Faculty Profiles
I want to build 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.
Associate Professor Department of Educational Psychology, University of Illinois, Urbana-Champaign, 2015 - present
Affiliate Faculty Illinois Informatics Institute, 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
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
Lane, C., Yi, S., Guerrero, B., & Comins, N. (2017) A Taxonomy of Minecraft Activities for STEM Proceedings of the International Conference on Computers in Education: Jhongli City, Taiwan link >
Lane, C., Yi, S., Guerrero, B., & Comins, N. (2017) Minecraft as a Sandbox for STEM Interest Development: Preliminary Results Proceedings of the Workshop on Interest Driven Creation at the International Conference on Computers in Education: Jhongli City, Taiwan link >
Lane, C., & Yi, S. (2017) Playing with virtual blocks: Minecraft as a learning environment for practice and research. Cognitive Development in Digital Contexts Elsevier: Amsterdam, Netherlands 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 SRI International: Menlo Park, CA, USA 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 Pearson: London link >
Lane, C. (2016) Pedagogical Agents and Affect: Molding Positive Learning Interactions. Emotions, Technology, Design, & Learning Academic Press: London, UK link >
Lane, C. (2015) Enhancing informal learning experiences with affect-aware technologies. The Oxford Handbook of Affective Computing Oxford University Press: New York, NY, USA 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 Proceedings of the 16th International Conference on Artificial Intelligence in Education: Heidelberg, Germany 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 SRI International: Menlo Park, CA, USA link >
Lane, C. (2016) Pedagogical agents and affect: Molding positive learning interactions. Emotions, Technology, Design, & Learning Aacademic Press: London, UK
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 SAGE: Los Angeles
Toedte, R., & Lane, C. (2017) Data Visualization. The SAGE Encyclopedia of Out-of-School Learning SAGE: Los Angeles
Lane, C. (2016) Virtual Learning 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 Springer International: Basel, Switzerland link >
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
Learning in Everyday Contexts 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.
Engaging Educational Tech This course examines technologies that seek to promote and sustain engagement in learning, both in formal and informal settings. Topics covered include educational games, artificial intelligence, virtual environments, mobile devices, affective computing, pedagogical agents, narrative learning environments, and more. A highly interdisciplinary approach is taken by blending theory and evidence from psychology and education with discussions of technological advances. Students in the class will be expected to work in teams to design and implement a prototype for a problem of their own choosing. Same as CI 555 and INFO 555. 4 graduate hours. No professional credit.
Cog Science of Teaching & Lear Seminar in educational psychology; topics relate to the areas of specialization represented by the various divisions within the department. Approved for both letter and S/U grading. May be repeated.
CSTL Division Brownbag Seminar in educational psychology; topics relate to the areas of specialization represented by the various divisions within the department. Approved for both letter and S/U grading. May be repeated.
Engaging and interactive educ Seminar in educational psychology; topics relate to the areas of specialization represented by the various divisions within the department. Approved for both letter and S/U grading. May be repeated.
Mobile Apps for Teaching Seminar in educational psychology; topics relate to the areas of specialization represented by the various divisions within the department. Approved for both letter and S/U grading. May be repeated.
Associate Professor (CSTL Division Chair), Educational Psychology
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