SCHOLARSHIP

Dissertation

Chauncey, Sarah Anna, ” Can You Hear Us Now? Investigating the Effects of a Wireless Grid Social Radio Station on Collaboration and Communication in Fragile Populations.” (2012). School of Information Studies: Dissertations. 75.
https://surface.syr.edu/it_etd/75

Publications

Chauncey SA (2026) Designing a human-in-the-loop AI iterative process for research writing: a framework for preserving productive struggle. Front. Comput. Sci. 8:1947835. doi: 10.3389/fcomp.2026.1947835

Chauncey, S. A. (2026). Responsible AI in practice: Three real-world case studies as exemplars. In N. A. Streitz & S. Konomi (Eds.), Distributed, Ambient and Pervasive Interactions (Lecture Notes in Computer Science, Vol. 16728, pp. 409–430). Springer Nature Switzerland. https://lnkd.in/g38JCQwd

Chauncey, Sarah A., and H. Patricia McKenna. (2024). “Creativity and Innovation in Civic Spaces Supported by Cognitive Flexibility When Learning with AI Chatbots in Smart Cities” Urban Science 8, no. 1: 16. https://lnkd.in/euXmPzGa

Chauncey, S. A., & McKenna, H. P. (2024). Exploring the potential of cognitive flexibility and elaboration in support of curiosity, interest, and engagement in designing AI-rich learning spaces, extensible to urban environments. https://lnkd.in/eVj4V5Xg

Chauncey, S. A., & McKenna, H. P. (2023). An Exploration of the Potential of Large Language Models to Enable Cognitive Flexibility in AI-Augmented Learning Environments. In Proceedings of the Future Technologies Conference (pp. 135-153). Cham: Springer Nature Switzerland. https://lnkd.in/e7avyC_y

Chauncey, S. A., & McKenna, H. P. (2023). A framework and exemplars for ethical and responsible use of AI Chatbot technology to support teaching and learning. Computers and Education: Artificial Intelligence, 5, 100182. https://lnkd.in/eWJQTe8j

Chauncey, S., & Simpson, G. (2020). The Role of Learning City “Smart Teams” in Promoting, Supporting, and Extending the Community School Model. HCI. Link

Chauncey, S. A., & McKenna, H. P.  Argumentation spaces for learning: Toward a new coherence in teaching, learning, and assessments for frictionless interactions. Proceedings of the World Conference on E-Learning (E-Learn2014), New Orleans, LA, 27-30 October. Link

McKenna, H. P., McKnight, L. W., & Chauncey, S. A. (2014). Advancing ambient privacy and informational self-determination as key components of a national privacy research strategy. Submission in Response to a Request for Information (RFI) – National Privacy Research Strategy, US, NITRD, 17 Oct.

McKenna, H. P., & Chauncey, S. A. (forthcoming). Frictionless learning environments for 21st century education and learning cities: A response to digital inequalities. Proceedings of the 7th International Conference of Education, Research and Innovation (iCERi2014), 17-19 November.

McKenna, H. P., & Chauncey, S. A. (2014). Taking learning to the city: An exploration of the frictionless learning environment innovation. Proceedings of the 6th International Conference on Education and New Learning Technologies (EduLearn14), Barcelona, Spain, 7-9 July. In press. Virtual presentation.

McKenna, H. P., Chauncey, S. A., Arnone, M. P., Kaarst-Brown, M. L., & McKnight, L. W. (2014). Emergent learning through playful interactions and serious games when combining ambient intelligence with wireless grids. Proceedings of the 8th International Technology, Education & Development (INTED) Conference 2014, pp. 5080-5090, 10-12 March, Valencia, Spain. Article PDF.

Chauncey, Sarah A. (2013). “Can You Hear Us Now: Investigating the Effects of a Wireless Grids Social Radio Station on Collaboration and Communication in Fragile Populations,” Summary of doctoral dissertation. Proceedings of the 7th International Technology, Education and Development (INTED) 2013 Conference, 4-6 March, Valencia, Spain.  Presentation, Paper.

McKenna, H. P., Arnone, M. P., Kaarst-Brown, M. L., McKnight, L. W., & Chauncey, S. A. (2013). Application of the Consensual Assessment Technique in 21st Century Technology-Pervasive Learning Environments. Proceedings of the 6th International Conference of Education, Research and Innovation (iCERi2013), Seville, Spain, 18-20 November, 2013.

McKenna, H. P, Arnone, M. P., Kaarst-Brown, M. L., McKnight, L. W., & Chauncey, S. A. (2013). Ambient and emergent learning with wireless grid technologies. Proceedings of the 5th International Conference on Education and New Learning Technologies (EduLearn13), International Association of Technology, Education, & Development (IATED), Barcelona, Spain, 1-3 July, 2013.

McKenna, H. P., Arnone, M. P., Kaarst-Brown, M. L., McKnight, L. W., & Chauncey, S. A. (2013). Ambient intelligence and information interactions: Theorizing autonomies and awareness for 21st century society – A technology-people balance. Proceedings of the IEEE International Symposium on Technology and Society (ISTAS’13 SmartWorld), 27-29 June, Toronto, Canada.

McKenna, H. P., Arnone, M. P., Kaarst-Brown, M. L., McKnight, L. W., & Chauncey, S. A. (2013). Social interactions with wireless grids: conceptualizing 21st century ambient information society. Proceedings of the International Conference on Information Society (i-Society 2013), 24-26 June, Toronto, Canada.

Arnone, M. P., Small, R. V., Chauncey, S. A., & McKenna, H. P. (2011). Curiosity, interest and engagement in technology-pervasive learning environments: a new research agenda. Educational Technology Research & Development 59:181-198. DOI 10.1007/s11423-011-9190-9

Small, R., Chauncey, S. A., McKenna, P. (2010). Motivation at a Glance: An ISchool Collaborative. Syracuse, NY: School of Information Studies, Syracuse University. http://sites.google.com/site/motivationataglanceischool/

McKnight, L. W. (Ed.). (2012). WiGiT Group open specifications for wireless grids: use cases. Version 0.1. Syracuse, NY: School of Information Studies, Syracuse University; Including Virginia Tech, Rochester Institute of Technology, and Tufts University. (Sarah A. Chauncey is one of several primary contributors from Syracuse University).

Articles In-Process

Chauncey, S. A., McKenna, H.P. Learning to Argue, Arguing to Learn: The Impact of Technology Mediated Workspaces on Situational Interest, Self-Efficacy, and Self-Regulation.

 Collaborations

McKnight, L. W. (Ed.). (2012). WiGiT Group open specifications for wireless grids: use cases. Version 0.1. Syracuse, NY: School of Information Studies, Syracuse University; Including Virginia Tech, Rochester Institute of Technology, and Tufts University. (H. P. McKenna, one of several primary contributors).

RESEARCH METHODS INCLUDING DATA COLLECTION & ANALYSIS TECHNIQUES

Qualitative and Quantitative research skills

 Database activity data – tracking of tool use through the capture of activity data.

Interviews – develop interview protocols. Pretesting of protocols and online interview technique.

Survey Design

Content Analysis – Use of Microsoft Access for text segmentation; coding; glossary development; testing and analysis of coding by first and second coders; and generation of inter-coder reliability rates.

Observations – Classroom lesson presentations, student-teacher interactions

Artifact Analysis – Teacher lessons and student work.

Generate descriptive statistics from data analysis using SPSS, MS Access and Excel.