My research focuses on the relationship between social interaction and learning, with a particular focus on collaboration and computer-supported collaborative learning in classrooms. Most recently, I have been examining the use of multi-touch tables in classroom settings, examining how this technology influences group interactions and learning, the between group and whole class interactions, and the device ecologies, teacher tools and classroom contexts that influence the learning opportunities available when using these tools.
Assistant Professor Curriculum and Instruction, University of Illinois, Urbana-Champaign, 2013 - present
Research Associate School of Education, Durham University, 2009 - 2013
Research Associate School of Education, Stanford University, 2008 - 2009
Research Assistant Department of Child and Adolescent Psychiatry, Stanford University, 2008 - 2009
Ph.D., Educational Psychology, Stanford University, 2008
MA (hons), Psychology, The University of Edinburgh, 2001
Inventing pathways to new careers in education (11/16/2015)
Mercier, E., Vourloumi, G., & Higgins, S. (2017) Student interactions and the development of ideas in multi-touch and paper-based collaborative mathematical problem solving British Journal of Educational Technology 48 (1), 162-175 link >
Mercier, E., Higgins, S., & Joyce-Gibbons, A. (2016) The effects of room design on computer-supported collaborative learning in a multi-touch classroom. Interactive Learning Environments 24 (3), 504-522 link >
Mercier, E., Rattray, J., & Lavery, J. (2015) Twitter in the Collaborative Classroom: Micro-blogging for in-class collaborative discussions International Journal of Social Media and Interactive Learning Envrionments link >
Mercier, E., Higgins, S., & da Costa, L. (2014) Different Leaders: Emergent Organizational and Intellectual Leadership in Collaborative Learning Groups. International Journal of Computer-Supported Collaboartive Learning 9 (4), 397-432 link >
Mercier, E.. The influence of achievement goals on collaborative interactions and knowledge convergence Learning and Instruction
Mercier, E. (2016) Teacher Orchestration and Student Learning of Mathematics Activities in a Smart Classroom International Journal of Smart Technology and Learning 1 (1), 33-52
Mercier, E., & Higgins, S. (2014) Creating Joint Representations of Collaborative Problem Solving with Multi-touch Technology Journal of Computer Assisted Learning 30 (6), 497-510 link >
Mercier, E., & Higgins, S. (2013) Collaborative learning with multi-touch technology: Developing adaptive expertise Learning and Instruction 25, 13-23 link >
Minjarez, M., Mercier, E., Williams, S., & Hardan, A. (2013) Assessing the impact of pivotal response group therapy on parenting stress and empowerment levels Journal of Positive Behavior Interventions 15 (2), 71-78 link >
Higgins, S., Mercier, E., Burd, L., & Joyce-Gibbons, A. (2012) Multi-touch tables and collaborative learning British Journal of Educational Technology 43 (6), 1041–1054 link >
Higgins, S., Mercier, E., Burd, E., & Hatch, A. (2011) Multi-touch Tables and the Relationship with Collaborative Classroom Pedagogies: a Synthetic Review International Journal of Computer-Supported Collaborative Learning 6 (4), 515-538 link >
Minjarez, M., Williams, S., Mercier, E., & Hardan, A. (2011) Pivotal Response Group Treatment for Parents of Children with Autism Journal of Autism and Developmental Disorders 41, 92-101 link >
Philips, J., Minjarez, M., Mercier, E., Feinstein, C., & Hardan, A. (2011) Autism Spectrum Disorders. Handbook of Developmental Psychiatry World Scientific
Barron, B., Martin, C., Mercier, E., Pea, R., Steinbock, D., Walter, S., Herrenkohl, L., V., T., & K., . (2009) Repertoires of Collaborative Practices. Computer-Supported Collaborative Learning Practices: CSCL2009 Conference Proceedings International Society of the Learning Sciences
Booker, A., S., M., E.M., ., & Mercier, E. (2009) Roundtable on Interdisciplinarity in Learning Technology Design Courses. Educating Learning Technology Designers: Guiding and Inspiring Creators of Innovative Educational Tools Routledge
Goldman, S., Mercier, E., & Booker, A. (2009) Partnering with K-12 Educators in Collaborative Design of Learning Technology. Educating Learning Technology Designers: Guiding and Inspiring Creators of Innovative Educational Tools Routledge
Mercier, E., Goldman, S., & Booker, A. (2009) Focusing on Process: Evidence and Ideas to Promote Learning Through the Collaborative Design Process. Educating Learning Technology Designers: Guiding and Inspiring Creators of Innovative Educational Tools Routledge
Mercier, E., Barron, B., & O’Connor, K. (2006) Images of Self and Others as Computer Users: The Role of Gender and Experience Journal of Computer Assisted Learning 22, 335-348
Principal Investigator DIP: Improving Collaborative Learning in Engineering Classes Through Integrated Tools, National Science Foundation, 2016 - 2020
Principal Investigator Computer-supported Collaborative Learning for the Development of Environmental Literacies, Campus Research Board, 2015 - 2018
Principal Investigator EXP: Fostering Collaborative Drawing and Problem Solving through Digital Sketch and Touch, National Science Foundation, 2014 - 2017
Child Development & Technology Theories of development will inform an analysis of current technologies marketed for pre-school children; issues related to technology and childhood will be explored. One class each week will focus on lectures and discussions about child development, the second class will focus on presentation of technology or technology genre and evaluation of their value for young children. Course Information: 3 undergraduate hours. 4 graduate hours. Approved for both letter and S/U grading.
DELTA Capstone Project Project-based course focusing on creating Digital Environments for Learning, Teaching and Agency. Students work in teams to build technology-supported learning activities. This course provides a studio-based, hands-on and participatory approach to the development and research of technology tools and curriculum materials. Course Information: 3 undergraduate hours. 4 graduate hours. Approved for Letter and S/U grading. Prerequisite: CI 481 or consent of instructor. Required capstone project course for students enrolled in DELTA concentration, others can register with instructor's consent.
Attention, Learning & Tech Seminar course on topics not treated by regularly scheduled courses; requests for initiation may be made by students or faculty member. Course Information: 2 to 4 undergraduate hours. 2 to 4 graduate hours. Approved for both letter and S/U grading. May be repeated to a maximum of 8 hours. Prerequisite: Junior standing.
Collaborative Learning & Instr Intensive examination of problems and trends in the subject fields. Course Information: May be repeated to a maximum of 8 hours.
Methods of Child Study Studies ways in which teachers can evaluate child behavior and development with an emphasis on classroom application; instruction and practice in the use and interpretation of observations, anecdotal records, rating scales, interviews, achievement tests, intelligence tests, questionnaires, and sociometric and projective techniques. Course Information: Prerequisite: EPSY 404 or consent of instructor.
DELTA Grad Seminar Course Information: Approved for both letter and S/U grading. Prerequisite: Admission to doctoral study.