Qualification: 
MSc, BSc
mithunh@am.amrita.edu
Phone: 
+91 9633813514

Mithun Haridas is a doctoral student at Amrita Vishwa Vidyapeetham’s Amritapuri campus, pursuing Ph.D. in the faculty of Computer Science and Applications. Dr. Raghu Raman and Dr. Prema Nedungadi are the thesis advisors; and doctoral committee members are Dr. Rudra Raju and Dr. Nirmala Vasudevan. His areas of research interests are in the domains of learning science, cognitive science and educational technology. Presently, his research is focused on the identification of Dyslexic children who commonly show symptoms oflearning difficulty that ensue in problems with reading and spelling, followed by exploring viable options to remediate such handicaps.

Mithun's investigations are currently zeroed in on early detection, and intervention of dyslexic students,whose mother tongue isMalayalam, as a first language, and studying English as their second language. In particular, he wish to delve into effects of orthographic difference in languages on dyslexic students. Capitalising on the contemporary science of ubiquitous computing technology, he wish to exploit mobile computer technology as a primary tool for timely detection of dyslexic behaviour among students.The exploration will converge at the intersection of cognitive science and technology-assisted enhanced learning.

His studies will characterise the commonly observed dyslexic errors during reading and writing activities, and make use of these errors to understand their reading and writing impairments. With a comprehensive understanding of the dyslexic-error datasets, his plan is to deduce their learning disabilities and develop computer-based activities and games, to help overcome their problems. There has been a noticeable paucity of research on the applicability of multimedia technologies for education of dyslexic individuals. He plan to deploy the principles of cognitive theory of multimedia learning (CTML), to develop remedial activities to improve their reading and comprehension.

Mithun is keenly interested to pursue early detection of dyslexic symptoms by applying machine learning approaches to analyse student’s written notes.

He obtained a Master of Science (M. Sc.) degree in Bioinformatics from Amrita Vishwa Vidyapeetham, preceded by a Bachelor of Science (B. Sc.) degree in Botany from Kannur University. During pursuit of the M. Sc. degree, he worked on projects involving Computational Neuroscience, under the supervision of Dr. Shyam Diwakar, Lab Director of Computational Neuroscience and Neurophysiology Laboratory, Amrita Vishwa Vidyapeetham. They implemented a tool to automatically distribute the granular layer model into multiple nodes (CPU) by using the parallel computing concept in NEURON simulator.

Scholarship 

  • Full time Sir M. Visvesvaraya scholar. Visvesvaraya PhD scheme is initiated by Ministry of Electronics and Information Technology, Government of India.

Education 

  • 2010 – 2012M.Sc. Bioinformatics
    School of Biotechnology, Amrita Vishwa Vidyapeetham
  • 2004 - 2007: B. Sc. Botany
    Govt. Brennen College, Kannur University

Experience 

  • December 2012-2015: Subject Matter Expert - Amrita CREATE
    3 year experience as Subject Matter Expert for biology at Amrita-CREATE, one of theResearch Centres of Excellence at Amrita Vishwa Vidyapeetham.

Publications

Publication Type: Conference Paper

Year of Publication Publication Type Title

2018

Conference Paper

Mithun Haridas, Vasudevan, N., Gutjahr, G., Raghu Raman, and Prof. Prema Nedungadi, “Comparing English and Malayalam Reading Difficulties in Children with a Bilingual Screening Tool”, in 3rd Int. Conf. on Information and Communication Technology for Intelligent Systems, 2018.

2018

Conference Paper

Mithun Haridas, Vasudevan, N., G Nair, J., Gutjahr, G., Raghu Raman, and Prof. Prema Nedungadi, “Spelling Errors by Normal and Poor Readers in a Bilingual Malayalam-English Dyslexia Screening Test”, in IEEE 18th International Conference on Advanced Learning Technologies (ICALT), 2018.[Abstract]


Dyslexia is a complex learning disorder that impairs the acquisition of reading and writing skills. The manifestation of dyslexia in an individual depends not only upon individual cognitive differences, but also on the language used. We are engaged in a long-term study on the early assessment and remediation of dyslexia in children in Kerala State, South India, where Malayalam is spoken at home and English and Malayalam are taught in school. We have designed bilingual MalayalamEnglish dyslexia screening tests and have administered them in schools in Kerala. This paper reports on a study where our screening test was administered to 39 second-grade students in three Government schools, and spelling errors in dictation and text-copying tasks were classified as phonological and orthographic errors. Despite the transparent orthography of Malayalam, poor readers made more spelling errors in Malayalam than English, possibly due to the large number of intricate letters and letter combinations in the Malayalam alphabet. We therefore suggest that a dyslexic child be drilled in the use of a few frequently occurring letters, especially in the initial stages of learning to read Malayalam.

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2018

Conference Paper

Mithun Haridas, Prof. Prema Nedungadi, and Raghu Raman, “Incorporating CTML Principles in Tablet-based Learning”, in Proceedings of 2017 IEEE International Conference on Technological Advancements in Power and Energy: Exploring Energy Solutions for an Intelligent Power Grid, TAP Energy 2017, Kollam, India, 2018.[Abstract]


The Cognitive Theory of Multimedia Learning (CTML) offers insights on creating, organizing and presenting multimedia content in a way that can enhance the effectiveness of learners. While several studies have been conducted to verify these principles, not many have been done using content presented on low cost tablets. In this paper, we present our experimental study on the retention and understanding by children when learning content a) adheres to CTML and b) offered on low cost tablets. In our study we used Online Labs theory and videos and incorporated CTML principles into it. According to CTML principle it will maximize learning without causing cognitive overload. The study sample was 58 students from an English medium secondary education school from south India. The experiment involves a control and experiment group where the control group is tested on content which does not adhere to CTML and the experimental group is tested on content designed based on CTML. A pre-test is conducted to assess the level of pre-knowledge in the subject and a post-test is conducted to assess the retention and understanding by students. This suggests that tablet content incorporated with CTML principle can lead to a deeper understanding of the subject.

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2017

Conference Paper

Mithun Haridas, Vasudevan, N., Iyer, A., Menon, R., and Prof. Prema Nedungadi, “Analyzing the Responses of Primary School Children in Dyslexia Screening Tests”, in 5th IEEE International Conference on MOOCs, Innovation and Technology in Education (MITE), Bangalore, India, 2017.[Abstract]


Dyslexia is a learning disability that affects accurate and fluent word reading and spelling. Despite its prevalence, many primary school teachers and educators in India are unaware of dyslexia. Consequently, many students struggle through school without appropriate support. To facilitate identification of dyslexic students, we designed a screening test and administered it to 135 primary school children studying in Government and private schools in Haripad, a small town in Kerala State, India. The tasks included letter recognition, word recognition, recognition of rhyming words, spelling tests, and handwriting tasks in English and Malayalam (the local language), and assessed phonological awareness, visual processing, rapid naming, and motor skills. The students' answers were analyzed, mistakes were categorized, and possible causes for the mistakes were examined. This paper details the design of the screening test, its administration, the results, and conclusions drawn from the results.

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2015

Conference Paper

Prof. Prema Nedungadi, Mithun Haridas, and Raghu Raman, “Blending concept maps with online labs (OLabs): Case study with biological science”, in ACM International Conference Proceeding Series, Kochi, India , 2015, vol. 10-13-August-2015, pp. 186-190.[Abstract]


Experimental learning combined with theoretical learning enhances the conceptual understanding of a subject. Therefore, the Online Labs (OLabs) that hosts science experiments was developed. OLabs uses interactive simulations with theory, procedure, animations, videos, assessments and reference material. Our study blended OLabs with concept maps to examine if it enhances students' learning in Biology. Concept mapping is a framework that provides a deeper knowledge of a subject by understanding the relationships among concepts. The study was quasi-experimental; pre-test, post-test and a satisfaction survey was used as measurement instruments. The study sample was 54 students from a school in Haripad, Kerala, India. The students were randomly grouped into a control and an experimental group. The experimental group that used concept maps as a learning aid scored slightly higher, suggesting blending concept maps can lead to a deeper understanding of the subject. Gender difference did not significantly affect the scores. © 2015 ACM.

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PDF iconblending-concept-maps-with-online-labs-olabs-case-study-with-biological-science.pdf

2015

Conference Paper

Raghu Raman, Mithun Haridas, and Prof. Prema Nedungadi, “Blending Concept Maps with Online Labs for STEM Learning”, in Advances in Intelligent Systems and Computing, 2015, vol. 320, pp. 133-141.[Abstract]


In this paper we describe the architecture of an e-learning environment that blends concept maps with Online Labs (OLabs) to enhance student performance in biology. In the Indian context, a secondary school student’s conceptual understanding of hard topics in biology is at risk because of a lack of qualified teachers and necessary equipments in labs to conduct experiments. Concept map provides a visual framework which allows students to get an overview of a concept, its various sub concepts and their relationships and linkages. OLabs with its animations, videos and simulations is an interactive, immersive approach for practicing science experiments. The blended e-learning environment was tested by systematically developing a concept map for the concept “Photosynthesis” and by successfully integrating it into the OLabs environment. Our blended approach to concept understanding has interesting implications for the teacher who is engaged in training programs.

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PDF iconblending-concept-maps-with-online-labs-for-stem-learning-1.pdf

Publication Type: Book Chapter

Year of Publication Publication Type Title

2015

Book Chapter

Raghu Raman, Mithun Haridas, and Prema Nedungadi, “Blending Concept Maps with Online Labs for STEM Learning”, in Advances in Intelligent Informatics, Springer, 2015, pp. 133-141.[Abstract]


In this paper we describe the architecture of an e-learning environment that blends concept maps with Online Labs (OLabs) to enhance student performance in biology. In the Indian context, a secondary school student’s conceptual understanding of hard topics in biology is at risk because of a lack of qualified teachers and necessary equipments in labs to conduct experiments. Concept map provides a visual framework which allows students to get an overview of a concept, its various sub concepts and their relationships and linkages. OLabs with its animations, videos and simulations is an interactive, immersive approach for practicing science experiments. The blended e-learning environment was tested by systematically developing a concept map for the concept “Photosynthesis” and by successfully integrating it into the OLabs environment. Our blended approach to concept understanding has interesting implications for the teacher who is engaged in training programs.

More »»
PDF iconblending-concept-maps-with-online-labs-for-stem-learning.pdf

Publication Type : Poster

Year of Publication Publication Type Title

2016

Poster

Mithun Haridas, “Developmental Dyslexia, a Neuro-cognitive Disorder, and Smartphone-based Intervention”, in 34th Annual meeting of Indian Academy of Neuroscience, National Brain Research Centre, Manesar, State of Haryana, India, 2016.