Table Of ContentLearning Technologies
and User Interaction
Learning Technologies and User Interaction explores the complex interplay
between educational technologies and those who rely on them to
construct knowledge and develop skills. As learning and training continue
to move onto digital platforms, tools such as artifcial intelligence,
predictive analytics, video games, virtual reality, and more hold considerable
potential to foster advanced forms of synergy across contexts. Showcasing
a variety of contributors who are attuned to today’s networked
technologies, environments, and learning dynamics, this book is ideal
for students and scholars of educational technology, instructional design,
professional development, and research methods.
Kay K. Seo is Professor of Instructional Design and Technology at the
University of Cincinnati, USA.
Scott Gibbons is Adjunct Professor and Student Teacher Supervisor at
the University of Cincinnati, USA.
Learning Technologies
and User Interaction
Diversifying Implementation
in Curriculum, Instruction, and
Professional Development
Edited by Kay K. Seo
and Scott Gibbons
First published 2022
by Routledge
605 Third Avenue, New York, NY 10158
and by Routledge
2 Park Square, Milton Park, Abingdon, Oxon, OX14 4RN
Routledge is an imprint of the Taylor & Francis Group, an informa business
© 2022 Taylor & Francis
The right of Kay K. Seo and Scott Gibbons to be identifed as the
authors of the editorial material, and of the authors for their
individual chapters, has been asserted in accordance with sections 77
and 78 of the Copyright, Designs and Patents Act 1988.
All rights reserved. No part of this book may be reprinted or
reproduced or utilised in any form or by any electronic, mechanical,
or other means, now known or hereafter invented, including
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Trademark notice: Product or corporate names may be trademarks or
registered trademarks, and are used only for identifcation and
explanation without intent to infringe.
Library of Congress Cataloging-in-Publication Data
Names: Seo, Kay Kyeong-Ju editor. | Gibbons, Scott (Professor)
editor.
Title: Learning technologies and user interaction : diversifying
implementation in curriculum, instruction, and professional
development/edited by Kay K. Seo, Scott Gibbons.
Description: New York, NY : Routledge, 2022. | Includes
bibliographical references.
Identifers: LCCN 2021012792 (print) | LCCN 2021012793 (ebook) |
ISBN 9780367536336 (hardback) | ISBN 9780367545635
(paperback) | ISBN 9781003089704 (ebook)
Subjects: LCSH: Educational technology. | Computer-assisted
instruction—Design. | Computer-assisted
instruction—Curricula—Planning. | Career development.
Classifcation: LCC LB1028.3 .L37834 2022 (print) |
LCC LB1028.3 (ebook) | DDC 371.33—dc23
LC record available at https://lccn.loc.gov/2021012792
LC ebook record available at https://lccn.loc.gov/2021012793
ISBN: 978-0-367-53633-6 (hbk)
ISBN: 978-0-367-54563-5 (pbk)
ISBN: 978-1-003-08970-4 (ebk)
DOI: 10.4324/9781003089704
Typeset in Bembo
by Apex CoVantage, LLC
Contents
Contributor Biographies vii
Introduction 1
1 Interactions and the Role of Technologies 3
Scott Gibbons and Kay K. Seo
UNIT I
Enriching Curriculum 15
2 Learning Analytics to Support Student Interaction
and Learning Design: Initial Report on a
Human-Centered Prototype Design 17
Priya Sharma, Mahir Akgun, and Qiyuan Li
3 Assessing the Impact of Immersive Virtual Reality
on Objective Learning Outcomes Based on Presence,
Immersion, and Interactivity: A Thematic Review 38
Hui-Ching Kayla Hsu and Cong Wang
4 Beyond Information Acquisition: A Critical Design
Framework to Support Emancipatory Discourses and
Thinking in a Transmedia Learning Experience 74
Scott J. Warren, Meranda M. Roy, and
Heather A. Robinson
vi CONTENTS
UNIT II
Diversifying Instruction 93
5 Oral Interaction in Technology Education 95
Wendy Fox-Turnbull
6 Using Sound to Enhance Interactions in an Online
Learning Environment 118
Yun Li and Sherman Finch
7 From Online Interaction to Social Learning Analytics
and Community Building: A Learning Engineering
Perspective 134
Chih-Hsiung Tu, Cherng-Jyh Yen, Emrah Emre Ozkeskin, and
Laura E. Sujo-Montes
UNIT III
Revamping Professionalism 159
8 Virtual Reality as Participant: Instructional Design
Considerations for an Introduction to Flying Course 161
Kim A. Hosler
9 Learning Technology in the Secondary Classroom 179
Chastity Rohan and Corey Duzan
10 Remote Learning and the Democratization of the
Student-Teacher Relationship 192
Larissa Pahomov
Index 211
Contributor Biographies
Mahir Akgun received his PhD in learning, design, and technology with a
graduate minor in educational psychology from the Pennsylvania State
University. He earned a BS in instructional technology and an MS in
cognitive science from Middle East Technical University. He currently
teaches statistics and data visualization courses in the College of Informa-
tion Sciences and Technology at Penn State. His current research broadly
focuses on human-centered learning analytics, search as learning, and
epistemic agency. He uses both qualitative and quantitative research
methods in his research.
Corey Duzan has worked in K–12 and postsecondary education for over
16 years in the disciplines of technology and engineering education. He
has created and helped grow Project Lead The Way (PLTW) and TEE
programs in multiple school districts and has worked with the College
of DuPage to establish a TEE pipeline that attracts new people interested
in teaching TEE and STEM. In addition, he is a master teacher for
PLTW, where he facilitates core training for future PLTW teachers.
Corey is a board member with the Technology Education Association
of Illinois, a PLTW coach with MASS STEM Hub, and an adjunct
professor at Joliet Junior College. He is currently a PLTW teacher at
Lockport Township High School in Lockport, IL.
Sherman Finch is a visiting professor at Sam Houston State University. He
received a BFA from the Rhode Island School of Design and two master’s
degrees from the Maryland Institute, College of Art: a multidisciplinary
MFA at Mount Royal and a MA in digital arts and media. He is also a
UX/UI designer who investigates user experience through traditional
and digital media. As a designer, he works with brands and design systems
viii CONTRIBUTOR BIOGRAPHIES
to fnd technical and creative solutions for digital interactive-based envi-
ronments, including projects focused on user-centered approaches.
Wendy Fox-Turnbull is an associate professor at the University of Waikato
who is Deputy Head of School for Te Kura Toi Tangata School of
Education. Wendy was chair of the Technology Education New Zealand
(TENZ Council) from 2006 to 2018 and has convened two TENZ
conferences, TENZ 2005 and TENZ/ICTE2017, and one International
Technology Research conference (PATT) in 2013. She previously taught
at the University of Canterbury’s College of Education, in technology
education, primary and secondary, professional inquiry studies and inquiry
learning from 1997 to 2017. Research special interests include authentic
learning in technology education, the place of women in technology-
related careers, the role and nature of efective conversations in learning
and teaching, and learning approaches for the 21st century. Wendy has
presented regularly at PATT and other international conferences and
published in a range of journals and books in the feld of technology
education. Wendy is a registered and certifed primary teacher.
Scott Gibbons has worked in K–12 education for over ten years, teaching
English language arts in both Kentucky and Pennsylvania. He is currently
a PhD candidate at the University of Cincinnati, focusing on curriculum
and instruction and teacher education. Scott has worked with many
student teachers to improve their planning, implementation, and assess-
ment. Scott’s research interests include online teacher professional devel-
opment and methods in teacher education.
Kim A. Hosler is the Director of Instructional Design at the United States
Air Force Academy (USAFA) in Colorado Springs, CO. She also teaches
part-time for University College at the University of Denver. Her doc-
torate is in educational technology from the University of Northern
Colorado. Her academic areas of expertise and research include online
teaching and learning and learner-centered instructional design. At
USAFA, she facilitates and leads the biannual course director’s workshop,
consults with faculty individually on course design, and facilitates other
workshops related to the design of efective and efcient instruction.
Hui-Ching Kayla Hsu is a research assistant professor and instructional designer
at NYU Tandon School of Engineering. Her research focuses on engi-
neering education, online learning development, and motivation to learn.
She received her doctoral degree in learning design and technology from
Purdue University. Because of her previous career as a journalist and
CONTRIBUTOR BIOGRAPHIES ix
internship at the United Nations, she is highly aware of her responsibility
as a global citizen. She is committed to making online learning in STEM
felds more engaging, more diverse, and more accessible for all by lever-
aging research-proven pedagogy and innovative technologies.
Qiyuan Li received her PhD in learning, design, and technology with a
minor in statistics from the Pennsylvania State University. She is currently
working as a data modeler and developer at Boston University. Her
research focuses on the use of natural language processing and machine-
learning algorithms to classify discourse. She has expertise in data archi-
tecture and programming using various tools.
Yun Li received her PhD from Texas A&M University, specializing in
learning design and technology. She is currently a researcher at Texas
A&M University, where she continues her research on interactive learn-
ing environment design, technology integration, and instructional design.
She has collaborated with researchers and practitioners from various
disciplines, such as engineering, medicine, and visualization. In addition
to her experience in academia, she is an instructional designer with ten
years of experience in design in both higher education and industry
settings.
Emrah Emre Ozkeskin is a lecturer in Open Education Faculty, Anadolu
University, Turkey. His research interests are adaptive learning environ-
ments, learning analytics, and instructional technologies. He has been
published in several academic journals and international conferences.
Larissa Pahomov is a veteran teacher in the School District of Philadelphia.
She has 13 years of experience teaching students English at Science
Leadership Academy, a public high school with a focus on inquiry and
project-based learning. She is the author of the teaching handbook
Authentic Learning in the Digital Age, as well as chapters in the anthologies
Inside our Schools and Teachers Unions and Social Justice. She received her
master’s degree in education from the University of Pennsylvania and is
a National Board Certifed Teacher.
Heather A. Robinson is an online learning consultant who has worked in the
technology feld since 1995. She teaches courses in the areas of computer
science, information systems, and learning technologies. She holds a
master’s degree in information science and a PhD in learning technolo-
gies from the University of North Texas. Heather is currently researching
critical pedagogy and care ethics in online learning.
