Find Academic Supervisors

• Educational Technology
• Higher Education Internationalization
• Natural Language Processing
• +7 more

Maria Teresa Abad Soriano is affiliated with the Universitat Politècnica de Catalunya (UPC), specifically within the Faculty of Computer Science (FIB), Department of Computer Sciences. She is a researcher in the GPLN - Natural Language Processing Group and the TALP Research Center, contributing to both educational technologies and computational linguistics. Her work spans decades, showing sustained academic engagement. Her research interests focus on educational technology, higher education internationalization, computer-supported collaborative learning, distance learning systems, knowledge representation, and academic mentorship . These are reflected in her long-term involvement in projects related to e-learning platforms, tutoring systems, and institutional development in computing education. The analysis of her recent publications (2019–2024) reveals a strong trend towards the internationalization of higher education in computing, with detailed studies on mobility, academic policies, and institutional impact. Earlier works (1990s–2000s) center on algorithmic education, groupware modeling, and intelligent tutoring systems, showcasing a career that evolved from technical AI and educational software to broader educational policy and management. She has contributed to competitive R&D+i projects such as OPENMT and SKATeR, and has co-authored technical reports, conference papers, and indexed journal articles. Her collaborations include key figures like Nuria Castell, Juan Antonio Pastor, and Maria Felisa Verdejo. Scientific Awards: No scientific awards were mentioned in the provided text. She has supervised or contributed to the Doctoral Program in Business Administration and Management, and her technical and educational outputs suggest an advisory role in research, though specific students are not listed. She has participated in multiple competitive research projects funded under Spain’s National Research Plans, indicating success in grant acquisition. Her work with open datasets and technical documentation supports open science and institutional transparency. She is actively involved in research groups such as GPLN and TALP, which focus on natural language processing and language technologies, contributing to both theoretical and applied advancements in the field.

Joey HuangView profile

Assistant Professor

• Computational Thinking
• Educational Technology
• STEM Learning
• +6 more

Dr. Joey Huang is an Assistant Professor of Learning, Design, & Technology in the Department of Teacher Education and Learning Sciences at North Carolina State University's College of Education. She is affiliated with the Digital Transformation of Education cluster through the Chancellor's Faculty Excellence Program. Her work bridges educational psychology and computing to create innovative learning environments that promote equity and collaboration in STEM education. Dr. Huang's research focuses on computational thinking, educational technology design, and broadening participation in STEM among underrepresented groups. She explores how hands-on, interdisciplinary activities—such as fiber crafts, robotics, and creative coding—can deepen students' understanding of computational concepts. Through NSF-funded projects like ReCrafting Computer Science, she integrates tangible crafts with computational thinking to create more inclusive pathways into computer science education. Her methodological approach combines both qualitative and quantitative methods to investigate collaborative learning, identity formation, and equity in technology-rich educational contexts. Dr. Huang's publication record shows a clear trajectory toward creating personalized, interactive learning experiences for K-12 and undergraduate students. Her recent work emphasizes virtual and augmented reality learning environments, gender-inclusive maker education, and AI-enhanced educational technologies. She has made significant contributions to understanding how learners co-design with AI in STEAM contexts and how interdisciplinary collaboration serves as a core skill in modern education. ACM CHI Honorable Mention AERA's Best Student Paper Best Paper Nomination for CSCL 2024 NSF CAREER Award recipient Dr. Huang has advised numerous research projects and collaborated extensively with colleagues across disciplines. Her work with the Friday Institute and Belk Center demonstrates her commitment to translating research into practical educational applications. She actively participates in professional development initiatives to help K-12 teachers integrate digital technologies into their classrooms, supporting NC State's mission of preparing educators for 21st-century classrooms.

Kati SormunenView profile

Lecturer

• 21st-century learning
• inclusive pedagogy
• digitally supported learning
• +6 more

Kati Sormunen is a Lecturer at the University of Helsinki's Department of Education, specializing in inclusive pedagogy, computational thinking, and maker education. She leads the Helsinki research community of special educational needs (SEN) Leadership in Educational Contexts research group and contributes to the CreaTE - Creative Technology Education initiative. Her work bridges school, university, and industry collaborations through the Innokas Network. Doctoral Programme Supervisor, School, Education, Society, and Culture EU Code Week Ambassador since 2018 Research Focus: Sormunen develops models for invention pedagogy and investigates 21st-century learning in inclusive educational environments. Her research spans computational thinking, digitally supported learning, and methodological approaches to large-scale educational projects. Recent work explores epistemic doubt in AI education and technological competence in maker projects. Collaborations: Active in international academic networks, including the ORCID profile and the ISLS Annual Meeting (2025). Engaged in cross-institutional research with Boston College's Lynch School of Education (2024). Publications and Projects: With over 65 research outputs and 20 projects since 2011, her notable initiatives include the Academy of Finland-funded Playful Learning Center (2022–2025) and the AI & Kids project (2014–2026). She has presented at conferences like CSCL 2024 and contributes to journals such as Journal of Computer Assisted Learning and Frontiers in Education .

• Computer-Supported Collaborative Learning (CSCL)
• Artificial Intelligence in Education
• Human-Computer Interaction
• +3 more

Nikol Rummel is a Professor at Ruhr-Universität Bochum , specializing in Computer-Supported Collaborative Learning (CSCL) , Artificial Intelligence in Education , and Human-Computer Interaction . Her work bridges educational technology with hardware reverse engineering , focusing on AI-orchestrated learning environments and adaptive tools for collaboration. Her research spans AI-orchestration tools ( Pair-Up , Co-Designing Orchestration Support ), collaborative problem-solving ( Learning Alone or Together ), and hardware reverse engineering education ( Promoting Skill Acquisition ). She investigates how multimodal data and adaptive feedback enhance learning outcomes, teacher practices, and emotional regulation. Her publications highlight trends in generative AI for academic writing , collaboration scripts , and cognitive obfuscation in cybersecurity education. Collaborations with researchers like Vincent Aleven, Christof Paar, and Steffen Becker underscore her interdisciplinary approach. Nikol Rummel’s work emphasizes teacher dashboards ( What Information Should CSCL Dashboards Provide? ), dynamic student pairing ( Combining Dialog Acts and Skill Modeling ), and emotional engagement in learning ( How to Enjoy Writing Papers ).

• Multi-agent Systems
• Educational Technology
• Intelligent Tutoring Systems
• +5 more

Demetrio Arturo Ovalle Carranza is a Professor in the Department of Computer Science at the National University of Colombia's School of Engineering. With an academic career spanning over three decades since earning his PhD from Joseph Fourier University in Grenoble, France in 1991, he has established himself as a prominent researcher in multi-agent systems and educational technology. His research focuses on developing intelligent systems for education, particularly in the areas of multi-agent architectures, adaptive learning environments, context-aware educational applications, and learning object recommendation systems. His work bridges artificial intelligence with practical educational applications, creating systems that adapt to individual learner needs and contexts. Analysis of his recent publications (2015-2020) reveals a strong trend toward developing sophisticated multi-agent systems for educational applications, with increasing emphasis on context-awareness, personalization, and adaptive learning techniques. His research demonstrates consistent evolution from foundational multi-agent work to sophisticated educational applications integrating fuzzy logic, ontologies, and collaborative filtering. Ovalle Carranza has mentored numerous researchers who have become active contributors in the field, including Oscar M. Salazar, Néstor D. Duque, Valentina Tabares Morales, and others who frequently appear as co-authors on his publications. His collaborative network extends across Colombian institutions and international research groups. His laboratory work centers around developing and testing multi-agent educational systems, with particular emphasis on creating adaptive learning environments that can respond to individual student needs and group dynamics. Current projects appear to focus on serious games, health-care applications of intelligent agents, and advanced recommendation systems for educational resources.

• Design-Based Research
• Design Justice
• Participatory Design
• +5 more

LuEttaMae Lawrence is an Assistant Professor in the Instructional Technologies and Learning Sciences program at Utah State University's Emma Eccles Jones College of Education and Human Services. As a learning scientist and design researcher, she collaborates with communities to co-design equitable learning environments that address social justice through participatory methodologies. Her educational background includes: PhD in Curriculum and Instruction, University of Illinois Urbana-Champaign MA in Curriculum and Instruction, University of Illinois Urbana-Champaign BFA in Graphic Design, Iowa State University Prior to USU, she completed postdoctoral fellowships at Carnegie Mellon University's Human-Computer Interaction Institute and UC Irvine's School of Education. Her research focuses on Design-Based Research, Design Justice, and Participatory Design to create collaborative learning environments that center community needs while addressing systemic inequities through educational technology. Recent publications (2024-2025) reveal three dominant trends: development of AI orchestration tools for dynamic classroom transitions, responsive teaching frameworks for theory-building activities, and community-engaged design justice projects addressing reproductive health and LGBTQ+ equity. Her work increasingly integrates generative AI with human-centered design principles while maintaining critical focus on ethical implications. Scientific recognition includes: Best Design Paper Award at CSCL 2022 for co-designing AI orchestration tools with middle school teachers Best Design Paper Nominee at CSCL 2021 Dr. Lawrence actively recruits graduate students for her lab, emphasizing collaborative culture and ethical research in co-design, social justice, and technology. Current projects include: PROJECT UNITE: Improving disability transition services with Canyons School District Emergency Contraception Access evaluation on USU campus Kids' Ethical Sensemaking in AI/Robotics afterschool makerspace Bear River Region LGBTQ+ Community Coalition for health equity Community Justice Advocate Program training social workers Rural Utah sexual health educator cultural navigation study Her lab operates through interdisciplinary partnerships with educators, nonprofits, and community organizations, prioritizing wellbeing and inclusive research practices while scaling design-based solutions from local contexts to broader educational applications.

• Immersive Multimedia Learning
• Computer-Supported Collaborative Learning (CSCL)
• Productive Failure
• +3 more

Dr. Christian Hartmann serves as an Academic Councillor and Research Assistant at the Chair of Teaching and Learning with Digital Media within the TUM School of Education since 2020. With a PhD in Educational Science from Ruhr University Bochum (2020) and prior research assistant experience at Ruhr University's Educational Psychology Chair (2015-2020), he brings extensive expertise in digital learning environments. Bachelor's & Master's in Education and History from Ruhr University Bochum Visiting scholar at Carnegie Mellon University's HCI Institute (2016) His research focuses on immersive learning technologies , including: Vicarious failure mechanisms in education Computer-supported cooperative learning (CSCL) Adaptive learning systems with VR/AR Coherence formation in multimedia environments Key publication trends show significant contributions to: Productive failure analysis (2018-2025) Social VR collaboration tools (2023) Immersive technology's impact on special education (2023) AI integration in science education (2025) As a program committee member for DELFI 2022 VR/AR Learning workshop and reviewer for journals like Learning & Instruction , he actively shapes educational technology research. His work has been presented at major conferences including EARLI (Austria 2025, Germany 2024), DGPs Congress (Austria 2025), and AERA Annual Meeting (USA 2025). Current affiliations include the European Association for Research on Learning and Instruction (EARLI) , International Society of the Learning Sciences (ISLS) , and German Society for Psychology (DGPs) . The Immersive Virtual Reality Lab at TUM School of Education serves as his primary research environment.

• Educational Technology
• Teaching Assistant
• Active Learning
• +5 more

Nozomi Fujikawa is a Research Associate at Waseda University's Center for Higher Education Studies, focusing on educational technology and teaching assistant (TA) support in active learning environments. Her research spans active learning methodologies , group discussion facilitation , and assistive technologies for accessibility. Education: PhD candidate at Waseda University Graduate School of Human Sciences (since 2022) Master's in Human Sciences, Waseda University (2020–2022) Bachelor's in Human Sciences, Waseda University (2013–2017) Research Themes: Fujikawa's work emphasizes enhancing TA roles in collaborative learning environments and developing smart systems for disability support, including parking and barrier-free infrastructure. Her publications in journals like Rehabilitation Engineering and conferences such as CSCL highlight her interdisciplinary approach. Recent Trends: Recent papers (2024–2025) focus on learning environment design processes , TA training frameworks , and technology-driven accessibility solutions . These reflect her dual expertise in educational innovation and inclusive technology development. Professional Contributions: She serves on the Japan Society for Educational Technology's Priority Areas Learning Environment Division (2023–2025) and participates in projects like W-SPRING's 2022–2024 study on TA practical knowledge. Teaching Experience: Fujikawa has served as a TA for courses like Data Literacy , Academic Writing , and Educational Technology Research Methods , demonstrating her commitment to pedagogical support and curriculum development.

Camillia MatukView profile

Associate Professor

• Educational Technology
• Inquiry Learning
• Data Literacy
• +7 more

Camillia Matuk is an Associate Professor and Program Director of the Educational Communication and Technology program at New York University (NYU) Steinhardt. She directs the RIDDLE initiative and holds leadership roles in academic editorial boards such as the Journal of the Learning Sciences and International Journal for Computer Supported Collaborative Learning . Her research focuses on leveraging technology, storytelling, and arts to enhance inquiry-based learning in formal and informal settings, particularly in science education and data literacy. Matuk earned her PhD in Learning Sciences from Northwestern University, with prior experience as a medical illustrator and educator at the University of California, Berkeley. Her work is funded by NSF and NIH grants, totaling over $5 million. Key projects include developing AI-supported platforms for student research (e.g., StudyCrafter), citizen science tools (MindHive), and curricula integrating data literacy with social justice. Her teaching spans courses like Foundations of Cognitive Science and Learning Environment Design . Awards include the 2013 AERA Outstanding Research Presentation Award and multiple fellowships. Matuk collaborates widely, co-authoring over 140 papers and presentations on topics such as data visualization, game-based learning, and equity in science education.

• Educational Technology
• Collaborative Learning
• Computer-Supported Learning
• +3 more

Markus Kuhn is a researcher at the University of Cambridge with a diverse academic career spanning over two decades, evidenced by publications from 2003 to 2023. His work bridges educational technology, computer science, and autonomous systems, demonstrating significant interdisciplinary reach across multiple domains. Dr. Kuhn's research has evolved through distinct phases. Initially focused on educational technology (2003-2007), he published extensively on classroom scenarios, collaborative learning, and media integration. His work then broadened to include physics computation (2008) and process support for inquiry learning (2010). More recently (2016-2023), his research has shifted toward autonomous systems, with publications on self-localization technologies and map generation for autonomous vehicles. This publication trajectory reveals a researcher who has successfully adapted his expertise from educational applications to more technical domains while maintaining connections to his foundational work in learning systems. His research demonstrates consistent innovation in applying computational approaches to solve practical problems across different contexts. Dr. Kuhn has maintained long-term collaborations with researchers including Heinz Ulrich Hoppe, Andreas Harrer, and Andreas Lingnau, indicating strong interdisciplinary networks. His work has been published in diverse venues ranging from IEEE Access and Microelectronics Reliability to Research and Practice in Technology Enhanced Learning and International Conferences on Computer-Supported Collaborative Learning.

Irina EngenessView profile

Professor

• Learning and Teaching with AI
• Formative Assessment and Feedback with AI
• Digital Learning Environments
• +7 more

Irina Engeness is a Professor at the Department of Language, Literature and Culture at Østfold University College, where she has served as Dean of the Faculty of Teacher Education and Languages from 2021-2024. Her research focuses on learning and teaching with AI, digital learning environments, MOOCs, and computer-supported collaborative learning (CSCL), with particular emphasis on formative assessment and feedback mechanisms in English writing instruction. Learning and Teaching with AI Formative Assessment and Feedback with AI Digital Learning Environments MOOCs Computer-Supported Collaborative Learning (CSCL) Assessment for Learning Learning to Learn Approach Cultural-Historical Theory Teacher Education Digital Identity Her research explores the intersection of cultural-historical theory with modern educational technology, examining how AI can enhance writing instruction and formative assessment practices. She investigates digital environments like MOOCs, analyzing their impact on teaching methods and student learning experiences. Engeness's publications demonstrate her focus on AI-driven feedback systems, digital writing environments, and the application of Galperin's theories to contemporary educational contexts. She examines how diverse feedback sources (teachers, AI, peers) can improve essay writing and explores the development of professional digital competence among educators. She supervises Ph.D. candidates Ammar Bahadur Singh and Joakim Olsson, whose research continues to explore learning and teaching in digital environments. Through her work with projects like AI-EXCAfL, AI4AfL, and ICTPED MOOC, Engeness contributes to advancing educational technology and understanding the transformative potential of digital tools in 21st-century education.

Andy SmithView profile

Researcher

• Computer Science Education
• Artificial Intelligence
• Data Mining
• +3 more

Andy Smith is a Research Scientist at the Department of Computer Science within the College of Engineering at North Carolina State University. He is affiliated with the Intellimedia Group and focuses on enhancing learning environments through data-mining and artificial intelligence techniques. Education: Ph.D. in Computer Science (2020), North Carolina State University M.S. in Computer Science (2016), North Carolina State University B.S.E. in Electrical/Computer Engineering and B.S. in Computer Science (2005), Duke University His research spans game-based learning environments, military training scenario generation, and automated analysis of student drawings in digital science notebooks. He applies machine learning and behavioral modeling to personalize educational experiences and assess learning outcomes. Scientific Awards: President’s Volunteer Service Award – Gold Level (2013) NCSU College of Engineering Fellowship (2011) NCSU Graduate Dean’s Fellowship (2010) Smith previously worked at SPAWAR Systems Center in San Diego, developing sensor integration systems for underwater gliders. He is part of the Intellimedia Group, which designs intelligent educational technologies and adaptive learning frameworks.

Anniken FurbergView profile

Professor

• Interdisciplinary teaching and learning
• Computer-Supported Collaborative Learning (CSCL)
• Teachers' professional digital competence
• +3 more

Anniken Furberg is a Professor at the Department of Teacher Education and School Research, University of Oslo. Her work focuses on interdisciplinary teaching, computer-supported collaborative learning (CSCL), and the role of technology in science education. She holds a PhD in Scientific Inquiry in Web-based Learning Environments (2010) and a Cand. Paed from the University of Oslo (1998). Research Interests: Anniken’s research explores how digital tools and socio-cultural contexts shape learning processes, particularly in science education. Her projects include evaluating Norway’s curriculum renewal (EVA2020) and analyzing teacher-student interactions in technology-rich environments. She emphasizes the importance of bridging group work and whole-class activities to enhance student engagement. Key Projects: EVA2020 : Evaluating curriculum reforms in Norwegian schools (2019–2025). REDE : Enhancing functional literacy through representations in science education (2016–2019). SCY : Developing inquiry-based science learning environments in Europe (2008–2012). Awards & Recognition: 2nd Prize, Kaleidoscope European Starting Researcher Award (2007). Teaching: Leads courses on ethnography, design-based research, and PhD supervision at the University of Oslo. Coordinates master’s programs in teacher education (PROF3025/PPU3210). Labs/Teams: Research group leader of TEPEC (2017–2018) and editorial board member of the International Journal of Computer-Supported Collaborative Learning .

Ning DingView profile

Lecturer

• Computer-Supported Collaborative Learning
• Business Education
• Digital Education
• +3 more

Ning Ding is a Lecturer at Hanze University of Applied Sciences in the Netherlands, affiliated with the Hanze Honours College and working within the Talent Development in Higher Education and Society department. Her academic work spans business education, digital education, and digital knowledge-building communities, with significant contributions to computer-supported collaborative learning (CSCL). Dr. Ding's research interests focus on knowledge elaboration processes, educational technology applications in business education, and the dynamics of collaborative learning environments. Her work particularly examines how students build knowledge in digital contexts, with attention to gender dynamics, cultural influences, and assessment methodologies. She has developed innovative metrics like the Epistemic Synchronization Index (ESI) to measure knowledge elaboration processes in collaborative settings. Her recent publications demonstrate a strong focus on digital education transformation, particularly highlighted by her 2020 study on remote teaching during the COVID-19 pandemic, which documented how a digital knowledge-building community emerged among honors teachers. This work has been widely recognized, with 48 readers on Mendeley and coverage in ScienceGuide. Best Practice-based Research Award 2022 COOC (Community of Open Online Course) - 2016 Nominated as Best Paper Prize at ICCE 2009, Hong Kong Nominated as Best Paper Prize at CSCL 2009, Rhodes, Greece The Innovation in Teaching of Research Methodology Excellence Awards - 2021 Dr. Ding has actively participated in international academic conferences, including presenting her work on Epistemic Synchronization Index at the 16th Biennial EARLI Conference in 2015. Her research has been consistently productive, with publications spanning from 2005 to 2022, demonstrating sustained scholarly activity in educational technology and business education. Her work bridges theoretical research with practical applications in higher education contexts.

Andreas PapasalourosView profile

Associate Professor

• Educational Technology
• Adaptive Hypermedia
• Ontology Engineering
• +3 more

Andreas Papasalouros is an Associate Professor at the Department of Mathematics, University of the Aegean. He holds a Ph.D. in Engineering from NTUA (2004), a Diploma in Electrical and Computer Engineering (2000), and a BSc in Physics (1992). His research focuses on Educational Technology , Adaptive Hypermedia , and Ontology Engineering . Education Ph.D. in Mechanics, School of Electrical and Computer Engineering, NTUA (2004) Diploma in Electrical and Computer Engineering, NTUA (2000) BSc in Physics, National and Kapodistrian University of Athens (1992) Research Interests Papasalouros's work centers on leveraging UML and Ontologies for designing Educational Software . He explores Automated Assessment systems, Accessibility solutions (e.g., TeX-to-Braille), and Mobile Learning applications. His studies often intersect with Collaborative Learning and Semantic Web technologies. Key Contributions His publications span Adaptive Hypermedia , Ontology-Driven Learning , and Accessibility Tools . Notable works include Ob-AHEM (2002), Grid4All Ontology (2008), and TeX-to-Braille Transcribing (2017). Recent trends emphasize Game-Based Learning and Query Log Analysis for ontology creation. Courses Taught New Technologies in Education (3rd semester) Introduction to Computer Science (2nd semester) Advanced Programming Languages (6th semester) Postgraduate Course in New Technologies in Education