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This study proposes and demonstrates how computer‐aided methods can be used to extend qualitative data analysis by quantifying qualitative data, and then through exploration, categorization, grouping, and validation. Computer‐aided approaches to inquiry have gained important ground in educational research, mostly through data analytics and large data set processing. We argue that qualitative data analysis methods can also be supported and extended by computer‐aided methods. In particular, we posit that computing capacities rationally applied can expand the innate human ability to recognize patterns and group qualitative information based on similarities. We propose a principled approach to using machine learning in qualitative education research based on the three interrelated elements of the assessment triangle: cognition, observation, and interpretation. Through the lens of the assessment triangle, the study presents three examples of qualitative studies in engineering education that have used computer‐aided methods for visualization and grouping. The first study focuses on characterizing students' written explanations of programming code, using tile plots and hierarchical clustering with binary distances to identify the different approaches that students used to self‐explain. The second study looks into students' modeling and simulation process and elicits the types of knowledge that they used in each step through a think‐aloud protocol. For this purpose, we used a bubble plot and a k‐means clustering algorithm. The third and final study explores engineering faculty's conceptions of teaching, using data from semi‐structured interviews. We grouped these conceptions based on coding similarities, using Jaccard's similarity coefficient, and visualized them using a treemap. We conclude this manuscript by discussing some implications for engineering education qualitative research. 

Abstract Assume that a ground‐based vehicle moves in a room with walls or other planar surfaces. Can the vehicle reconstruct the positions of the walls from the echoes of a single sound event? We assume that the vehicle carries some microphones and that a loudspeaker is either also mounted on the vehicle or placed at a fixed location in the room. We prove that the reconstruction is almost always possible if (1) no echoes are received from floors, ceilings, or sloping walls and the vehicle carries at least three noncollinear microphones, or if (2) walls of any inclination may occur, the loudspeaker is fixed in the room and there are four noncoplanar microphones. The difficulty lies in the echo‐matching problem: How to determine which echoes come from the same wall. We solve this by using a Cayley–Menger determinant. Our proofs use methods from computational commutative algebra. 

This paper proposes a special session on the use of computational methods for analyzing educational data. Computation has permeated all disciplines because it provides unique opportunities to represent knowledge and understand complex phenomena. In education, disciplines such as learning analytics and educational data mining have emerged to better understand educational phenomena. This special session will discuss three different approaches to use computational methods to analyze qualitative educational data. After the discussion, the participants will be able to implement these methods using R programming, while reflecting on how they can use these methods in their own context.