modes: datasheet specifications, sensor interaction with the environment via AR before building the physical prototype, and live/recorded sensor data to test the assembled prototype.
(published in ACM DIS'22)
This work studies the impact of cognitive diversity and social interaction on creative thinking using shape grammar.
PDF | Project | TEDx Talk
This project uses machine learning to automate the mundane parts of architecture drafting for increased efficiency.
This research studies the neuroscience frameworks of spatial cognition for applications in architectural design.
PDF | Project | Talk
This project explores the use of sensor technology to detect distractions and block them while focusing on work.
Building computational models of social cognition and visual communication
PDF | Project
Fabricating a 2-axis sketching tool and exploring sketching techniques
PDF | Project
Designing irregular Tensegrity habitable structures for Mumbai slums
PDF | Project
Using generative design for irregular tensegrity systems
Project
Instructor, Human-Computer Interaction, NYU Tandon School of Engineering
TA, 6.034 Artificial Intelligence, MIT
TA, 6.928 Leading Creative Teams, MIT
TA, 6.810 Embedded Interactive Technology, MIT
Instructor, Digital Design, KRVIA, Mumbai University
Workshop Lead, Reimagining Learning (ACM CHI'22)
Workshop Lead, Spatial Cognition in Design, Aalto University
Workshop Lead, Para-centric design, Bhartiya Vidyapeeth Uni., Mumbai
Instructor, MIT-Global Startup Lab Mentor, Mauritius
Volunteer mentor, CanopyCity accelerator, Somerville(2017)
Design lead, SketchCAD, DesignX Accelerator, MIT(2016)
On the value of pursuing your dreams
How the MIT's architecture represents its philosophy
Why being at MIT is like being Alice in Wonderland
My experience with MISTI Global Startup Labs
I am actively looking for Academic and Industry Research Positions related to design, emerging technologies (AR/VR, genAI), skill learning, and HCI.