Dr. Huang’s academic background, consisting of material science and engineering, learning design & technology, and executive business administration, has enabled him to conduct interdisciplinary projects for instructional and research purposes across contexts. Dr. Huang investigates technology acceptances in various workplaces and inquired the instructional effects and efficacy of gamification, socialization, and open-distribution of technology-enabled learning experience. His current research interests include (1) organizational decision-making attributes on technology innovations (e.g., telecare, mHealth), (2) design of game-based learning environments for effective learning engagement with non-traditional learners, (3) cognitive load manipulations in multimedia learning settings, (4) development of ethical decision-making capacities among evaluation professionals, (5) career development needs assessment and intervention design via technologies, (6) the efficacy of MOOCs in organizations, (7) individuals' decision-making under irrational influences in structured learning processes. Dr. Huang also coordinates Human Resource Development degree programs.

Key Professional Appointments

Associate Professor Education Policy, Organization and Leadership, University of Illinoist at Urbana-Champaign, 2013 - present

Adjunct Assistant Professor Educational Psychology, University of Illinois at Urbana-Champaign, 2009 - present

Assistant Professor Education Policy, Organization and Leadership, University of Illinois at Urbana-Champaign, 2011 - 2013

Assistant Professor Human Resource Education, University of Illinois at Urbana-Champaign, 2007 - 2011

Visiting Assistant Professor Educational Technology, Curriculum and Instruction, Purdue University, 2006 - 2007


MBA., Executive Business Administration, New York Institute of Technology, 2006

Ph.D., Learning Design and Technology, Purdue University, 2006

M.Ed., Educational Technology, Purdue University, 2002

B.S., Material Science and Engineering, Purdue University, 1999

Awards, Honors, Associations

2nd Place. Quantitative Focused Journal Article Award Division of Distance Learning, Association for Educational Communications and Technology, 2014 - 2014

Outstanding Reviewer Award Educational Technology Research and Development, Research Section, 2014 - 2014

Teacher Ranked as Excellent By Their Students List CITL, 2014 - 2014

AHRD Cutting Edge Research Award, 20th Annual AHRD International Research Conference in the Americas Academy of Human Resource Development, 2013 - 2013

Dean’s External Funding Incentive Program for Assistant Professors Award College of Education, 2012 - 2012

2008 E-Learn Conference Outstanding Paper Award Association for the Advancement of Computing in Education, 2008 - 2008

Research Symposium Grant sponsored by National Science Foundation (NSF) and Association for Educational and Communication Technology (AECT) Research and Theory Division, October 2007. ($500) Association for Educational Communication and Technology, 2007 - 2007

Research & Service

My current research is focused on delineating the process and value of design, development, and evaluation for learning (engagement) systems augmented by technologies. I also investigate design efficacies for affective learning outcomes that contribute to sustainable cognitive learning and behavioral modification. Topics have covered:
+ The design and evaluation of informal learning interventions for career development purposes
+ Career decision-making process effectiveness
+ Technological affordance that supports learning in higher education
+ mHealth design and implementation for underrepresented groups
+ Design attributes and learning support of digital game-based learning systems
+ Technologies' emotional, motivational, and cognitive impacts on learning
+ Measurement and manipulation of motivational support and cognitive load in technology-enabled multimedia learning environments
+ Development of ethical thinking and decision-making capacities in online learning settings
+ Decision-making under irrational influences in various learning environments


Yoo, S., Huang, W., & Kwon, S. (2015) Gender still matters: Employees’ acceptance levels towards e-learning in the workplace of South Korea Knowledge Management & E-Learning: An International Journal (KM&EL) 7 (2), 334-347

Huang, W. (2015) Games: Impact on interest and motivation. Encyclopedia of Educational Technology Sage: US

Huang, W., & Oh, E. (2015) Retaining disciplinary talents as informal learning outcomes in the digital age: an exploratory framework to engage undergraduate students with career decision-making processe. Handbook of research on learning outcomes and opportunities in the digital age IGI Global: Hershey, PA

Tettegah, S., & Huang, W. (2015) Emotions, technology, and digital games Elsevier: London, UK  link >

Huang, W., & Andrade, J. (2014) Design and evaluation of mobile learning from the perspective of cognitive load management. Encyclopedia of Education and Technology in a Changing Society IGI Global: Hershey, PA

DiFilippo, K., Huang, W., Andrade, J., & Chapman-Novakofski, K. (2015) The use of mobile apps to improve nutrition outcomes: A systematic literature review. Journal of Telemedicine and Telecare  link >

Andrade, J., & Huang, W. (2015) Technological tools to enhance workplace learning among virtual team members.. Handbook of research on learning outcomes and opportunities in the digital age IGI Global: Hershey, PA

Andrade, J., Huang, W., & Bohn, D. (2015) The Impact of Instructional Design on College Students’ Cognitive Load and Learning Outcomes in a Large Food Science and Human Nutrition Course Journal of Food Science Education 14, 127-135

Hu, E., Li, Y., Li, J., & Huang, W. (2015) Open educational resources (OER) usage and barriers: a study from Zhejiang University, China. Educational Technology Research & Development 63, 957-974

Seo, G., & Huang, W.. Social perceptions, gender roles, and female leadership: A theoretical grounding for understanding the underrepresentation of women in top-level management. Encyclopedia of strategic leadership and management IGI Global: Hershey, PA

Huang, W. (2015) Distance learning for degree completion for working adults. Encyclopedia of Educational Technology Sage

Yoo, S., & Huang, W. (2015) Can E-Learning system enhance learning culture in the workplace? A comparison among companies in South Korea. British Journal of Educational Technology  link >

Andrade, J., & Huang, W. (2014) A design framework for enhancing virtual team learning Journal of Applied Instructional Design 4, 65-72  link >

Andrade, J., Huang, W., & Bohn, D. (2014) Multimedia’s effect on college students’ quantitative mental effort scores and qualitative extraneous cognitive load responses in a food science and human nutrition course Journal of Food Science Education 13, 40-46

Hood, D., & Huang, W. (2013) Professional development with graduate teaching assistants (TA) teaching online. Learning by Doing: Professional Development in Online Learning Environments IGI Global: Hershey, PA

Huang, W. (2013) Online learning engagement system (OLES) design framework for postsecondary online learning environments: A synthesis on affordances from game-based learning, social media-enabled learning, and open l. Handbook of Research on Teaching and Learning in K-20 Education IGI Global: Hershey, PA

Huang, W., , ., & Yoo, S. (2013) Employee's acceptance towards knowledge management system and its impact on creating learning organizations Knowledge Management & E-Learning: An International Journal (KM&EL) 5, 434-454

Huang, W., Hood, D., & Yoo, S. (2013) Gender divide and acceptance of collaborative Web 2.0 applications for learning in higher education. The Internet and Higher Education 16, 57 – 64  link >

Huang, W., Johnson, T., Han, S., & , . (2013) Impact of online instructional game features on college students' perceived motivational support and cognitive investment: A structural equation modeling stud The Internet and Higher Education 17, 58-68

Huang, W., Johnson, T., Yoo, S., & , . (2013) Learning organization. Encyclopedia of Terminology for Educational Communications and Technology: New York, U.S.A..

Huang, W., Li, J., & Lin, M. (2013) Game-based virtual-world environments to better engage lifelong learners for open courseware and open learning. Handbook of Research on Technologies for Improving the 21st Century Workforce: Tool for Lifelong Learning IGI Global: Hershey, PA

Yoo, S., Huang, W., & , . (2013) Engaging online adult learners in higher education: Motivational factors impacted by gender, ages, and prior experiences The Journal of Continuing Higher Education 61, 151-164

Huang, W., & Yang, D. (2012) Empowering digital learners: a self-managing learning process framework for digital game-based learning system (DGBLS). Interactivity in E-Learning: Case Study and Frameworks IGI Global: Hershey, PA

Huang, W., Lin, M., & Shen, W. (2012) Understanding Chinese-speaking open courseware users: A case study on user engagement in an open courseware portal in Taiwan (Opensource Opencourse Prototype System). Open Learning: The Journal of Open, Distance and e-Learning, 27 (2), 169 – 182

Yoo, S., Han, S., & Huang, W. (2012) The roles of intrinsic motivators and extrinsic motivators in promoting e-Learning in the workplace: A case from South Korea Computers in Human Behaviors 28, 942-950

Yoo, S., Huang, W., Lee, D., & Huang, W. (2012) The impact of employee’s perception of organizational climate on their technology acceptance toward e-learning in South Korea, Knowledge Management & E-Learning: An International Journal (KM&EL) 4, .359-378

Huang, W. (2011) Learners’ motivational processing and mental effort investment in an online game-based learning environment: a preliminary analysis Computers in Human Behavior 27, 694-704  link >

Huang, W., Huang, W., & Chui, C. (2011) The impact of specified professional development program information as a marketing tool for effective recruitment Human Resource Development International 14, 57-73

Huang, W., & Nakazawa, K. (2010) An empirical analysis on how learners interact in Wiki in an online graduate level learning technology course. Interactive Learning Environment 18 (3), 233-44

Huang, W., & Tettegah, S. (2010) A conceptual framework to understand the relationship between cognitive load and empathy development in serious games. Interdisciplinary models and tools for serious games: Emerging concepts and future directions IGI Global

Huang, W., Han, S., Park, U., & Seo, J. (2010) Managing employees’ motivation, cognition, and performance: the design of a game-based adaptive performance platform (GAPP) Advances in Human Resource Development 12, 715-727  link >

Huang, W., Huang, W., & Tschopp, J. (2010) Sustaining iterative game playing processes in DGBL: The relationship between motivational processing and outcome processing. Computers & Education 55 (2), 789-797

Huang, W., & Johnson, T. (2009) Let’s get serious about e-games: A design research approach towards emergence perspective. Ubiquitous learning University of Illinois Press: Champaign IL

Huang, W., & Johnson, T. (2008) Design of effective game-based learning environments: A cognitive load approach. Handbook of research on effective electronic gaming in education Information Science Reference: Hershey, PA

Johnson, T., & Huang, W. (2007) Complex skills development for today's workforce. Understanding models for learning and instruction: Essays in honor of Norbert M. Seel Springer: New York


Co-Principal Investigator ECR: Strategic Integration of MOOCs into Graduate and Professional STEM Programs in 21st Century Research Universities, National Science Foundation, 2013 - 2015

Principal Investigator Network and Online Community Evaluation and Sustainability Plan, Lumpkin Family Foundation, 2011 - 2011


Editorial Board Member, Research Section Educational Technology Research & Development (Academic Journal by Springer), 2016 - 2018

Past President Division of Training and Performance, Association for Educational Communications and Technology, 2013 - 2014

Virtual HRD SIG Member at Large for Academic Research Academy of Human Resource Development, 2012 - 2013

President, Training and Performance Division of Training and Performance, Association for Educational Communications and Technology, 2012 - 2013

President-Elect Division of Training and Performance, Association for Educational Communications and Technology, 2011 - 2012

VP of Communication Division of Training and Performance, Association for Educational Communication and Technology, 2010 - 2011

Editorial Board Member E-Learning and Digital Media (Academic Journal by Sage), 2010 - present

VP of Communications Training and Performance Division, Association for Educational Communications and Technology, 2009 - 2010

Learning Track Submission Reviewer Cognitive Science, 2008 - 2009

Conference Proposal Reviewer Academy of Human Resource Development, Academy of Human Resource Development, 2008 - 2008

Consulting revieiwer for Human Resource Development International Academy of Human Resource Development, 2007 - present

Consulting reviewer for ETR&D Educational Technology Research and Development, Association for Educational Communication and Technology, 2007 - present

Reviewing manuscripts related to Cognitive Load Theory and game design British Journal of Educational Technology, 2006 - present


I teach courses on:
- Instructional system design
- Project management
- Training in business/industry
- Facilitation skills
- Design of learning systems
- Program evaluation
- Learning technologies
- Innovation in E-Learning
- Adult and professional education
- Social media for learning in higher education


Training in Business/Industry Study of the status of education, training and development within business and industry; includes an overview of the systemic process for planning, delivery, and evaluation of training programs; and explores major problems, trends, and issues associated with the field. Course Information: 3 undergraduate hours. 4 graduate hours.

Facilitation Skills Provides an in-depth examination into the body of research of effectively facilitating groups, including the nature of groups, the dynamics of individuals within groups, effective planning, role clarification, identification of intervention points in groups, and effective use of tools and techniques. The theoretical foundations for the course reside in theories of human values, group dynamics, decision-making, communication, managing conflicts, and effective group intervention. Course emphasis is on experiential learning, with students practicing self-reflection and self-directed facilitations. Course Information: 3 undergraduate hours. 4 graduate hours.

Design of Learning Systems Provides theoretical and practical learning experiences integrating the fields of Instructional Design and Instructional Technology through the study and development of technology-based learning environments. Course Information: 3 undergraduate hours. 4 graduate hours.

Project Management for HRE Effective project management skills are essential for successful professional development. This course, in particular, studies the basic principles, techniques, and best practices related to managing personnel, time, and resources in education and training projects. Through a variety of learning activities, including case study review and project simulation, students will apply project management concepts and tools in various training and education-related project development. Course Information: 3 undergraduate hours. 4 graduate hours.

Supervised Internship in HRE While employed in approved cooperating organizations, students observe the relationship between HRE and organizational performance. Course Information: 2 or 4 undergraduate hours. 2 or 4 graduate hours.

Innovation in E-Learning Designed to provide an in-depth look at ongoing innovations in Web-based electronic technologies that can be used to deliver e-Learning content and to enhance learning experiences in e-Learning environments. Students will acquire and synthesize advanced content knowledge and critically review research on ongoing innovations that are integrated with targeted content in today's eCommunication and e-Learning environments. Course Information: Prerequisite: Open to all graduate students.

Program Evaluation Theory and techniques of evaluation in cognitive, affective, and psychomotor domains at different educational levels and settings; development and analysis of activities and instruments for students and program evaluation, follow-up studies, and interpretation of results for self-evaluation and for administrative decision making.

Wenhao David Huang

Associate Professor, Education Policy, Organization and Leadership



344 Education Building
1310 S. Sixth St.
Champaign, IL 61820

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