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Robb Lindgren

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.

Key Professional Appointments

  • Associate Professor, Curriculum and Instruction, University of Illinois, Urbana-Champaign
  • Associate Professor, Educational Psychology, University of Illinois, Urbana-Champaign
  • Associate Professor, National Center for Supercomputing Applications (NCSA), University of Illinois, Urbana-Champaign
  • Associate Professor, Beckman Institute for Advanced Science and Technology, University of Illinois, Urbana-Champaign
  • Director, Technology Innovations in Educational Research & Design (TIER-ED), College of Education, University of Illinois, Urbana-Champaign

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.

Publications

Lindgren, R., & DeLiema, D. (Accepted/In press). Viewpoint, embodiment, and roles in STEM learning technologies. Educational Technology Research and Development.  link >

Diederich, M., Kang, J., Kim, T., & Lindgren, R. (2021). Developing an in-application shared view metric to capture collaborative learning in a multi-platform astronomy simulation. In LAK 2021 Conference Proceedings - The Impact we Make: The Contributions of Learning Analytics to Learning, 11th International Conference on Learning Analytics and Knowledge (pp. 173-183). (ACM International Conference Proceeding Series). Association for Computing Machinery.  link >

Kang, J., Diederich, M., Lindgren, R., & Junokas, M. (2021). Gesture Patterns and Learning in an Embodied XR Science Simu. Educational Technology and Society, 24(2), 77-92.

Lindgren, R., Morphew, J. W., Kang, J., Planey, J., & Mestre, J. P. (2021). Learning and Transfer Effects of Embodied Simulations Targeting Crosscutting Concepts in Science. Journal of Educational Psychology, 114(3), 462-481.  link >

Mathayas, N., Brown, D. E., & Lindgren, R. (2021). “I got to see, and I got to be a part of it”: How cued gesturing facilitates middle-school students' explanatory modeling of thermal conduction. Journal of Research in Science Teaching, 58(10), 1557-1589.  link >

Tscholl, M., Morphew, J., & Lindgren, R. (2021). Inferences on enacted understanding: using immersive technologies to assess intuitive physical science knowledge. Information and Learning Science, 122(7-8), 503-524.  link >

Lyons, L., Berland, M., de Royston, M. M. K., Hooper, P., Lindgren, R., Planey, J., Quigley, K., Thompson, W., Beheshti, E., Uzzo, S., Hladik, S. K., Ozacar, B. H., Shanahan, M. C., Sengupta, P., Kumar, V., Pellicone, A., Hansen, D., Bonsignore, E., Kraus, K., ... Booker, A. (2020). Reframing playful participation in museums: Identity, collaboration, inclusion, and joy. In M. Gresalfi, & I. S. Horn (Eds.), 14th International Conference of the Learning Sciences: The Interdisciplinarity of the Learning Sciences, ICLS 2020 - Conference Proceedings (pp. 1503-1510). (Computer-Supported Collaborative Learning Conference, CSCL; Vol. 3). International Society of the Learning Sciences (ISLS).  link >

Planey, J., & Lindgren, R. (2020). Examining modalities of embodied interactions and the effects on learning from a collaborative science simulation. In M. Gresalfi, & I. S. Horn (Eds.), 14th International Conference of the Learning Sciences: The Interdisciplinarity of the Learning Sciences, ICLS 2020 - Conference Proceedings (pp. 605-608). (Computer-Supported Collaborative Learning Conference, CSCL; Vol. 1). International Society of the Learning Sciences (ISLS).  link >

Fields, D. A., Lee, V. R., Litts, B. K., Mortensen, C. K., Ching, C. C., Danish, J. A., Humburg, M., Davis, B., Tu, X., Lui, D., Shaw, M., Jayathirtha, G., Kafai, Y., Lindberg, L., Lindgren, R., Planey, J., Morphew, J., Taylor, K. H., Bell, A., ... Enyedy, N. (2019). Personal embodiment, social enactment: Collaborative learning with body technology. In K. Lund, G. P. Niccolai, E. Lavoue, C. Hmelo-Silver, G. Gweon, & M. Baker (Eds.), A Wide Lens: Combining Embodied, Enactive, Extended, and Embedded Learning in Collaborative Settings - 13th International Conference on Computer Supported Collaborative Learning, CSCL 2019 - Conference Proceedings (pp. 798-805). (Computer-Supported Collaborative Learning Conference, CSCL; Vol. 2). International Society of the Learning Sciences (ISLS).  link >

Lewis, S., Lindgren, R., Wang, S., & Pea, R. D. (2019). Learning with Media: Harnessing Viewpoint and Motion to Generate Fields of Potential Action. Journal of Media Psychology, 31(3), 128-136.  link >

Lindgren, R., Morphew, J., Kang, J., & Junokas, M. (2019). An Embodied Cyberlearning Platform for Gestural Interaction with Cross-Cutting Science Concepts. Mind, Brain, and Education, 13(1), 53-61.  link >

Mathayas, N., Brown, D. E., Wallon, R. C., & Lindgren, R. (2019). Representational gesturing as an epistemic tool for the development of mechanistic explanatory models. Science Education, 103(4), 1047-1079.  link >

Abrahamson, D., Andrade, A., Bakker, A., Nathan, M. J., Walkington, C., Lindgren, R., Brown, D. E., Zohar, A. R., Levy, S. T., Danish, J. A., Maltese, A. V., Enyedy, N., Humburg, M., Saleh, A., Dahn, M., Lee, C., Tu, X., Davis, B., Georgen, C., & Lindwall, O. (2018). Moving forward: In search of synergy across diverse views on the role of physical movement in design for stem education. In R. Luckin, & J. Kay (Eds.), 13th International Conference of the Learning Sciences, ICLS 2018: Rethinking Learning in the Digital Age: Making the Learning Sciences Count (2018-June ed., Vol. 2, pp. 1243-1250). International Society of the Learning Sciences (ISLS).  link >

Junokas, M. J., Lindgren, R., Kang, J., & Morphew, J. W. (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 Learning Simulation. Multimodal Technologies and Interaction, 2(3), [39].  link >

Lindgren, R., & Price, S. (2018). Embodiment and technology enhanced learning environments: Cultivating a new community of design research. In J. Leigh (Ed.), Conversations on Embodiment Across Higher Education: Teaching, Practice and Research (pp. 173-189). Taylor and Francis.  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. In D. Beck, C. Allison, T. Ogle, J. Pirker, C. Gutl, J. Richter, L. Morgado, & A. Pena-Rios (Eds.), Immersive Learning Research Network - 4th International Conference, iLRN 2018, Proceedings (pp. 23-35). (Communications in Computer and Information Science; Vol. 840). Springer.  link >

Wallon, R. C., & Lindgren, R. (2018). Conceptual goals while using a simulation: Three different sources and learning outcomes. Proceedings of International Conference of the Learning Sciences, ICLS, 3(2018-June), 1697-1698.

Wallon, R. C., & Lindgren, R. (2018). Cueing gestures in a seasons simulation: Outcomes of an embodied learning approach to supporting explanations. Proceedings of International Conference of the Learning Sciences, ICLS, 3(2018-June), 1363-1364.

Junokas, M. J., Kohlburn, G., Lane, B., Kumar, S., Fu, W. T., & Lindgren, R. (2017). Gestural Interactions of Embodied Educational Technology Using One-Shot Machine Learning. In Proceedings - 12th IEEE International Conference on Automatic Face and Gesture Recognition, FG 2017 - 1st International Workshop on Adaptive Shot Learning for Gesture Understanding and Production, ASL4GUP 2017, Biometrics in the Wild, Bwild 2017, Heterogeneous Face Recognition, HFR 2017, Joint Challenge on Dominant and Complementary Emotion Recognition Using Micro Emotion Features and Head-Pose Estimation, DCER and HPE 2017 and 3rd Facial Expression Recognition and Analysis Challenge, FERA 2017 (pp. 996). [7961855] (Proceedings - 12th IEEE International Conference on Automatic Face and Gesture Recognition, FG 2017 - 1st International Workshop on Adaptive Shot Learning for Gesture Understanding and Production, ASL4GUP 2017, Biometrics in the Wild, Bwild 2017, Heterogeneous Face Recognition, HFR 2017, Joint Challenge on Dominant and Complementary Emotion Recognition Using Micro Emotion Features and Head-Pose Estimation, DCER and HPE 2017 and 3rd Facial Expression Recognition and Analysis Challenge, FERA 2017). Institute of Electrical and Electronics Engineers Inc..  link >

Junokas, M. J., Kohlburn, G., Kumar, S., Lane, B., Fu, W-T., & Lindgren, R. W. (2017). Using one-shot machine learning to implement real-time multimodal learning analytics. CEUR Workshop Proceedings, 1828, 89-93.

McDaniel, R., Fanfarelli, J. R., & Lindgren, R. (2017). Creative content management: Importance, novelty, and affect as design heuristics for learning management systems. IEEE Transactions on Professional Communication, 60(2), 183-200. [7857835].  link >

Wallon, R. C., & Lindgren, R. (2017). Considerations for the Design of Gesture-Augmented Learning Environments. In M. J. Spector, B. B. Lockee, & M. D. Childress (Eds.), Learning, Design, and Technology: An International Compendium of Theory, Research, Practice, and Policy (pp. 1-21). Springer.  link >

Wallon, R. C., & Lindgren, R. (2017). Cued gestures: Their role in collaborative discourse on seasons. In B. K. Smith, M. Borge, E. Mercier, & K. Y. Lim (Eds.), Making a Difference: Prioritizing Equity and Access in CSCL - 12th International Conference on Computer Supported Collaborative Learning, CSCL 2017 - Conference Proceedings (pp. 813-814). (Computer-Supported Collaborative Learning Conference, CSCL; Vol. 2). International Society of the Learning Sciences (ISLS).

Williams-Pierce, C., Walkington, C., Landy, D., Lindgren, R., Levy, S. T., Nathan, M. J., & Abrahamson, D. (2017). Enabling and understanding embodied stem learning. In B. K. Smith, M. Borge, E. Mercier, & K. Y. Lim (Eds.), Making a Difference: Prioritizing Equity and Access in CSCL - 12th International Conference on Computer Supported Collaborative Learning, CSCL 2017 - Conference Proceedings (pp. 909-912). (Computer-Supported Collaborative Learning Conference, CSCL; Vol. 2). International Society of the Learning Sciences (ISLS).

Alameh, S., Morphew, J., Mathayas, N., & Lindgren, R. (2016). Exploring the relationship between gesture and student reasoning regarding linear and exponential growth. In C-K. Looi, J. L. Polman, P. Reimann, & U. Cress (Eds.), 12th International Conference of the Learning Sciences, ICLS 2016: Transforming Learning, Empowering Learners, Proceedings (Vol. 2, pp. 1006-1009). International Society of the Learning Sciences (ISLS).  link >

Junokas, M., Linares, N., & Lindgren, R. (2016). Developing gesture recognition capabilities for interactive learning systems: Personalizing the learning experience with advanced algorithms. In C-K. Looi, J. L. Polman, P. Reimann, & U. Cress (Eds.), 12th International Conference of the Learning Sciences, ICLS 2016: Transforming Learning, Empowering Learners, Proceedings (Vol. 2, pp. 1271-1272). International Society of the Learning Sciences (ISLS).

Lindgren, R., Manches, A., Abrahamson, D., Price, S., Lee, V. R., & Tissenbaum, M. (2016). Embodiment and designing learning environments. In C-K. Looi, J. L. Polman, P. Reimann, & U. Cress (Eds.), 12th International Conference of the Learning Sciences, ICLS 2016: Transforming Learning, Empowering Learners, Proceedings (Vol. 2, pp. 1353-1355). International Society of the Learning Sciences (ISLS).

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

Lindgren, R., Wallon, R. C., Brown, D. E., Mathayas, N., & Kimball, N. (2016). "Show me" what you mean: Learning and design implications of eliciting gesture in student explanations. In C-K. Looi, J. L. Polman, P. Reimann, & U. Cress (Eds.), 12th International Conference of the Learning Sciences, ICLS 2016: Transforming Learning, Empowering Learners, Proceedings (Vol. 2, pp. 1014-1017). International Society of the Learning Sciences (ISLS).  link >

Mathayas, N., Brown, D. E., & Lindgren, R. (2016). Exploring middle school students' sense making of a computer simulation about thermal conduction. In C-K. Looi, J. L. Polman, P. Reimann, & U. Cress (Eds.), 12th International Conference of the Learning Sciences, ICLS 2016: Transforming Learning, Empowering Learners, Proceedings (Vol. 2, pp. 1267-1268). International Society of the Learning Sciences (ISLS).

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. [A010].  link >

Abrahamson, D., & Lindgren, R. (2014). Embodiment and embodied design. In R. K. Sawyer (Ed.), The Cambridge Handbook of the Learning Sciences (2 ed., pp. 358-376). Cambridge University Press.  link >

Johnson-Glenberg, M. C., Savio-Ramos, C., Perkins, K. K., Moore, E. B., Lindgren, R., Clark, D., Brady, C., Sengupta, P., Martinez-Garza, M., Adams, D., Killingsworth, S., Van Eaton, G., Gaydos, M., Barany, A., Squire, K., & Holbert, N. (2014). Science sims and games: Best design practices and fave flops. Proceedings of International Conference of the Learning Sciences, ICLS, 3(January), 1199-1208.

Lindgren, R., & Tscholl, M. (2014). Enacted misconceptions: Using embodied interactive simulations to examine emerging understandings of science concepts. Proceedings of International Conference of the Learning Sciences, ICLS, 1(January), 341-347.

Lindgren, R. (2014). Getting into the cue: Embracing technology-facilitated body movements as a starting point for learning. In V. R. Lee (Ed.), Learning Technologies and the Body: Integration and Implementation in Formal and Informal Learning Environments (pp. 39-54). Taylor and Francis Inc..  link >

Lindgren, R., Tscholl, M., & Moshell, J. M. (2014). MEteor: Developing Physics Concepts through Body-based Interaction with a Mixed Reality Simulation. 217-220. Paper presented at 2013 Physics Education Research Conference.  link >

Lindgren, R., Moshell, J., & Hughes, C. (2014). Virtual Environments as a Tool for Conceptual Learning. In K. S. Hale, & K. M. Stanney (Eds.), Handbook of Virtual Environments: Design, Implementation, and Applications (2 ed., pp. 1043-1055). CRC Press.  link >

Tscholl, M., & Lindgren, R. (2014). Empowering Digital Interactions with Real World Conversation. TechTrends, 58(1), 56-63.  link >

Hughes, D. E., Sabbagh, S., Lindgren, R., Moshell, J. M., & Hughes, C. E. (2013). Mixed reality space travel for physics learning. In Virtual, Augmented and Mixed Reality: Systems and Applications - 5th International Conference, VAMR 2013, Held as Part of HCI International 2013, Proceedings (PART 2 ed., pp. 162-169). (Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics); Vol. 8022 LNCS, No. PART 2). Springer.  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 >

Ng, R., & Lindgren, R. W. (2013). Examining the effects of avatar customization and narrative on engagement and learning in video games. In Proceedings of CGAMES 2013 USA - 18th International Conference on Computer Games: AI, Animation, Mobile, Interactive Multimedia, Educational and Serious Games (pp. 87-90). [6632611] (Proceedings of CGAMES 2013 USA - 18th International Conference on Computer Games: AI, Animation, Mobile, Interactive Multimedia, Educational and Serious Games).  link >

Tscholl, M., Lindgren, R., & Johnson, E. (2013). Enacting orbits: Refining the design of a full-body learning simulation. In Proceedings of IDC 2013 - The 12th International Conference on Interaction Design and Children (pp. 451-454). (ACM International Conference Proceeding Series).  link >

Yoon, S., Quintana, C., Lyons, L., Perry, J., Osterweil, S., & Lindgren, R. (2013). Promises and perils of using digital tools in informal science learning environments: Design considerations for learning. Computer-Supported Collaborative Learning Conference, CSCL, 2, 213-215.

Zhou, Y., & Lindgren, R. (2013). Track and feel: The effects of user-generated content on engagement and learning in video games. In Proceedings of CGAMES 2013 USA - 18th International Conference on Computer Games: AI, Animation, Mobile, Interactive Multimedia, Educational and Serious Games (pp. 197-201). [6632632] (Proceedings of CGAMES 2013 USA - 18th International Conference on Computer Games: AI, Animation, Mobile, Interactive Multimedia, Educational and Serious Games).  link >

Abrahamson, D., Petrick, C. J., Martin, H. T., DeLiema, D. J., Enyedy, N., Sten, F. F., Hoyer, D., Johnson-Glenberg, M. C., Birchfield, D., Koziupa, T., Savio-Ramos, C., Cruse, J., Lindgren, R., Aakre, A., Moshell, J. M., Fadjo, C. L., Black, J. B., & Eisenberg, M. (2012). You're it! Body, action, and object in STEM learning. In 10th International Conference of the Learning Sciences: The Future of Learning, ICLS 2012 - Proceedings (pp. 99-109). (10th International Conference of the Learning Sciences: The Future of Learning, ICLS 2012 - Proceedings; Vol. 2).

Johnson, E., Bolling, A., & Lindgren, R. (2012). Picture-based science attitudes assessment. In 10th International Conference of the Learning Sciences: The Future of Learning, ICLS 2012 - Proceedings (pp. 555-556). (10th International Conference of the Learning Sciences: The Future of Learning, ICLS 2012 - Proceedings; Vol. 2).

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. Educational Technology and Society, 15(4), 344-355.

McDaniel, R., Lindgren, R., & Friskics, J. (2012). Using badges for shaping interactions in online learning environments. In 2012 IEEE International Professional Communication Conference, IPCC 2012 [6408619] (IEEE International Professional Communication Conference).  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 >

Pillat, R., Nagendran, A., & Lindgren, R. (2012). A mixed reality system for teaching STEM content using embodied learning and whole-body metaphors. In Proceedings - VRCAI 2012: 11th ACM SIGGRAPH International Conference on Virtual-Reality Continuum and Its Applications in Industry (pp. 295-302). (Proceedings - VRCAI 2012: 11th ACM SIGGRAPH International Conference on Virtual-Reality Continuum and Its Applications in Industry).  link >

Pillat, R., Nagendran, A., & Lindgren, R. W. (2012). Design requirements for using embodied learning and whole-body metaphors in a mixed reality simulation game. In 11th IEEE International Symposium on Mixed and Augmented Reality 2012 - Arts, Media, and Humanities Papers, ISMAR-AMH 2012 (pp. 105-106). [6484003]  link >

Lindgren, R. W., & Moshell, J. M. (2011). Supporting children's learning with body-based metaphors in a mixed reality environment. In Proceedings of IDC 2011 - 10th International Conference on Interaction Design and Children (pp. 177-180)  link >

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

Moraveji, N., Lindgren, R., & Pea, R. (2009). Organized mischief: Comparing shared and private displays on a collaborative learning task. In Computer Supported Collaborative Learning Practices, CSCL 2009 Community Events Proceedings - 9th International Conference (pp. 65-67). (Computer Supported Collaborative Learning Practices, CSCL 2009 Community Events Proceedings - 9th International Conference; Vol. 2).

Schwartz, D. L., Lindgren, R., & Lewis, S. (2009). Constructivism in an age of non-constructivist assessments. In S. Tobias, & T. M. Duffy (Eds.), Constructivist Instruction: Success or Failure? (pp. 34-61). Routledge Taylor & Francis Group.  link >

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

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

Lindgren, R., Pea, R., Lewis, S., & Rosen, J. (2007). Learning from digital video: An exploration of how interactions affect outcomes. In CSCL 2007 - Computer Supported Collaborative Learning Conference 2007: Mice, Minds, and Society (PART 1 ed., pp. 444-446). (Computer-Supported Collaborative Learning Conference, CSCL; Vol. 8, No. PART 1).

Pea, R., Goldman, S., Lindgren, R., & Rosen, J. (2007). An interactive session using a tool to support distributed conversations around digital video. In CSCL 2007 - Computer Supported Collaborative Learning Conference 2007: Mice, Minds, and Society (PART 2 ed., pp. 826-827). (Computer-Supported Collaborative Learning Conference, CSCL; Vol. 8, No. PART 2).

Pea, R., Lindgren, R. W., & Rosen, J. (2006). Computer-supported collaborative video analysis. In ICLS 2006 - International Conference of the Learning Sciences, Proceedings (pp. 516-521). (ICLS 2006 - International Conference of the Learning Sciences, Proceedings; Vol. 1).

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 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.

Critiques of Educational Tech (CI 439) This course will critically examine the social, pedagogical, cognitive, and political impact of implementing technology in educational contexts. We will survey various perspectives critical of educational technology in an effort to clarify its actual and potential value. The course will review papers and other works skeptical of educational technology as a whole, as well as research questioning specific initiatives such as mass distribution of computers in schools, data analytics, MOOCs, intelligent tutors, virtual reality, etc.

Critiques of Educational Tech (CI 439) This course will critically examine the social, pedagogical, cognitive, and political impact of implementing technology in educational contexts. We will survey various perspectives critical of educational technology in an effort to clarify its actual and potential value. The course will review papers and other works skeptical of educational technology as a whole, as well as research questioning specific initiatives such as mass distribution of computers in schools, data analytics, MOOCs, intelligent tutors, virtual reality, etc. Synchronous attendance required. Canvas LMS.

DELTA Capstone Project (CI 489) Project-based course focusing on creating Digital Environments for Learning, Teaching and Agency. Students work in teams to build technology-supported learning activities. This course provides a studio-based, hands-on and participatory approach to the development and research of technology tools and curriculum materials.

Learning and the Body (CI 556) This course explores how body movement and physical engagement with the environment is connected to how people learn. We will explore embodied cognition and related ideas from philosophy, cognitive science, the learning sciences, the arts, etc., and apply them to educational contexts. The course will examine the ways that body activity has been employed in curricula and other learning interventions, and we will discuss new technologies that can respond to gestures and other embodied actions.

DELTA Grad Seminar (CI 590) Seminar for graduate students on specific topics. The DELTA seminar is required for graduate students in the DELTA program and will focus on research methods, timely issues related to the field, presentations from faculty and students and profession development topics.