林立甲 - 华东师范大学 - 心理与认知科学学院

个人简介

林立甲博士：华东师范大学心理与认知科学学院副教授。他的研究成果发表于十多个国际期刊，包括Computers & Education, Learning and Instruction, Journal of Educational Computing Research, Interactive Learning Environments, Journal of Experimental Education等。目前是国际期刊International Journal of Cyber Behavior, Psychology and Learning的主编，并担任二十个国际学术期刊的论文匿名评审，包括 Learning and Instruction, Computers & Education, Educational Technology Research & Development, Journal of Engineering Education, Journal of Computer Assisted Learning等；至今共完成了一百七十多次同行评审。自2011年起担任美国教育研究协会(AERA)的会议论文评审，多次在美国教育研究协会年会、计算机支持合作学习国际会议、美国教育传播技术协会年会AECT等做学术报告，并多次受邀担任分会场报告的主持人和点评人。林立甲博士2007年本科毕业于东华大学教育技术专业，同年获得美国全额奖学金，赴美国亚利桑那州立大学 (Arizona State University) 教育技术专业学习，于2011年获得哲学博士学位。在美学习期间，负责ASU本科课程EDT 301: Computer Literacy 的教学工作，并在学习科学研究实验室担任研究助理。

研究领域

基于数字技术的学习科学 (Learner engagement, multimedia learning, example-based learning, game-based learning, online/blended learning)

近期论文

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Xu, K. M., Koorn, P., de Koning, B., Skuballa, I., Lin, L., Henderikx, M., Marsh, H. W., Sweller, J., & Paas, F. (in press). A growth mindset lowers perceived cognitive load and improves learning: Integrating motivation to cognitive load. Journal of Educational Psychology. Zhao, J., Lin, L., Sun, J., & Liao, Y. (2020). Using the summarizing strategy to engage learners: Empirical evidence in an immersive virtual reality environment. The Asia-Pacific Education Researcher, 29(5), 473-482. Wang, Z., Ardasheva, Y., & Lin, L. (in press). Does high perceptual load assist in reducing the seductive details effect? Educational Psychology. Lin, L., Ginns, P., Wang, T., & Zhang, P. (2020). Using a pedagogical agent to deliver conversational style instruction: What benefits can you obtain? Computers & Education, 143, 103658. Lin, L. & Li, M. (2018). Optimizing learning from animations: Examining the impact of biofeedback. Learning and Instruction, 55, 32-40. Zhao, J., Lin, L., Sun, J., Zheng, X., & Yin, J. (2018). Students’ engagement in a science classroom: Does knowledge diversity matter? The Journal of Educational Research, 111(6), 756-763. Lin, L., Lee, C. H., Kalyuga, S., Wang, Y., Guan, S., & Wu, H. (2017). The effect of learner-generated drawing and imagination in comprehending a science text. The Journal of Experimental Education, 85(1), 142-154. Greer, M., & Lin, L., & Atkinson, R. K. (2017). Using a computer game to teach school-aged children about asthma. Interactive Learning Environments, 25(4), 431-438. Zhang, H., Lin, L., Zhan, Y., & Ren, Y. (2016). The impact of teaching presence on online engagement behaviors. Journal of Educational Computing Research, 54(7), 887-900. Hancock-Niemic, M. A., Lin, L., Atkinson, R. K., Renkl, A., & Wittwer, J. (2016). Example-based learning: Exploring the use of matrices and problem variability. Educational Technology Research & Development, 64(1), 115-136. Lin, L., Atkinson, R. K., Savenye, W. C., & Nelson, B. C. (2016). The effects of visual cues and self-explanation prompts: Empirical evidence in a multimedia environment. Interactive Learning Environments. 24, 799-813. Lin, L., Atkinson, R. K., Christopherson, R. M., Joseph, S. S., & Harrison, C. J. (2013). Animated agents and learning: Does the type of verbal feedback they provide matter? Computers & Education, 67, 239-249. Lin, L., & Atkinson, R. K. (2013). Enhancing learning from different visualizations by self-explanations prompts. Journal of Educational Computing Research, 49(1), 83-110. Quick, J. M., Atkinson, R. K., & Lin, L. (2012). The gameplay enjoyment model. International Journal of Gaming and Computer-Mediated Simulations, 4(4), 64-80. Quick, J. M., Atkinson, R. K., & Lin, L. (2012). Empirical taxonomies of gameplay enjoyment: Personality and video game preference. International Journal of Game-based Learning. 2(3),11-31. Lin, L., & Atkinson, R. K. (2011). Using animations and visual cueing to support learning of scientific concepts and processes. Computers & Education, 56(3), 650-658.