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H Chad Lane

Biography

Research in my lab seeks to develop educational technologies that are as compelling and engaging as the very best social media apps, video games or movies. Like our most dedicated educators, I would like our technology to captivate learners, young and old, and help cultivate attitudes towards learning and growth that are compatible with the demands of the modern world. In pursuit of these goals, I conduct research on the design, use, and impacts of intelligent technologies for learning and behavior change. This work involves blending techniques from the entertainment industry (that foster engagement) with those from artificial intelligence and intelligent tutoring systems (that promote learning), as well as running studies to better understand whether and how the resulting learning experiences impact learners.

Key Professional Appointments

  • Associate Professor, Educational Psychology, University of Illinois, Urbana-Champaign
  • Associate Professor, Curriculum and Instruction, University of Illinois, Urbana-Champaign
  • Associate Professor, Computer Science, University of Illinois, Urbana-Champaign

Research & Service

Research in my lab explores the application of AI and entertainment technologies to improve learning experiences with technology. This work primarily involves informal learning and investigation of the relationship between cognitive, affective, and motivational variables relevant to learning.

Publications

Lane, H. C., Zvacek, S., & Uhomoibhi, J. (2021). Preface. Communications in Computer and Information Science, 1473 CCIS, v.

Morrow, D. G., Lane, H. C., & Rogers, W. A. (2021). A Framework for Design of Conversational Agents to Support Health Self-Care for Older Adults. Human Factors, 63(3), 369-378.  link >

Bulut, I. H., Delialioğlu, Ö., & Lane, H. C. (2020). Beyond Acceptance: A New Model for Technology Engagement in 21st Century Learning. In M. Montebello (Ed.), Handbook of Research on Digital Learning (pp. 262-283). IGI Global.  link >

Lane, H. C., Uhomoibhi, J., & Zvacek, S. (2020). Preface. Communications in Computer and Information Science, 1220, v.

Hays, M. J., Glick, A. R., & Lane, H. C. (2019). Leveraging cognitive science and artificial intelligence to save lives. In S. Isotani, E. Millán, A. Ogan, B. McLaren, P. Hastings, & R. Luckin (Eds.), Artificial Intelligence in Education - 20th International Conference, AIED 2019, Proceedings (pp. 386-391). (Lecture Notes in Artificial Intelligence). Springer.  link >

Lane, H., Zvacek, S., & Uhomoibhi, J. (2019). Foreword. CSEDU 2019 - Proceedings of the 11th International Conference on Computer Supported Education, 1, XIII-XIV.

Yi, S., Lane, H. C., & Delialioǧlu, Ö. (2019). What if we were twice as close to the sun? Findings from a science summer camp serving underrepresented youth. In F. Khosmood, J. Pirker, T. Apperley, & S. Deterding (Eds.), Proceedings of the 14th International Conference on the Foundations of Digital Games, FDG 2019 [5] (ACM International Conference Proceeding Series). Association for Computing Machinery.  link >

Bell, B. M., Martinez, L., Gotsis, M., Lane, H. C., Davis, J. N., Antunez-Castillo, L., Ragusa, G., & Spruijt-Metz, D. (2018). Virtual Sprouts: A Virtual Gardening Pilot Intervention Increases Self-Efficacy to Cook and Eat Fruits and Vegetables in Minority Youth. Games for Health Journal, 7(2), 127-135.  link >

Lane, H. C., & D’Mello, S. K. (2018). Uses of Physiological Monitoring in Intelligent Learning Environments: A Review of Research, Evidence, and Technologies. In T. D. Parsons, L. Lin, & D. Cockerham (Eds.), Mind, Brain and Technology: Learning in the Age of Emerging Technologies (pp. 67-86). (Educational Communications and Technology: Issues and Innovations). Springer.  link >

Lineberry, M., Dev, P., Lane, H. C., & Talbot, T. B. (2018). Learner-Adaptive Educational Technology for Simulation in Healthcare: Foundations and Opportunities. Simulation in healthcare : journal of the Society for Simulation in Healthcare, 13(3S Suppl 1), S21-S27.  link >

Lane, H. C., Yi, S., Guerrero, B., & Comins, N. (2017). A taxonomy of Minecraft activities for STEM. In A. F. Mohd Ayub, J-C. Yang, W. Chen, S. L. Wong, A. Mitrovic, & L-H. Wong (Eds.), ICCE 2017 - 25th International Conference on Computers in Education: Technology and Innovation: Computer-Based Educational Systems for the 21st Century, Extended Summary Proceedings (pp. 1-3). (ICCE 2017 - 25th International Conference on Computers in Education: Technology and Innovation: Computer-Based Educational Systems for the 21st Century, Extended Summary Proceedings). Asia-Pacific Society for Computers in Education.

Lane, H. C. (2017). Interactive Sensing Technologies. In K. Peppler (Ed.), The SAGE Encyclopedia of Out-of-School Learning (Vol. 1, pp. 373-375). SAGE Publishing.  link >

Lane, H. C., Yi, S., Guerrero, B., & Comins, N. (2017). Minecraft as a sandbox for STEM interest development: Preliminary results. In Y. Hayashi, T. Supnithi, M. Mathews, S. L. Wong, A. F. Mohd Ayub, A. Mitrovic, W. Chen, & J-C. Yang (Eds.), ICCE 2017 - 25th International Conference on Computers in Education: Technology and Innovation: Computer-Based Educational Systems for the 21st Century, Workshop Proceedings (pp. 387-397). (ICCE 2017 - 25th International Conference on Computers in Education: Technology and Innovation: Computer-Based Educational Systems for the 21st Century, Workshop Proceedings). Asia-Pacific Society for Computers in Education.

Lane, H. C., & Yi, S. (2017). Playing With Virtual Blocks: Minecraft as a Learning Environment for Practice and Research. In F. C. Blumberg, & P. J. Brooks (Eds.), Cognitive Development in Digital Contexts (pp. 145-166). Academic Press.  link >

Toedte, R. J., & Lane, H. C. (2017). Data Visualization. In K. Peppler (Ed.), The SAGE Encyclopedia of Out-of-School Learning (Vol. 1, pp. 200-203). SAGE Publishing.  link >

Lane, H. C. (2016). Pedagogical Agents and Affect: Molding Positive Learning Interactions. In S. Y. Tettegah, & M. Gartmeier (Eds.), Emotions, Technology, Design, and Learning (pp. 47-62). (Emotions and Technology). Academic Press.  link >

Lane, H. C., McCalla, G., Looi, C. K., & Bull, S. (2016). Preface to the IJAIED 25th Anniversary Issue, Part 2: The Next 25 Years: How Advanced Interactive Learning Technologies will Change the World. International Journal of Artificial Intelligence in Education, 26(2), 539-543.  link >

Lane, H. C., & Forsyth, D. (2016). Virtual Learning and Object Reconstruction. Computer, 49(5), 14-15.  link >

Lane, H. C. (2015). Enhancing Informal Learning Experiences with Affect-Aware Technologies. In R. Calvo, S. D'Mello, J. Gratch, & A. Kappas (Eds.), The Oxford Handbook of Affective Computing Oxford University Press.  link >

Lane, H. C., Core, M. G., Hays, M. J., Auerbach, D., & Rosenberg, M. (2015). Situated pedagogical authoring: Authoring intelligent tutors from a student’s perspective. In C. Conati, N. Heffernan, A. Mitrovic, & M. Felisa Verdejo (Eds.), Artificial Intelligence in Education - 17th International Conference, AIED 2015, Proceedings (pp. 195-204). (Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics); Vol. 9112). Springer.  link >

Blumberg, F. C., Burke, L. C., Hodent, C., Evans, M. A., Lane, H. C., & Schell, J. (2014). Serious Games for Health: Features, Challenges, Next Steps. Games for Health Journal, 3(5), 270-276.  link >

Chaudhri, V. K., Gunning, D., Lane, H. C., & Roschelle, J. (2013). Intelligent learning technologies Part 2: Applications of artificial intelligence to contemporary and emerging educational challenges. AI Magazine, 34(4), 10-12.  link >

Hays, M. J., Chad Lane, H., & Auerbach, D. M. (2013). Must feedback disrupt presence in serious games? CEUR Workshop Proceedings, 1009.

Lane, H. C., Hays, M. J., Core, M. G., & Auerbach, D. (2013). Learning intercultural communication skills with virtual humans: Feedback and fidelity. Journal of Educational Psychology, 105(4), 1026-1033.  link >

Lane, H. C., Cahill, C., Foutz, S., Auerbach, D., Noren, D., Lussenhop, C., & Swartout, W. (2013). The effects of a pedagogical agent for informal science education on learner behaviors and self-efficacy. In Artificial Intelligence in Education - 16th International Conference, AIED 2013, Proceedings (pp. 309-318). (Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics); Vol. 7926 LNAI). Springer.  link >

Swartout, W., Artstein, R., Forbell, E., Foutz, S., Lane, H. C., Lange, B., Morie, J., Noren, D., Rizzo, S., & Traum, D. (2013). Virtual humans for learning. AI Magazine, 34(4), 13-30.  link >

Woolf, B. P., Lane, H. C., Chaudhri, V. K., & Kolodner, J. L. (2013). AI grand challenges for education. AI Magazine, 34(4), 66-84.  link >

Lane, H. C. (2012). Cognitive Models of Learning. In N. M. Seel (Ed.), Encyclopedia of the Sciences of Learning (pp. 608-610). Springer.  link >

Lane, H. C., & Wray, R. E. (2012). Individualized cultural and social skills learning with virtual humans. In P. J. Durlach, & A. M. Lesgold (Eds.), Adaptive Technologies for Training and Education (pp. 204-221). Cambridge University Press.  link >

Lane, H. C. (2012). Intercultural Learning. In N. M. Seel (Ed.), Encyclopedia of the Sciences of Learning (pp. 1618-1620). Springer.  link >

Piumarta, I., Weiss, L., Lane, H. C., & Philippe-Morency, L. (2012). Proceedings - 10th International Conference on Creating, Connecting and Collaborating through Computing, C5 2012: Preface. Proceedings - 10th International Conference on Creating, Connecting and Collaborating through Computing, C5 2012, vii. [6195231].  link >

Campbell, J., Core, M., Artstein, R., Armstrong, L., Hartholt, A., Wilson, C., Georgila, K., Morbini, F., Haynes, E., Gomboc, D., Birch, M., Bobrow, J., Lane, H. C., Gerten, J., Leuski, A., Traum, D., Trimmer, M., DiNinni, R., Bosack, M., ... Yates, K. A. (2011). Developing INOTS to support interpersonal skills practice. In 2011 Aerospace Conference, AERO 2011 [5747535] (IEEE Aerospace Conference Proceedings).  link >

Lane, H. C., Noren, D., Auerbach, D., Birch, M., & Swartout, W. (2011). Intelligent tutoring goes to the museum in the big city: A pedagogical agent for informal science education. In Artificial Intelligence in Education - 15th International Conference, AIED 2011 (pp. 155-162). (Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics); Vol. 6738 LNAI).  link >

Lane, H. C., & Martin, B. (2011). Interactive events summary. In Artificial Intelligence in Education - 15th International Conference, AIED 2011 (pp. 619). (Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics); Vol. 6738 LNAI).  link >

Lane, H. C. (2010). Characters that help you learn: Individualized practice with virtual human role players. CEUR Workshop Proceedings, 587, 7-12.

Lane, H. C. (2010). Individualized virtual humans for social skills training. In Artificial Intelligence: Methodology, Systems, and Applications - 14th International Conference, AIMSA 2010, Proceedings (pp. 273-274). (Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics); Vol. 6304 LNAI).  link >

Lane, H. C., Hays, M. J., Auerbach, D., & Core, M. G. (2010). Investigating the relationship between presence and learning in a serious game. In Intelligent Tutoring Systems - 10th International Conference, ITS 2010, Proceedings (PART 1 ed., pp. 274-284). (Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics); Vol. 6094 LNCS, No. PART 1).  link >

Lane, H. C., Schneider, M., Michael, S. W., Albrechtsen, J. S., & Meissner, C. A. (2010). Virtual humans with secrets: Learning to detect verbal cues to deception. In Intelligent Tutoring Systems - 10th International Conference, ITS 2010, Proceedings (PART 2 ed., pp. 144-154). (Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics); Vol. 6095 LNCS, No. PART 2).  link >

Ogan, A., & Lane, H. C. (2010). Virtual learning environments for culture and intercultural competence. In E. G. Blanchard, & D. Allard (Eds.), Handbook of Research on Culturally-Aware Information Technology: Perspectives and Models (pp. 501-519). IGI Global.  link >

Swartout, W., Traum, D., Artstein, R., Noren, D., Debevec, P., Bronnenkant, K., Williams, J., Leuski, A., Narayanan, S., Piepol, D., Lane, C., Morie, J., Aggarwal, P., Liewer, M., Chiang, J. Y., Gerten, J., Chu, S., & White, K. (2010). Ada and grace: Toward realistic and engaging virtual museum guides. In Intelligent Virtual Agents - 10th International Conference, IVA 2010, Proceedings (pp. 286-300). (Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics); Vol. 6356 LNAI).  link >

Swartout, W., Traum, D., Artstein, R., Noren, D., Debevec, P., Bronnenkant, K., Williams, J., Leuski, A., Narayanan, S., Piepol, D., Lane, C., Morie, J., Aggarwal, P., Liewer, M., Chiang, J. Y., Gerten, J., Chu, S., & White, K. (2010). Virtual museum guides demonstration. In 2010 IEEE Workshop on Spoken Language Technology, SLT 2010 - Proceedings (pp. 163-164). [5700842] (2010 IEEE Workshop on Spoken Language Technology, SLT 2010 - Proceedings).  link >

Guesgen, H. W., & Lane, H. C. (2009). Proceedings of the 22nd International Florida Artificial Intelligence Research Society Conference, FLAIRS-22: Preface. Proceedings of the 22nd International Florida Artificial Intelligence Research Society Conference, FLAIRS-22.

Guesgen, H. W., & Chad Lane, H. (2009). Report on the twenty-second international FLAIRS conference. AI Magazine, 30(4), 111-112.  link >

Hays, M., Lane, H. C., Auerbach, D., Core, M. G., Gomboc, D., & Rosenberg, M. (2009). Feedback specificity and the learning of intercultural communication skills. In Frontiers in Artificial Intelligence and Applications (1 ed., Vol. 200, pp. 391-398). (Frontiers in Artificial Intelligence and Applications; Vol. 200, No. 1). IOS Press.  link >

Kim, J. M., Hill, R. W., Durlach, P. J., Lane, H. C., Forbell, E., Core, M., Marsella, S., Pynadath, D., & Hart, J. (2009). BiLAT: A game-based environment for practicing negotiation in a cultural context. International Journal of Artificial Intelligence in Education, 19(3), 289-308.

Lane, H. C. (2009). Promoting metacognition in immersive cultural learning environments. In Human-Computer Interaction: Interacting in Various Application Domains - 13th International Conference, HCI International 2009, Proceedings (PART 4 ed., pp. 129-139). (Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics); Vol. 5613 LNCS, No. PART 4).  link >

Gomboc, D., Core, M., Lane, H. C., Karnavat, A., & Rosenberg, M. (2008). An intelligent tutoring architecture for simulation-based training. In Proceedings of the 21th International Florida Artificial Intelligence Research Society Conference, FLAIRS-21 (pp. 447-448). (Proceedings of the 21th International Florida Artificial Intelligence Research Society Conference, FLAIRS-21).

Gomboc, D., Lane, H. C., Core, M., Karnavat, A., Auerbach, D., & Rosenberg, M. (2008). An intelligent tutoring framework for simulation-based training. In Proceedings - ICCE 2008: 16th International Conference on Computers in Education (pp. 93-97)

Lane, H. C., Hays, M., Core, M., Gomboc, D., Forbell, E., & Rosenberg, M. (2008). Coaching intercultural communication in a serious game. In Proceedings - ICCE 2008: 16th International Conference on Computers in Education (pp. 35-42)

Lane, H. C., & Wilson, D. (2008). Proceedings of the 21th International Florida Artificial Intelligence Research Society Conference, FLAIRS-21: Preface. Proceedings of the 21th International Florida Artificial Intelligence Research Society Conference, FLAIRS-21.

Core, M. G., Lane, H. C., Van Lent, M., Gomboc, D., Solomon, S., & Rosenberg, M. (2006). Building explainable artificial intelligence systems. In Proceedings of the 21st National Conference on Artificial Intelligence and the 18th Innovative Applications of Artificial Intelligence Conference, AAAI-06/IAAI-06 (pp. 1766-1773). (Proceedings of the National Conference on Artificial Intelligence; Vol. 2).

Core, M., Traum, D., Lane, H. C., Swartout, W., Gratch, J., Van Lent, M., & Marsella, S. (2006). Teaching Negotiation Skills through Practice and Reflection with Virtual Humans. SIMULATION, 82(11), 685-701.  link >

Lane, H. C., Core, M., Gomboc, D., Solomon, S., Van Lent, M., & Rosenberg, M. (2006). Reflective tutoring for immersive simulation. In Intelligent Tutoring Systems - 8th International Conference, ITS 2006, Proceedings (pp. 732-734). (Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics); Vol. 4053 LNCS). Springer.  link >

Gomboc, D., Solomon, S., Core, M. G., Lane, H. C., & VanLent, M. (2005). Design recommendations to support automated explanation and tutoring. In Simulation Interoperability Standards Organization - 14th Conference on Behavior Representation in Modeling and Simulation 2005 (pp. 331-340). (Simulation Interoperability Standards Organization - 14th Conference on Behavior Representation in Modeling and Simulation 2005).

Lane, H. C., & VanLehn, K. (2005). Intention-based scoring: An approach to measuring success at solving the composition problem. In Proceedings of the Thirty-Sixth SIGCSE Technical Symposium on Computer Science Education, SIGCSE 2005 (pp. 373-377). (Proceedings of the Thirty-Sixth SIGCSE Technical Symposium on Computer Science Education, SIGCSE 2005).

Lane, H. C., & VanLehn, K. (2005). Teaching the tacit knowledge of programming to noviceswith natural language tutoring. Computer Science Education, 15(3), 183-201.  link >

Lane, H. C., & Vanlehn, K. (2004). A dialogue-based tutoring system for beginning programming. In V. Barr, & Z. Markov (Eds.), Proceedings of the Seventeenth International Florida Artificial Intelligence Research Society Conference, FLAIRS 2004 (pp. 449-454). (Proceedings of the Seventeenth International Florida Artificial Intelligence Research Society Conference, FLAIRS 2004; Vol. 2).

Lane, H. C., & VanLehn, K. (2003). Coached program planning: Dialogue-based support for novice program design. SIGCSE Bulletin (Association for Computing Machinery, Special Interest Group on Computer Science Education), 148-152.  link >

Teaching

I teach graduate and upper-level undergraduate courses on educational technologies, AI, informal learning, and design. My courses blend psychological and educational theories with emerging technological developments, and seek to help students adopt an interdisciplinary stance on educational technology.

Courses

Intro to Digital Learning Env (CI 210) Surveys the field of digital environments and their capacity to support teaching and learning. Examines theories of interactivity, immersion, learning with multi-media, and digital literacies to discuss and evaluate various digital environments. Students learn to critically assess digital environments and to create original prototypes that target a specific and important learning or teaching goal. Environments that will be discussed and experimented with in class include virtual worlds, social networks, digital classrooms, interactive exhibits, video games, and tangible technologies.

Educational Games Research UGO (EPSY 490) Foundational theories and practices of educational psychology, including learning and development. This seminar will explore educational research and applications of the popular game Minecraft. Since its emergence in 2009, educators worldwide have adopted Minecraft for teaching a wide range of topics such as microbiology, history, geology, and foreign languages. In addition, educational technology researchers have used it to investigate how learners use its unique features and tools to engage and create content, collaborate with their peers, and pursue large-scale projects. Students in this course will read emerging papers that focus on the unique features of Minecraft, analyze Minecraft-based educational resources (e.g., Minecraft: Education Edition), analyze its risk and benefits as a learning environment, lead and participate in discussions around papers and topics related to Minecraft, and engage in a project of their own design to create and share a Minecraft-based educational application. No coding skills are required for this course, but participants will be required to have

Learning in Everyday Contexts (EPSY 490) Foundational theories and practices of educational psychology, including learning and development.

Educational Games Research (EPSY 490) Foundational theories and practices of educational psychology, including learning and development. This seminar will explore educational research and applications of the popular game Minecraft. Since its emergence in 2009, educators worldwide have adopted Minecraft for teaching a wide range of topics such as microbiology, history, geology, and foreign languages. In addition, educational technology researchers have used it to investigate how learners use its unique features and tools to engage and create content, collaborate with their peers, and pursue large-scale projects. Students in this course will read emerging papers that focus on the unique features of Minecraft, analyze Minecraft-based educational resources (e.g., Minecraft: Education Edition), analyze its risk and benefits as a learning environment, lead and participate in discussions around papers and topics related to Minecraft, and engage in a project of their own design to create and share a Minecraft-based educational application. No coding skills are required for this course, but participants will be required to have

Educational Games Research ONL (EPSY 490) Foundational theories and practices of educational psychology, including learning and development. This seminar will explore educational research and applications of the popular game Minecraft. Since its emergence in 2009, educators worldwide have adopted Minecraft for teaching a wide range of topics such as microbiology, history, geology, and foreign languages. In addition, educational technology researchers have used it to investigate how learners use its unique features and tools to engage and create content, collaborate with their peers, and pursue large-scale projects. Students in this course will read emerging papers that focus on the unique features of Minecraft, analyze Minecraft-based educational resources (e.g., Minecraft: Education Edition), analyze its risk and benefits as a learning environment, lead and participate in discussions around papers and topics related to Minecraft, and engage in a project of their own design to create and share a Minecraft-based educational application. No coding skills are required for this course, but participants will be required to have

Educational Games Research UG (EPSY 490) Foundational theories and practices of educational psychology, including learning and development. This seminar will explore educational research and applications of the popular game Minecraft. Since its emergence in 2009, educators worldwide have adopted Minecraft for teaching a wide range of topics such as microbiology, history, geology, and foreign languages. In addition, educational technology researchers have used it to investigate how learners use its unique features and tools to engage and create content, collaborate with their peers, and pursue large-scale projects. Students in this course will read emerging papers that focus on the unique features of Minecraft, analyze Minecraft-based educational resources (e.g., Minecraft: Education Edition), analyze its risk and benefits as a learning environment, lead and participate in discussions around papers and topics related to Minecraft, and engage in a project of their own design to create and share a Minecraft-based educational application. No coding skills are required for this course, but participants will be required to have

Mobile Apps (EPSY 590) Seminar in educational psychology; topics relate to the areas of specialization represented by the various divisions within the department. Mobile Apps for Teaching, Learning, and Educational Research - This course will focus the design, development, and uses of mobile apps for teaching and learning. We will explore a wide range of apps and contexts and get hands on experiences using and developing apps for learning. The course will be structured around three themes: (1) review of empirical research on the design of apps for learning and health education, (2) review and analysis of existing apps for educational contexts, and (3) hands-on creation of apps using existing toolkits for design and implementation (e.g., AppInventor2). In the course, you will learn how to critically evaluate existing apps that are claimed to be educational, identify trends of app usage by educators, students, and in research, and engage in class projects with other students to design, build, and share prototypes. No programming skills are required to take the course.

The Science of Interest (EPSY 590) Seminar in educational psychology; topics relate to the areas of specialization represented by the various divisions within the department. This seminar will explore the psychological construct of interest and its relationship to motivation, engagement, and learning. Topics will include defining and assessing interest, biological underpinnings of interest, interest development over time, promoting and sustaining interest, the history of research on interest, and the nature of interest-triggering experiences. Different approaches to interest research will be considered and discussed. Students in the course will read historical and current papers, and engage in the class by writing paper summaries, reviews, and position statements on medium.com, as well producing a course project that can be a focused literature review, technology development project, or small research study on interest.

CSTL Division Brownbag (EPSY 590) Seminar in educational psychology; topics relate to the areas of specialization represented by the various divisions within the department. THIS SECTION WILL MEET IN ROOM 210A OF THE EDUCATION BUILDING.

Mobile Apps Online (EPSY 590) Seminar in educational psychology; topics relate to the areas of specialization represented by the various divisions within the department. Mobile Apps for Teaching, Learning, and Educational Research - This course will focus the design, development, and uses of mobile apps for teaching and learning. We will explore a wide range of apps and contexts and get hands on experiences using and developing apps for learning. The course will be structured around three themes: (1) review of empirical research on the design of apps for learning and health education, (2) review and analysis of existing apps for educational contexts, and (3) hands-on creation of apps using existing toolkits for design and implementation (e.g., AppInventor2). In the course, you will learn how to critically evaluate existing apps that are claimed to be educational, identify trends of app usage by educators, students, and in research, and engage in class projects with other students to design, build, and share prototypes. No programming skills are required to take the course.