Main Menu Summer 2013

Wen-Hao Huang

W. David Huang’s academic background, consisting of material science & amp; engineering, educational technology, and executive business administration, has enabled him to conduct interdisciplinary projects for instructional and research purposes for years. Dr. Huang currently teaches Learning Technologies and Instructional Design for HRE with an interactive approach. His research interests include (1) design of serious games and workforce development, (2) cognitive load manipulations in E-Learning settings, and (3) development of entrepreneurship education. David is also co-coordinating and co-developing HRE’s MSEd program in E-Learning (delivered by University of Illinois Global Campus) with Dr. Scott Johnson since June 2007.

Educational Background

  • 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

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

Activities & Honors

  • 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
  • Past President, Division of Training and Performance, Association for Educational Communications and Technology, 2013-2014
  • AHRD Cutting Edge Research Award, 20th Annual AHRD International Research Conference in the Americas, Academy of Human Resource Development, 2013
  • President, Training and Performance, Division of Training and Performance, Association for Educational Communications and Technology, 2012-2013
  • Virtual HRD SIG Member at Large for Academic Research, Academy of Human Resource Development, 2012-2013
  • Dean’s External Funding Incentive Program for Assistant Professors Award, College of Education, 2012
  • Invited Panelist, “Gamifying learning? Is this a joke?”, 2012 AECT International Convention, Association for Educational Communications and Technology, 2012
  • 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
  • VP of Communications, Training and Performance Division, Association for Educational Communications and Technology, 2009-2010
  • Learning Track Submission Reviewer, Cognitive Science, 2008-2009
  • 2008 E-Learn Conference Outstanding Paper Award, Association for the Advancement of Computing in Education, 2008
  • Conference Proposal Reviewer, Academy of Human Resource Development, Academy of Human Resource Development, 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

Research Statement

My current research interests focus on the design, development, and evaluation of learning engagement systems targeting higher education and workplaces. Topics have covered:
+ Technological affordance that supports STEM learning in higher education through mobile learning
+ Design attributes and learning support of digital game-based learning systems
+ Learning technologies' cognitive and motivational impact on training, learning, and knowledge management in the workplace
+ Measurement and manipulation of motivational support and cognitive load in technology-enabled multimedia learning environments


  • 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

Select Publications

  • Andrade, J., Huang, W., Bohn, D. 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.
  • 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., 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.
  • 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.
  • 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., , ., 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.
  • 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., 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., 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.
  • 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.
  • 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., 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., 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. (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.
  • 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., 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., 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., 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.
  • 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.