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.

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Key Professional Appointments

Affiliate Faculty Illinois Informatics Institute, University of Illinois, Urbana-Champaign, 2015 - present

Associate Professor Department of Educational Psychology, University of Illinois, Urbana-Champaign, 2015 - present

Director for Learning Sciences Research Institute for Creative Technologies, University of Southern California, 2013 - 2015

Research Assistant Professor Rossier School of Education, University of Southern California, 2013 - 2015

Research Scientist Institute for Creative Technologies, University of Southern California, 2004 - 2015

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Education

Ph.D., Computer Science, University of Pittsburgh, 2004

M.S., Computer Sciences, University of Wisconsin-Madison, 1997

B.S., Mathematics & Computer Science, Truman State University, 1995

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Awards, Honors, Associations

Facilitator's Choice Award at the 2018 STEM for all Video Showcase National Science Foundation, 2018 - 2018

Presenters's Choice Award at the 2018 STEM for all Video Showcase National Science Foundation, 2018 - 2018

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.

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Publications

Lane, C., & D'Mello, S. (2018). Uses of Physiological Monitoring in Intelligent Learning Environments: A Review of Research, Evidence, and Technologies. Mind, Brain and Technology: Learning in the Age of Emerging Technologies ( pp. 67-86). Springer.  link >

Lane, C., Yi, S., Guerrero, B., & Comins, N. (2017). A Taxonomy of Minecraft Activities for STEM. ( pp. 1-3). Jhongli City, Taiwan: Proceedings of the International Conference on Computers in Education.  link >

Lane, C., Yi, S., Guerrero, B., & Comins, N. (2017). Minecraft as a Sandbox for STEM Interest Development: Preliminary Results. ( pp. 1-10). Jhongli City, Taiwan: Proceedings of the Workshop on Interest Driven Creation at the International Conference on Computers in Education.  link >

Lane, C., & Yi, S. (2017). Playing with virtual blocks: Minecraft as a learning environment for practice and research. Cognitive Development in Digital Contexts ( pp. 145-156). Amsterdam, Netherlands: Elsevier.  link >

Fusco, J., Martin, W., Lane, C., & Chase, C. (2017). Virtual peers and coaches: Social and cognitive support for learning. Cyberlearning Community Report: The State of Cyberlearning and the Future of Learning With Technology ( pp. 41-44). Menlo Park, CA, USA: SRI International.  link >

Lane, C., McCalla, G., Looi, C., & Bull, S. (2017). Preface to the IJAIED 25th Anniversary Issue, Part 2. International Journal of Artificial Intelligence in Education, 26 (2), 539-543.  link >

Lane, C., & Santos, O. (2016). Embodied Learning and Artificial Intelligence: Expanding the bandwidth of learning technologies. Ideas Worth Sharing London: Pearson.  link >

Lane, C. (2016). Pedagogical Agents and Affect: Molding Positive Learning Interactions. Emotions, Technology, Design, & Learning ( pp. 47-62). London, UK: Academic Press.  link >

Lane, C. (2015). Enhancing informal learning experiences with affect-aware technologies. The Oxford Handbook of Affective Computing ( pp. 435-446). New York, NY, USA: Oxford University Press.  link >

Lane, C., Cahill, C., Foutz, S., Daniel, A., Dan, N., Catherine, L., & William, S. (2013). The effects of a pedagogical agent for informal science education on learner behaviors and self-efficacy. ( vol. LNAI 9912, pp. 195-204). Heidelberg, Germany: Proceedings of the 16th International Conference on Artificial Intelligence in Education.  link >

Lane, C., Hays, M., Core, M., & Daniel, A. (2013). Learning intercultural communication skills with virtual humans: Feedback and fidelity. Journal of Educational Psychology, 105 (4), 1026-1035.  link >

Bell, B., Martinez, L., Gotsis, M., Lane, C., Davis, J., Luz, A., Gisele, R., & Donna, S. (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.  link >

Lane, C., & Mercier, E. (2017). Enhancing collaboration and learning through touch screen interfaces Cyberlearning Community Report: The State of Cyberlearning and the Future of Learning With Technology ( pp. 41-44). Menlo Park, CA, USA: SRI International.  link >

Lane, C. (2016). Pedagogical agents and affect: Molding positive learning interactions. Emotions, Technology, Design, & Learning ( pp. 47-61). London, UK: Aacademic Press.

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

Linebury, M., Dev, P., Lane, C., & Talbot, T. (2018). Learner-Adaptive Educational Technology for Simulation in Healthcare: Foundations and Opportunities. Simulation in Healthcare: Journal of the Society for Simulation in Healthcare.  link >

Lane, C. (2017). Interactive sensing technologies. The SAGE Encyclopedia of Out-of-School Learning ( pp. 373-375). Los Angeles: SAGE.

Toedte, R., & Lane, C. (2017). Data Visualization. The SAGE Encyclopedia of Out-of-School Learning ( pp. 373-375). Los Angeles: SAGE.

Lane, C. (2016). Virtual Learning. ( pp. 14-15). IEEE Computer.  link >

Lane, C., Core, M., Hays, M., Auerbach, D., & Rosenberg, M. (2015). Situated Pedagogical Authoring: Authoring Intelligent Tutors from a Student's Perspective. ( vol. 9112, pp. 195-204). Basel, Switzerland: Springer International.  link >

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Presentations

How AI is being used for fine-grained assessment and to support learning across contexts (2018). Kuwait Foundation for the Advancement of Science: Kuwait City, Kuwait.

Technology-Enhanced Informal Learning (2018). Association of Science and Technology Centers (ASTC): St. Louis, MO.

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Service

Committee Member IEEE ICICLE Design for Learning SIG, 2018 - present

Steering Committee APA/ACM/AAAI Technology, Mind, and Society Conference, 2016 - 2018

Special Issue Editor, AIED: The Next 25 Years International Journal of Artificial Intelligence in Education, 2016 - 2017

Grant Proposal Reviewer European Commission, 2011 - 2017

Associate Editor IEEE Transactions on Learning Technologies, 2014 - present

Grant Proposal Reviewer Department of Education, 2013 - present

Program Co-Chair International Conference for Artificial Intelligence in Education (AIED), 2013 - 2013

Program Co-Chair Florida Artificial Intelligence Society, 2008 - 2009

Grant Proposal Reviewer National Science Foundation, 2006 - present

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.

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Courses

Learning in Everyday Contexts (EPSY 490) Foundational theories and practices of educational psychology, including learning and development. 2 or 3 undergraduate hours. 2 or 4 graduate hours. Approved for letter and S/U grading. May be repeated to a maximum of 8 hours. Undergraduate and graduate work load will be commensurate with the requirements.

Cog Science of Teaching & Lear (EPSY 590) Seminar in educational psychology; topics relate to the areas of specialization represented by the various divisions within the department. 0 to 4 graduate hours. No professional credit. Approved for Letter and S/U grading. May be repeated to a maximum of 8 hours in the same or separate semesters, if topics vary.

CSTL Division Brownbag (EPSY 590) Seminar in educational psychology; topics relate to the areas of specialization represented by the various divisions within the department. 0 to 4 graduate hours. No professional credit. Approved for Letter and S/U grading. May be repeated to a maximum of 8 hours in the same or separate semesters, if topics vary.

Engaging and interactive educ (EPSY 590) Seminar in educational psychology; topics relate to the areas of specialization represented by the various divisions within the department. 0 to 4 graduate hours. No professional credit. Approved for Letter and S/U grading. May be repeated to a maximum of 8 hours in the same or separate semesters, if topics vary.

Mobile Apps for Teaching (EPSY 590) Seminar in educational psychology; topics relate to the areas of specialization represented by the various divisions within the department. 0 to 4 graduate hours. No professional credit. Approved for Letter and S/U grading. May be repeated to a maximum of 8 hours in the same or separate semesters, if topics vary.

Lane, H Chad

Associate Professor (CSTL Division Chair), Educational Psychology

Contact

Office

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

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