Find Academic Supervisors

• Digital Learning
• STEM Education
• Educational Technology
• +3 more

Dr. Jeya Amantha Kumar is a Research Associate at Michigan State University's Enhanced Digital Learning Initiative (EDLI). She holds a PhD in Instructional Systems Development from Universiti Sains Malaysia and previously served as an assistant professor for six years, focusing on instructional design and education technology. Her research emphasizes interdisciplinary digital learning approaches, including MOOCs, LMS, micro-credentials, multimedia, mobile learning, and chatbots, alongside STEM education and pre-service teacher development. She employs quantitative methods (e.g., SPSS, PLS-SEM) and qualitative techniques (e.g., thematic analysis, facial emotion recognition) across over 40 peer-reviewed publications in top-tier journals like Education and Information Technologies . Her work spans behavioral research in educational technology adoption, evaluation of digital tools like Photomath and Frog Learning Platform, and the impact of anthropomorphic design on learning outcomes. Notable contributions include studies on MOOC readiness, chatbot applications in education, and the role of emotional intelligence in multimedia learning. She has also explored challenges in online teaching practicum during the pandemic, mobile learning acceptance post-pandemic, and gender dynamics in educational technology adoption. Dr. Kumar’s research highlights trends in educational technology integration, challenges in STEM engagement, and the evolving role of digital platforms in teacher training. Her articles often bridge pedagogical theory with practical implementation, emphasizing measurable outcomes and user experiences.

• Augmented Reality
• Virtual Reality
• Human-Computer Interaction
• +3 more

Wolfgang Hürst is an Associate Professor at Utrecht University's Department of Information and Computing Sciences, where he also serves as program leader for the MSc in Game & Media Technology. Previously, he was Education Director of the department from 2020-2024. His research focuses on immersive technologies including augmented/virtual reality, human-computer interaction, and multimedia systems, with applications in gaming, healthcare, and neuroscience. Education includes: PhD in Computer Science from University of Freiburg, Germany Master's in Computer Science from University of Karlsruhe/KIT Visiting researcher at Carnegie Mellon University (1996-1997) Postdoctoral work at University of Freiburg (2005-2007) Research interests span virtual/augmented reality systems, mobile interaction design, multimedia methods, and gaming technology. His work explores how immersive technologies can enhance human perception, information visualization, and accessibility in domains ranging from neuroscience research to cultural heritage preservation. Publications demonstrate strong focus on AR/VR interface innovation, particularly in 360° video interaction, lifelog visualization, and neuroscience applications. Recent work emphasizes ethical AI integration in extended reality and inclusive design for diverse user populations. Research consistently combines technical development with rigorous human-centered evaluation methodologies. Scientific awards: No major awards reported in provided materials. Research involves collaborations through the Game Research group and Applied Data Science initiatives. Current projects include immersive literature exploration tools for neuroscientists and accessible VR museum experiences. Extramural funding sources not detailed in available documentation.

Haibo LiView profile

Professor

• Media Technology
• Digital Signal Processing
• Image and Video Compression
• +5 more

Haibo Li is a Full Professor of Media Technology at KTH Royal Institute of Technology, affiliated with the School of Electrical Engineering and Computer Science and Digital Futures Faculty. His roles include leading the Media Lab in MID, directing Master’s programs in Media Technology, and teaching courses like Generative AI for Media Technology and Video Technology. He holds a Technical Doctorate from Linköping University (1993) and received the Nordic Best PhD Thesis Award (1994) and Docent title in Image Coding (1997). Research focuses on digital media technologies, including image/video compression, human-computer interaction, and AI-driven media systems. He pioneered the Digital Media Lab at Umeå University and co-founded UCIT. His work spans blind image deblurring, thermal comfort sensing, and multimodal emotion recognition. Over 250 publications and six patents highlight contributions to multimedia, AI, and signal processing. Key projects include developing contactless thermal measurement systems for smart buildings, real-time gesture recognition for wearable devices, and advanced neural networks for image restoration. Awards include the Nordic Best Thesis and leadership in EU projects. He chairs conferences and actively participates in MPEG standardization efforts.

• Science Education
• Teacher Professional Learning
• Faculty Mentoring
• +5 more

Dr. Jerine Pegg is a Professor of Science Education and Co-director of the Centre for Mathematics, Science, and Technology Education (CMASTE) at the University of Alberta's Faculty of Education. She holds a PhD, MAT, and BS, and has served as Department Chair and Associate Chair in the Department of Elementary Education. Her research focuses on science education, teacher professional learning, faculty mentoring, and partnership development through social network theory and communities of practice. Dr. Pegg has received awards for her innovative use of technology in education and distinguished service to Alberta’s education community. She teaches undergraduate and graduate courses including Curriculum and Pedagogy in Elementary School Science , Conference Seminar , and Special Topics in Educational Theory and Practice . Her service roles include membership on the Alberta Education Science Curriculum Working Group and General Faculties Council at the University of Alberta. Dr. Pegg collaborates internationally, contributing to education initiatives in Oman and Rwanda. Her scholarship emphasizes interdisciplinary collaboration, with notable publications on online teacher development, mentoring communities, and science curriculum design. Key projects include the Science Curriculum Wayfinder and SaLLIE Project websites supporting Alberta’s science education reforms.

• Teaching Chinese as a Second Language
• Language Teaching Materials Development
• Online Language Education
• +2 more

Chao Li is a Lecturer of Chinese at the Georgia Institute of Technology's School of Modern Languages, part of the Ivan Allen College of Liberal Arts. He has been with Georgia Tech since 2001, focusing on teaching Chinese language at all proficiency levels and co-directing the Chinese Language for Business and Technology (LBAT) Program since 2006. His expertise includes developing online Chinese language courses, creating multimedia content, and compiling grammatical notes for effective language learning materials. Chao Li holds a Master of Arts in International Relations from Beijing Institute of Foreign Affairs and a Bachelor of Arts in Economics and Chinese from Yunnan University, China. He is a key figure in advancing online Chinese language education at Georgia Tech, emphasizing the integration of technology into language pedagogy. His work bridges language instruction with business and technology contexts, reflecting his commitment to practical, industry-relevant language training. His professional contributions include pioneering efforts in online course development, particularly in designing interactive and adaptive learning environments. While no formal awards are listed, his role in shaping Georgia Tech's Chinese language program highlights his significant impact on language education innovation. Chao Li’s teaching philosophy centers on student engagement through culturally immersive and technologically enhanced methodologies.

Pat HealeyView profile

Professor

• Human-Computer Interaction
• Communication Technologies
• Social Computing
• +4 more

Professor Pat Healey is a prominent academic in Human Interaction and Communication Technologies, holding a professorship at Queen Mary University of London's School of Electronic Engineering and Computer Science. He leads the Centre for Human-Centred Computing, focusing on how digital technologies transform human communication. His research integrates psychological theories with computational models to understand interaction dynamics in diverse contexts, including healthcare, robotics, and creative collaboration. He teaches modules such as Design for Human Interaction and Creative Group Project , emphasizing practical application of communication theories. His work spans theoretical studies (e.g., repair phenomena in dialogue) to applied projects (e.g., smart wearable sensors for social behavior analysis). Key grants include studies on mental health communication, internet standards, and human-robot interaction. Recent publications highlight his focus on organizational communication, gesture analysis, and AI-driven recommendation systems. He collaborates internationally, addressing challenges in healthcare delivery, computational linguistics, and social robotics. His research bridges cognitive science, computer science, and design to create technologies that align with human social and cognitive needs.

Shivendra PanwarView profile

Professor

• Wireless Networks
• 5G/6G Technology
• Millimeter Wave and Terahertz Communication
• +4 more

Shivendra Panwar is a Professor in the Electrical and Computer Engineering Department at the NYU Tandon School of Engineering and Director of the New York State Center for Advanced Technology in Telecommunications (CATT). He holds IEEE Fellow and NAI Fellow distinctions. His research focuses on wireless networks (5G/6G, mmWave, terahertz), video distribution over wireless, AR/VR/XR applications, and R&D policy. Education: B.Tech from IIT Kanpur (1981), M.S. and Ph.D. from University of Massachusetts Amherst (1983, 1986). He co-founded the NY City Media Lab and is a member of NYU Wireless. Notable awards include the IEEE Leonard G. Abraham Prize (2004), 2011 Multimedia Best Paper Award, and Sony Research Awards (2016-2017). Recent work addresses challenges in millimeter wave systems, full-duplex cellular networks, and latency-sensitive applications. His contributions span protocol design, network architecture innovation, and economic analysis of telecom systems. He has authored/co-authored influential books on TCP/IP and network management.

Vegard GjerdeView profile

Research Fellow

• Physics Education Research
• Cognitive Learning Strategies
• Peer Instruction
• +2 more

Vegard Gjerde is a Research Fellow in the Department of Physics and Technology at the University of Bergen. His research focuses on physics education, specializing in cognitive learning strategies, peer instruction methodologies, and retrieval practice applications in STEM education. He investigates how structured learning interventions, including mandatory retrieval tests and short instructional videos, enhance conceptual understanding in physics. His work examines threshold concepts in atmospheric physics and digital learning adaptations during pandemic disruptions. Dr. Gjerde has presented on cognitive learning strategies at multiple international conferences, including the Teachers' Day 2024 in Bergen and IMPEL seminars. He leads the PAFYS project (Principle-based active teaching for stronger physics students), developing evidence-based physics pedagogy.

Jennifer WileyView profile

Professor

• Cognitive Psychology
• Educational Psychology
• Learning Science
• +5 more

Jennifer Wiley, PhD, is a Professor in the Department of Psychology at the University of Illinois Chicago (UIC), affiliated with the College of Liberal Arts and Sciences and the Brain and Cognitive Sciences program. Her research focuses on cognitive processes underlying learning, comprehension, and problem-solving, with emphasis on metacognition, educational strategies, and the role of analogies in scientific literacy. She explores how working memory capacity, cognitive fixation, and instructional techniques influence academic performance and knowledge retention. Key areas of investigation include: Insightful problem-solving and 'Aha!' moments Metacomprehension accuracy and self-regulated learning Effects of multimedia and graphics on comprehension Cognitive biases in text interpretation Interdisciplinary learning across scientific disciplines Her work bridges cognitive psychology and education, addressing practical applications to improve teaching methods and student outcomes. Recent projects examine how analogies in textbooks can create illusions of understanding and how generating explanations enhances learning. She collaborates on developing tools to assess working memory capacity and evaluate educational interventions. Publications consistently emphasize applied cognitive science, with over 50 peer-reviewed articles since 2012. Current research trends reflect growing interest in computational models of insight, the neurocognitive basis of problem-solving, and optimizing learning through cognitive training.

Pilar Alderete DiezView profile

Assistant Professor

• Spanish Language Teaching and Learning
• Children’s Identity in Translation
• Translation Studies
• +3 more

Pilar Alderete Diez is an Assistant Professor at the University of Galway since 2006, affiliated with the Anderson Centre for Translation Research and Practice. She holds a BA in English Philology from the University of Valladolid, Spain, and later returned there to earn her PhD in Language Teaching and Learning (2013). She also holds an MA in Spanish with a focus on translation from the University of Galway and a Postgraduate Certificate in Teaching and Learning in Higher Education (2022). University of Valladolid: BA English Philology (Spain) University of Galway: MA Spanish (Translation focus) University of Valladolid: Ph.D. Language Teaching and Learning (2013) Postgraduate Certificate in Higher Education Teaching (2022) Her research focuses on two interconnected areas: Spanish language pedagogy and children’s identity formation through translated texts . She explores how cultural politics manifest in fantasy literature like Harry Potter, investigates censorship in children’s books such as Manolito Gafotas, and develops poetry-based strategies to address homophobic bullying in language classrooms. Her work also examines technology’s role in promoting autonomous language learning and the challenges of humor translation in cross-cultural contexts. Her recent publications (2019-2023) reflect sustained engagement with translation ethics, pedagogical innovation in language education, and the sociocultural dimensions of literary works. She has contributed to digital language learning platforms like PAISAGE, an audiovisual portal for Irish/Spanish language learners. As part of the Anderson Centre, she collaborates with researchers and practitioners in translation studies. Her professional narrative emphasizes bridging academic research with practical teaching tools, particularly in university settings where time constraints challenge effective language instruction.

• Human-Computer Interaction
• Interaction Design
• Educational Technology
• +4 more

Robb Mitchell is an Associate Professor at the University of Southern Denmark, affiliated with the Centre for Learning Computational Thinking and the Department of Design and Communication . His research focuses on the intersection of technology, design, and social interaction, emphasizing embodied learning, collaborative interfaces, and the ethical implications of digital tools. Mitchell explores how tangible and digital systems can enhance education, social connectivity, and creative expression through experimental designs. His work spans areas such as Human-Computer Interaction , Embodied Learning , and Collaborative Technologies , with a particular interest in fostering convivial interactions and addressing interpersonal gaps through design. Mitchell’s publications reflect a commitment to innovative methodologies, including participatory design, prototyping, and empirical studies of user behavior. Key themes in his research include: Designing tools for educational and social contexts Exploring the role of technology in everyday interactions Developing frameworks for sustainable and ethical technology integration While no explicit awards or grants are listed, Mitchell’s extensive publication record and involvement in interdisciplinary research initiatives highlight his contributions to the field. His work often bridges academic research and practical applications, aiming to create meaningful technological interventions in real-world settings.

• Visual Communication
• Technical Communication
• Visual Literacy
• +3 more

Eva Brumberger is a Professor in the School of Applied Professional Studies at Arizona State University (ASU). Her research focuses on visual communication, technical communication, and pedagogical strategies for integrating visual literacy into academic and professional settings. She explores topics such as AI-generated imagery bias, generational differences in visual literacy, and the role of visual rhetoric in education. Her work bridges academia and industry, emphasizing the importance of aligning curricula with workplace needs. Key themes include the evolution of technical communication in Web 2.0 environments, intercultural visual communication, and the application of eye-tracking technology to study expertise and perception. Brumberger’s publications highlight innovative research methods and interdisciplinary approaches, such as combining qualitative and data-driven analysis. Her contributions span curriculum design, workplace communication practices, and the ethical implications of emerging technologies like AI in visual content creation. While no formal awards or grants are listed, her extensive publication record reflects sustained engagement with visual communication challenges across diverse contexts. She advocates for integrating technological fluency into communication education to prepare students for evolving professional landscapes.

Zhang TianweiView profile

Associate Professor

• Generative AI Safety
• Deep learning security
• Robotics and autonomous driving security
• +2 more

Associate Professor at Nanyang Technological University's College of Computing and Data Science, serving as Deputy Director of the Cyber Security Research Centre @ NTU (CYSREN) and Associate Director of the NTU Centre Computational Technologies for Finance (CCTF). His research focuses on building trustworthy, efficient, and intelligent systems with emphasis on security and privacy across AI, robotics, and cloud infrastructures. Educational background: Bachelor of Physics, Peking University, 2011 Ph.D. in Electrical Engineering, Princeton University, 2017 Research spans five core domains: Generative AI Safety (vulnerability identification, safety testing, misuse detection), Deep learning security (adversarial examples, backdoor attacks, privacy protection), Robotics security (perception system attacks, safety testing), Machine learning optimization (workload scheduling, acceleration), and Computer architecture security (side-channel defenses, cloud security). His work bridges theoretical security with practical system implementations across diverse applications. Recent publications (2024-2026) reveal intense focus on securing generative AI systems, particularly text-to-image models and large language models, with significant contributions to red teaming methodologies, backdoor attack mitigation, and multimodal security. Emerging trends show expanding research into autonomous vehicle security and privacy-preserving machine learning with cryptographic techniques. Key awards include: Distinguished Artifact Award (CCS 2024) Stamatis Vassiliadis Best Paper Award Nominee (FPL 2024) Outstanding Paper Award (ACL 2024) Distinguished Artifact Award (Usenix Security 2024) Actively supervises PhD students and research staff while leading multiple high-impact grants: Ongoing: NRF CREATE Quantum Security (2025-2029), Continental NTU Corp Lab Automotive HPC (2025-2028), CRPO EV Charging Security (2025-2027) Completed: MoE AcRF Tier2 IP Protection (2022-2025), NTU S-Lab Efficient GPU Scheduler (2020-2025) Leads research within CYSREN and TAICeN (Trustworthy AI Centre NTU), directing interdisciplinary teams that investigate security threats across AI deployment stacks while developing practical defenses for real-world systems.

Rebecca MorrisView profile

Teaching Professor

• Library and Information Science
• Educational Technology
• School Librarianship
• +4 more

Rebecca Morris is a Teaching Professor at the University of Pittsburgh’s School of Computing and Information. She holds a PhD and MLIS from the University of Pittsburgh and a BS in Elementary Education from Penn State University. Her career spans roles as an elementary teacher, middle school librarian, and academic faculty member. Morris has served as an Assistant Professor at the University of North Carolina at Greensboro (2013–2016) and Simmons University (2011–2013). During parental leave, she worked part-time as adjunct faculty at McDaniel College and UNCG. Her research focuses on school librarianship, digital storytelling, and educational methodologies. Key areas include resilience in librarians during crises, leadership development programs for school librarians, and the intersection of AI with education. She has published widely on topics like Common Core integration, STEM collaboration, and library website usability. Morris’s work emphasizes practical applications of theory in K-12 settings. Her recent scholarship highlights narrative approaches to professional development and ethical considerations in emerging technologies. She actively contributes to professional organizations like ALISE through SIG sessions and leadership roles.

• Legal Education
• Legal Information Management
• Legal Design
• +5 more

Emily Allbon is a lecturer and academic law librarian at The City Law School, City University London. She is renowned for creating Lawbore, a pioneering online legal portal launched in 2002, and its Learnmore wiki, which focus on enhancing legal education through technology, multimedia, and visual methods. Her work bridges the gap between traditional legal scholarship and modern digital pedagogy, emphasizing student engagement and information literacy. Her research interests are centered on Legal Education , Educational Technology , and Legal Information Management . She explores how visual, multimodal, and digital resources—including social media, mobile apps, and online communities—can transform the learning experience for law students. Her publications advocate for innovative teaching practices and the evolving role of librarians in academia, particularly in the context of digital transformation and student-centered learning. Her 15 most recent articles reveal a consistent focus on the integration of technology in legal pedagogy. The dominant trends include the use of multimedia for legal skills training, the design and impact of digital learning tools like the Learnmore app, and the broader implications of legal design and visual communication in law. Her work spans practical applications in the classroom to theoretical explorations of access to justice and the future of law librarianship. Winner of a prize for the Lawbore portal Secured substantial JISC funding for mobile app development Allbon actively supervises and collaborates with students and colleagues, as evidenced by co-authored works and student-involved content on Lawbore. Her projects often involve grant funding and interdisciplinary teamwork, particularly with experts in human-computer interaction and design. She is a frequent presenter at national and international conferences on legal education and information management. She leads the Lawbore initiative, a comprehensive digital platform that functions as a multimedia learning hub and online community for law students. The platform includes resources like the Learnmore wiki and a mobile app, developed to support legal skills acquisition and ease the transition from school to university. Her team includes students, librarians, and technologists, reflecting her collaborative and innovative approach to legal education.