Cognii Awarded the National Science Foundation Grant for Developing Scalable Educational Technology

Posted on November 07, 2018 by Cognii Admin

Boston, MA, November 7, 2018 – Cognii has been awarded a National Science Foundation (NSF) Small Business Innovation Research (SBIR) Phase II grant for $750,000 to conduct research and development (R&D) work and commercialization of its innovative Artificial Intelligence powered scalable educational technology. 

“The National Science Foundation supports small businesses with the most innovative, cutting-edge ideas that have the potential to become great commercial successes and make huge societal impacts,” said Barry Johnson, Director of Division of Industrial Innovation and Partnerships at NSF. “We hope that this seed funding will spark solutions to some of the

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Are Multiple Choice Questions Gender Discriminatory?

Posted on April 12, 2018 by Cognii Admin

Recently, the journal Educational Researcher published a very interesting paper titled "The Relationship Between Test Item Format and Gender Achievement Gaps on Math and ELA Tests in Fourth and Eighth Grades." It is authored by researchers from Stanford Graduate School of Education, and the Learning Policy Institute. 

The paper highlights the important effect of the educational test format on the gender achievement gap. After analyzing roughly 8 million student answer scores on state assessments, they observe a strong bias of multiple-choice items in favor of male students. On the other hand, they observed that the female students performed better

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AI for Learning Assessments, Credentialing, and Degree Completions

Posted on June 23, 2017 by Cognii Admin

Cognii CEO was invited to speak at the Saylor Foundation Summit on Higher Education in Washington, D.C. during June 21-22, 2017. The summit was focused on:

Looking at the Degree and Beyond: Lowering Cost, Increasing Access, Exploring Alternatives
 The Saylor Academy Higher Education Summit seeks to connect ideas and action to address the need to educate and credential the next billion individuals worldwide in need of higher education learning and credentials.  Initiatives created at this summit will expand participation in today’s and tomorrow’s economies. We are not leaving out the college degree, however, we want to address it as well

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California State University East Bay Partners With Cognii to Offer Artificial Intelligence Powered Online Learning

Posted on April 14, 2017 by Cognii Admin

Cognii's Virtual Learning Assistant technology will provide intelligent tutoring and assessments to students in a chatbot-style conversation

HAYWARD, CA, April 14, 2017 - ​​​​​​​Cal State East Bay, a top-tier public university, and Cognii Inc., a leading provider of artificial intelligence-based educational technologies, today announced a partnership. Cognii will work with Cal State East Bay to develop a new learning and assessment experience, powered by Cognii’s Virtual Learning Assistant technology.

Winner of the 2016 EdTech Innovation of the Year Award from Mass Technology Leadership Council for its unique use of conversational AI and Natural Language Processing technologies in education, Cognii VLA provides

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Cognii Launches Virtual Learning Assistant for the Education Market

Posted on January 27, 2016 by Cognii Admin

Cognii’s Virtual Learning Assistant to engage students in real-time natural language conversations to help them master knowledge and practice problem-solving.

BOSTON, MA, January 27, 2016 --- Cognii, a leading provider of educational assessment technologies, today announces the launch of Virtual Learning Assistant (VLA), a next-generation personalized adaptive learning platform for the Education and Training market. Cognii’s VLA uses Artificial Intelligence and Natural Language Processing technologies to engage students in real-time adaptive tutoring conversations and provides instant formative assessment on their constructed response (short essay) answers with guidance towards conceptual mastery. It also provides rich learning analytics to the teachers based on

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