Research
My research sits at the intersection of computer science and the learning
sciences: I build computational models of how people learn, and I design
learning environments that put those models to work. Three threads run
through this work.
Learning as Graph Traversal
Dissertation · LAK26 & ICMI 2026 Doctoral Consortia
My dissertation asks what it means to learn a richly interconnected
domain. Quizbowl — a competitive academic game with hundreds of
thousands of questions spanning the canon — offers an unusually clean
window into that question: every question rewards recognizing an answer
from progressively easier clues, so every buzz is a timestamped trace of
what a player knew and how deeply they knew it. I model learners'
trajectories as walks over a concept graph, treating learning as
movement through a knowledge space rather than the accumulation of
isolated facts.
This framing turns pedagogical questions into graph problems. What does
an efficient path through a domain look like? Can a curriculum be
generated by planning routes through the graph? And what do thousands
of players' traversals reveal about the structure of the canon itself?
Early pieces of this work appear at the
LAK26 and ICMI 2026
doctoral consortia, alongside talks at CoDEx 2026 and the Symposium on
AI, Education, and the Learning Sciences.
Structured Hackathons & AI Education at Scale
AIED 2025 · CSCL 2026
I came to this thread from both sides of the room: first as the Grand
Prize winner of SuperAI Engineer, Thailand's national AI talent
program, and then as a lecturer and teaching assistant with the
Artificial Intelligence Association of Thailand. Hackathons are usually
treated as one-off events; my work asks what happens when they become
the backbone of a curriculum.
At AIED 2025 I
studied a structured hackathon curriculum that put 175 participants
through seven weeks of Kaggle-style challenges woven into an intensive
program of online and onsite sessions, finding sizeable learning gains —
and that hackathon performance moderately predicts formal assessment
outcomes. At CSCL 2026 I push the design question further: if one hack
week is pedagogically effective, why not ten?
Embodied & Playful Computing
SIGCSE TS 2025 · TIILT Lab
With the TIILT Lab I design
computing experiences that move. At
SIGCSE TS 2025,
with A. Quiterio, I examined a curriculum blending sports and
computer science for 5th graders — so that young learners meet
computational ideas through embodied, playful activity rather than at a
desk. The throughline with my other work is the same conviction: the
environments we learn in are designable objects, and getting their
structure right is as much a scientific problem as an act of craft.