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TEDR (Technology-Enhanced Dialogical Reasoning) is a research initiative which focuses on leveraging advanced technologies to enhance dialogical reasoning and argumentation skills. TEDR integrates tools such as argument mapping, Virtual Reality (VR), Augmented Reality (AR), robotics, and metaverse platforms to create immersive and interactive learning environments. These technologies are utilized to foster critical thinking, collaborative reasoning, and effective communication among learners. The lab aims to bridge educational methodologies with cutting-edge technology, offering groundbreaking solutions to improve reasoning and argumentation in both academic and real-world contexts.
Research and Teaching Grants
Research and Teaching Grants
National Science and Technology Council (NSTC) Metaverse-based argumentation learning: Investigating students’ regulation and argumentation skills during collaborative dialogical reasoning in virtual environments 基於元宇宙的論證學習：在虛擬環境中調查學生於協作對話式推理過程中的調節與論證技能 (114-2410-H-126-002-MY2). Multiple-year project: January 2025 to December 2026
Providence University Teaching Development Center. Designing a human-robot collaborative teaching and learning model to promote EMI students’ persuasive communication (PU115-參與式-009). Teaching Research Grant January 2026 - December 2026
Providence University Teaching Development Center. Non-player characters (NPCs) in the Metaverse: How students designed pedagogical AI agents using the Triple-E framework in the immersive language learning environment 元宇宙中的非玩家角色（NPC）：學生如何運用Triple-E框架在沉浸式語言學習環境中設計具教學功能的AI代理人 (PU114-TDC-035). Teaching Research Grant 2025-2026
Providence University. Teaching Development Center. Capstone courses of "Future Education" and "Educational Technology Practice." August 2025 - July 2026
National Chun Hsing University, EMI Teaching Resource Center. Bilingual Teaching-enhanced Learning community group. September to December 2024
The Team
The Team
Darmawansah 達馬萬
Darmawansah 達馬萬
Lab Leader
Van Phu Nguyen 阮文富
Van Phu Nguyen 阮文富
Project Assistant
Yun-Sheng, Chen 耘笙
Yun-Sheng, Chen 耘笙
Master student
Dang Kim Diu 鄧金惠
Dang Kim Diu 鄧金惠
Master student
Kulab Cheawised
Kulab Cheawised
Project designer
Jing-Ru, Huang 黃敬茹
Jing-Ru, Huang 黃敬茹
Master student
Research Roadmap:
Research Roadmap:
Advancing AI-Enhanced Immersive Learning, Argumentation, and Dialogical Reasoning
Advancing AI-Enhanced Immersive Learning, Argumentation, and Dialogical Reasoning
My research trajectory is grounded in a strong interest in argumentation, dialogical reasoning, and critical thinking in education, shaped by my early experience as a debater and educator. Over time, my work has evolved toward technology-enhanced learning, with a focus on how artificial intelligence (AI), immersive virtual reality (VR), and metaverse environments can support learners’ cognitive, social, and metacognitive development. My research aims to design and evaluate learning environments that promote collaborative knowledge construction, structured argumentation, and meaningful interaction in both formal and informal learning contexts.
- Early Foundations: AI in Language Education and Argumentation (2021–2022)
My early research focused on understanding the role of AI in language education. In my systematic review, I examined the applications of AI in language learning and identified key gaps, particularly in supporting critical thinking and complex reasoning.
Building on this, I developed Collective Reflection-based Argumentation Mapping (CR-AM) to enhance students’ argumentative speaking. This work demonstrated that structured argument mapping can improve argument quality, coherence, and lexical development among EFL learners, establishing a foundation for integrating AI and argumentation in language learning.
2. Expanding Scope: STEM, Robotics, and Game-Based Learning (2023–2024)
2. Expanding Scope: STEM, Robotics, and Game-Based Learning (2023–2024)
My research then expanded into STEM and interdisciplinary learning, particularly exploring robotics-based and game-based learning environments. Through systematic review and empirical studies, I investigated how interactive technologies support self-regulated learning, engagement, and professional competencies.
This phase highlighted the importance of learning design and scaffolding, emphasizing that technology alone is insufficient without pedagogically grounded approaches. These findings informed my later work on immersive and AI-supported learning environments.
3. AI-Supported Argumentation and Collaborative Reasoning (2024–2025)
3. AI-Supported Argumentation and Collaborative Reasoning (2024–2025)
A major shift in my research focused on integrating AI with argumentation mapping and collaborative learning.
I introduced Dialectical Constructivist Scaffolding-based Argumentation Mapping (DCS-AM), which supports students’ dialectical thinking, argument complexity, and dialogical reasoning. My subsequent studies examined how AI tools (e.g., ChatGPT) can act as cognitive and dialogical partners, enhancing:
Argumentation complexity
Group collaboration and co-construction of knowledge
Reflective and iterative reasoning processes
These studies also explored human–AI collaborative patterns, comparing high- and low-quality outcomes in AI-assisted learning tasks.
4. Immersive Learning and Metaverse-Based Argumentation (2024–Present)
4. Immersive Learning and Metaverse-Based Argumentation (2024–Present)
My current research focuses on immersive learning environments, particularly the integration of metaverse platforms, virtual reality (VR), and AI-driven scaffolding.
Key research directions include:
Metaverse-based collaborative argumentation learning environments
AI-empowered multi-source feedback systems for learning design and reflection
Epistemic Network Analysis (ENA) to examine patterns of knowledge construction and group interaction
Dual-processing multimodal learning and VR-based assessment models
AI virtual tutors and adaptive NPCs for real-time scaffolding in immersive environments
These studies aim to understand how immersive and AI-supported environments can enhance presence, interaction, and higher-order thinking, while also managing cognitive load and learning effectiveness.
Research Future and Goals
Research Future and Goals
My future research focuses on advancing AI-enhanced immersive learning and dialogical reasoning through the integration of artificial intelligence, virtual reality (VR), and metaverse environments. Building on my current work in AI-supported argumentation and collaborative learning, I aim to design innovative learning environments that promote critical thinking, intercultural communication, and collaborative knowledge construction.
One key direction is the development of AI-enhanced pedagogy, including prompt-based learning, AI-assisted reasoning, and personalized tutoring systems. In this approach, AI functions as a dialogical partner, supporting learners’ reflection, guiding argumentation processes, and improving the structure and quality of their reasoning.
In parallel, I focus on immersive learning design, particularly the creation of VR- and metaverse-based environments with AI-driven agents (NPCs). These environments enable students to engage in socio-scientific inquiry, simulated real-world problem-solving, and telecollaborative learning across cultures. My research examines how these environments influence learners’ cognitive engagement, social interaction, and dialogical reasoning, using methods such as Epistemic Network Analysis (ENA), multimodal learning analytics, and experimental designs.
Another emerging area is the integration of social robotics, exploring how interactive robots can support peer collaboration, empathy, and turn-taking in dialogical learning contexts. This work contributes to the broader vision of human–AI collaborative learning ecosystems.
Through international collaborations, particularly across Taiwan and Southeast Asia, I aim to conduct cross-cultural and scalable studies in both higher education and K–12 settings. In the long term, my goal is to contribute to the development of ethical, inclusive, and sustainable AI-driven educational systems that foster critical thinking, responsible technology use, and global competence.
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