Biography

Dr. Lindgren’s research examines theories and designs for learning within emerging media platforms (e.g., simulations, virtual environments, mobile devices, video games, augmented and mixed reality, etc.). He seeks to understand how digital technologies can be used to construct new identities and generate new perspectives that lead to stronger comprehension of complex ideas, particularly in STEM content areas. His work investigates how physical, body-based interactions with learning content can facilitate new understandings, and how games and simulations can be effectively designed to take these types of interactions as input. He is also interested in how digital technologies can provide new approaches to assessing learning, such as examining where learners focus their attention, what choices they make, and how well they adapt to new situations. Dr. Lindgren is currently PI of three NSF-funded projects examining how people learn in technology-enhanced environments. He and his lab have created prototypes for several STEM learning games and simulations, and they are currently working with local schools and museums to co-design and iterate on several new technology platforms.

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Key Professional Appointments

Associate Professor Curriculum & Instruction, University of Illinois at Urbana-Champaign, 2017 - present

Director (on leave Jan-Jun 2019) Technology Innovations in Educational Research and Design, College of Education, University of Illinois Urbana-Champaign, 2017 - present

Affiliate Appointment Beckman Institute of Advanced Science and Technology - Human Perception and Performance Group, University of Illinois Urbana-Champaign, 2013 - present

Affiliate Appointment Illinois Informatics Institute, University of Illinois Urbana-Champaign, 2013 - present

Secondary Appointment Educational Psychology, University of Illinois Urbana-Champaign, 2013 - present

Assistant Professor Curriculum & Instruction, University of Illinois Urbana-Champaign, 2013 - 2017

Assistant Professor Digital Media, University of Central Florida, 2009 - 2013

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Education

Ph.D., Learning Sciences and Technology Design, Stanford University, 2009

M.A., Psychology, Stanford University, 2008

B.S., Computer Science (hons), Northwestern University, 2000

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Awards, Honors, Associations

Jan Hawkins Award for Early Career Contributions to Humanistic Research and Scholarship in Learning Technologies AERA Division C, 2017 - 2017

Research & Service

Dr. Lindgren’s research examines theories and designs for learning within emerging media platforms (e.g., simulations, virtual environments, mobile devices, video games, augmented and mixed reality, etc.). He seeks to understand how digital technologies can be used to construct new identities and generate new perspectives that lead to stronger comprehension of complex ideas, particularly in STEM content areas. His work investigates how physical, body-based interactions with learning content can facilitate new understandings, and how games and simulations can be effectively designed to take these types of interactions as input. He is also interested in how digital technologies can provide new approaches to assessing learning, such as examining where learners focus their attention, what choices they make, and how well they adapt to new situations. Dr. Lindgren is currently PI of three NSF-funded projects examining how people learn in technology-enhanced environments. He and his lab have created prototypes for several STEM learning games and simulations, and they are currently working with local schools and museums to co-design and iterate on several new technology platforms.

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Publications

Lindgren, R., Morphew, J., Kang, J., & Junokas, M. (2019). An embodied cyberlearning platform for gestural interaction with cross-cutting science concepts. Mind, Brain, & Education,.

Mathayas, N., Brown, D., Wallon, R., & Lindgren, R. (2019). Representational gesturing as an epistemic tool for the development of mechanistic explanatory models. Science Education,.

Junokas, M., Lindgren, R., Kang, J., & Morphew, J. (2018). Enhancing multimodal learning through personalized gesture recognition. Journal of Computer Assisted Learning, 34 (4), 350-357.  link >

Kang, J., Lindgren, R., & Planey, J. (2018). Exploring emergent features of student interaction within an embodied science simulation. Multimodal Technologies and Interaction, 2 (3), 39-58.  link >

Lewis, S., Lindgren, R., Wang, S., & Pea, R. (2018). Learning with media: Harnessing viewpoint and motion to generate fields of potential action Journal of Media Psychology,.  link >

Lindgren, R., & Price, S. (2018). Embodiment and technology enhanced learning environments: Cultivating a new community of design research. Conversations on embodiment across higher education: Practice, teaching, and research ( pp. 173-191). Routledge.  link >

Planey, J., & Lindgren, R. (2018). Embodying climate change: Incorporating full body tracking in the design of an interactive rates of change greenhouse gas simulation. Immersive Learning Research Network (iLRN 2018). Communications in Computer and Information Science Springer.  link >

McDaniel, R., Fanfarelli, J., & Lindgren, R. (2017). Creative content management: Importance, novelty, and affect as design heuristics for learning management systems IEEE Transactions on Professional Communication,.  link >

Lindgren, R., Tscholl, M., Wang, S., & Johnson, E. (2016). Enhancing learning and engagement through embodied interaction within a mixed reality simulation. Computers & Education, 95 174–187.  link >

Tscholl, M., & Lindgren, R. (2016). Designing for learning conversations: How parents support children’s science learning within an immersive simulation. Science Education, 100 (5), 877-902.  link >

Gallagher, S., & Lindgren, R. (2015). Enactive metaphors: Learning through full-body engagement Educational Psychology Review, 27 (3), 391-404.  link >

Lindgren, R. (2015). Getting into the cue: Embracing technology-facilitated body movements as a starting point for learning. Learning technologies and the body: Integration and implementation ( pp. 39-54). New York: Routledge.  link >

Abrahamson, D., & Lindgren, R. (2014). Embodiment and embodied design. Cambridge handbook of the learning sciences ( 2nd ed pp. 358-376). Cambridge, UK: Cambridge University Press.  link >

Lindgren, R., & Tscholl, M. (2014). Enacted misconceptions: Using embodied interactive simulations to examine emerging understandings of science concepts Proceedings of the International Conference of the Learning Sciences ( pp. 341-347). Boulder, CO.  link >

Tscholl, M., & Lindgren, R. (2014). Empowering digital interactions with real world conversation. TechTrends, 58 (1), 56-63.  link >

Lindgren, R., Moshell, J., & Hughes, C. (2014). Virtual environments as a tool for conceptual learning. Handbook of virtual environments: Design, implementation, and applications ( 2nd ed ed pp. 1043-1056). Taylor & Francis.  link >

Hughes, D., Sabbagh, S., Lindgren, R., Moshell, J., & Hughes, C. (2013). Mixed reality space travel for physics learning. Springer Lecture Notes in Computer Science, 8022 162-169.  link >

Lindgren, R., & Johnson-Glenberg, M. (2013). Emboldened by embodiment: Six precepts for research on embodied learning and mixed reality. Educational Researcher, 42 (8), 445-452.  link >

Lindgren, R., Tscholl, M., & Moshell, J. (2013). MEteor: Developing physics concepts through body-based interaction with a mixed reality simulation. Proceedings of the Physics Education Research Conference Portland, OR.  link >

Tscholl, M., Lindgren, R., & Johnson, E. (2013). Enacting orbits: Refining the design of a full-body learning simulation. Proceedings of the Interaction Design and Children Conference New York, NY: Proceedings of the Interaction Design and Children Conference.  link >

Lindgren, R. (2012). Generating a learning stance through perspective-taking in a virtual environment. Computers in Human Behavior, 28 (4), 1130-1139.  link >

Lindgren, R., & McDaniel, R. (2012). Transforming online learning through narrative and student agency. Journal of Educational Technology & Society, 15 (4), 344-355.  link >

Lindgren, R., & Pea, R. (2012). Inter-identity technologies for learning. ( pp. 427-434). Sydney, NSW, Australia: Proceedings of the International Conference of the Learning Sciences.  link >

Peters, P., Katsaros, A., Howard, R., & Lindgren, R. (2012). An interactive cultural transect: Designing, deploying, and evaluating an online virtual-abroad learning experience. Gifted Education International, 28 (1), 84-95.  link >

Lindgren, R., & Moshell, J. (2011). Supporting children’s learning with body-based metaphors in a mixed reality environment. ( pp. 177-180). Proceedings of the Interaction Design and Children Conference.  link >

Lindgren, R., & Schwartz, D. (2009). Spatial learning and computer simulations in science. International Journal of Science Education, 31 (3), 419-438.  link >

Schwartz, D., Lindgren, R., & Lewis, S. (2009). Constructivism in an age of non-constructivist assessments Constructivist Theory Applied to Instruction: Success or Failure? ( pp. 34-61). New York: Taylor & Francis.  link >

Schwartz, D., Lindgren, R., & Lewis, S. (2009). Constructivism in an age of non-constructivist assessments. Constructivist Theory Applied to Instruction: Success or Failure? ( pp. 34-61). New York, NY: Taylor & Francis.  link >

Pea, R., & Lindgren, R. (2008). Video collaboratories for research and education: An analysis of collaboration design patterns. IEEE Transactions on Learning Technologies, 1 (4), 235-247.  link >

Pea, R., Lindgren, R., & Rosen, J. (2008). Cognitive technologies for establishing, sharing and comparing perspectives on video over computer network. Social Science Information, 47 (3), 353-370.  link >

Pea, R., Lindgren, R., & Rosen, J. (2006). Computer-supported collaborative video analysis. ( pp. 516-521). Bloomington, IN: Proceedings of the Seventh International Conference of the Learning Sciences.  link >

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Grants

Principal Investigator Connections of Earth and Sky with Augmented Reality (CEASAR): Transforming Collaborative Learning Practices with Shared and Embedded Digital Models, National Science Foundation, 2018 - 2020

Senior Personnel Science Learning+: Embodied Learning for Preschool Scientists (Move2Learn), National Science Foundation (Patricia and Phillip Frost Museum of Science), 2017 - 2020

Principal Investigator DIP: Developing Crosscutting Concepts in STEM with Simulation Theaters for Embodied Learning, National Science Foundation, 2014 - 2018

Principal Investigator Embodied Explanatory Expressions for Facilitating Science Reasoning and Enhancing Interactive Simulations, National Science Foundation, 2014 - 2010

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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.This course satisfies the General Education Criteria for: Social & Beh Sci - Beh Sci.

Educational Game Design (CI 437) Examines the role that physical and digital games play in learning. Focuses on how people learn through play and how game structures support educational outcomes. Principles of game design are described and students apply them to the design of original games with a specified educational objective. Students learn to prototype, playtest, and evaluate the educational content of games. Surveys and samples games in the areas of serious games, persuasive games, games for impact, etc. 3 undergraduate hours. 4 graduate hours.

Critiques of Educ Technology (CI 499) Seminar course on topics not treated by regularly scheduled courses; requests for initiation may be made by students or faculty member. 2 to 4 undergraduate hours. 2 to 4 graduate hours. Approved for both letter and S/U grading. May be repeated to a maximum of 8 hours.

Learning and the Body (CI 507) Intensive examination of problems and trends in the subject fields. 4 graduate hours. No professional credit. May be repeated in separate terms to a maximum of 8 hours.

DELTA Grad Seminar (CI 590) Approved for both letter and S/U grading.

Lindgren, Robb

Associate Professor, Curriculum & Instruction

Contact

Office

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

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