Educational Psychology Commons^™

Generative Ai And Student Engagement, Motivation, And Learning: Exploring The Use Of Generative Ai In Higher Education Online Courses, Jeffrey L. Simmons

Dissertations

ABSTRACT

The rapid emergence of Generative AI (GenAI) large language models (LLMs) such as ChatGPT in higher education has left many institutions unprepared to assess their potential benefits and risks. This mixed-methods study examined how ChatGPT and Google’s NotebookLM were integrated into online course development and delivery at a small private nonprofit university in California, and assessed their perceived impact on student engagement, motivation, and learning.

Data were collected from post-course Likert-scale surveys completed by students across three online master’s-level courses and from pre-course prediction surveys by instructors in the two NotebookLM courses. Quantitative analyses included one-sample t-tests against a …

Performatic Learning In Informal Education: A Mixed Methods Study Of Zine-Making As A Catalyst For Intentional Epistemic Claiming, Experiential Knowing, And Cultural Mediation In A Museum-Based Learning Environment, April Ursula Fox

UNLV Theses, Dissertations, Professional Papers, and Capstones

Informal learning environments are powerful sites of meaning-making when learners are invited to move from observer to author. This study positions zine-making as an effective educational tool capable of promoting that transformation. The study advances a new framework—Performatic Learning—to articulate how creative, multimodal practices can support learning as becoming. Developed through foundational pilot studies and an in-depth mixed-methods investigation in a natural history museum, the framework integrates five constructs: Intentional Epistemic Claiming, Experiential Knowing, Cultural Mediation, Performatic Space, and Learning as Becoming. Across cases, zine-making emerged as a generative learning space in which participants authored knowledge, navigated uncertainty, drew on …

An Equity-Based And Culturally Responsive Bill Of Rights For Early Childhood Students Of Color With Exceptionalities, Evette Simmons-Reed, Michelle Frazier Trotman Scott, Gloria Tardash, Mildred Boveda, Donna Y. Ford

Perspectives on Early Childhood Psychology and Education

The COVID-19 pandemic exacerbated existing disparities in early intervention (EI) and early childhood special education (ECSE) services for culturally and linguistically diverse (CLD) disabled children, exposing critical gaps in access, services and support. systemic inconsistencies in implementation, training, and funding, remain barriers limit opportunities for CLD students to benefit, despite the aims of the Individuals with Disabilities Improvement Act (IDEA). To address these inequities, this manuscript proposes an expanded and updated Culturally Responsive Equity-Based Bill of Rights for EI and ECSE. Building upon Ford and colleagues' (2018) work, this revised document extends protections to children aged zero to five, emphasizing …

Guest Editor's Introduction: Methodological Innovations For Advancing Early Childhood Educational And Psychological Research, Anthony Mangino Ph.D.

Perspectives on Early Childhood Psychology and Education

The goal of this special issue is to provide you, the inquisitive reader and developmental scientist, with some of the methodological tools to aid in augmenting your analytic capacity.

The Living Lab: Instructional Design Interventions To Improve Communication And Equity In Federal Housing Programs, Joana I. Camp

Knowledge and Creativity Expo

The Living Lab is an independent applied research project informed by my 25 years of lived experience as a Section 8 voucher holder, examining how instructional design strategies can improve administrative workflows, communication, and equitable access within the Housing Choice Voucher Program. Drawing on sustained participation, the research identifies two primary systemic barriers: the federally mandated 15-day inspection period and incomplete Request for Tenancy Approval (RFTA) packets. To address these issues, the project developed the RFTA Roadmap—a zero-cost, clarity-driven communication tool that embeds sequential instructions directly within procedural workflows, mitigating the Split-Attention Effect and cognitive “Bandwidth Tax” associated with standard …

Integrating Design Thinking In A Stem Methods Course, Demetrice Smith-Mutegi

Teaching & Learning Faculty Publications

Design thinking, a problem-solving approach, has been offered as a strategy to address the challenges of growing and complex teaching expectations. In this narrative, I describe an adapted model of design thinking that was implemented in a secondary STEM methods course for teacher candidates in a graduate program. A description of the key activities, including the fundamental role of empathizing, is shared. Design thinking, when implemented by teachers and teacher candidates, allows the teacher to design and improve a lesson or unit based on student feedback and engagement. This is especially important in today's rapidly evolving educational landscape, where educators …

Assessing The Impact Of Substituting Interaction Types: An Empirical Study Of The Interaction Equivalency Theory, Scott Hauert, Tian Luo, Cherng-Jyh Yen

STEMPS Faculty Publications

Studies on learner–learner and learner–instructor interaction provide insight into the preferences and perceived effects of interaction types. However, evidence of the impact on measured performance resulting from substituting learner–content interaction for learner–learner interaction is sparse. Using an experimental design, this study examined the impact of substituting interaction types on perception of workload, perception of learning, and measured performance in an online, asynchronous, undergraduate-level setting of formal distance education. The results of this study showed (a) learner–learner interactions were perceived to be significantly more work than learner–content interactions, (b) learner–content interactions were perceived to be significantly more helpful in learning the …

Visual Aids And Numeracy In Healthcare: Leveraging The Drawing Effect, Zephyr J. Markley

Capstone Showcase

Healthcare decisions often require patients to interpret numerical risk information under stress, yet many struggle with low numeracy, which can distort comprehension and undermine informed consent. Well-designed visual aids can improve diagnostic inference, calibrate confidence, and support better choices, especially for patients with limited numeracy, but their impact depends on whether users can actually interpret the format accurately. Drawing may further enhance these tools by adding a tactile, generative layer that engages visual, semantic, and motoric processing while helping patients organize information into concrete models.

Passive visual aids appear useful but limited because they often position patients as observers rather …

Table Of Contents - Jaepl - Volume 30, Wendy Ryden

The Journal of the Assembly for Expanded Perspectives on Learning

No abstract provided.

Front Matter - Jaepl - Volume 30, Wendy Ryden

The Journal of the Assembly for Expanded Perspectives on Learning

No abstract provided.

Full Issue Of The Journal Of The Assembly For Expanded Perspectives On Learning Volume 30, Wendy Ryden, Jonathan M. Marine

The Journal of the Assembly for Expanded Perspectives on Learning

No abstract provided.

Writing Without Peter: Reflections On Peter Elbow And His Legacy: Peter Elbow The Philosopher, Irene Papoulis

The Journal of the Assembly for Expanded Perspectives on Learning

On the occasion of Peter Elbow’s passing, we read many tributes and praises commemorating him and the foundational contributions he made to the multi-faceted field of writing studies. But as we know, even as Peter’s ideas were lauded and embraced, they were also questioned by many, including other renowned members of our profession.

“Narrative Medicine Saved My Life”: Writing Is A Verb As Well As A Noun, Marian M. Maccurdy, Sarah Robinson

The Journal of the Assembly for Expanded Perspectives on Learning

Dedicated to Professor Peter Elbow 4/14/1935 – 2/6/2025

I, Marian, began my career as a graduate student in medieval literature who had a teaching assistantship to fund her degree. As a graduate student I lived in a world that saw writing as a noun, something done and finished, not as a verb, a process that shows us a world that is as ever-changing as we are. But as a writing teacher I found myself sliding into the world that writers inhabit, and

The Giving And The Receiving: Spiritual Traditions And Teaching, Aepl Summer Conference 2025, Estes Park, Co., Bhushan Aryal, Beverly Brannon, Geri Deluca, Nate Mickelson, Laurence Musgrove, Kristin B. Rajan, Adrian Matt Zytkoskee

The Journal of the Assembly for Expanded Perspectives on Learning

Editor’s note: This past year, AEPL held its first full, in-person conference since the pandemic at our beloved Estes Park location in the Rockies. To commemorate the return of this staple event for our organization, here’s a snapshot of one of the workshops, led by immediate past AEPL Chair, Geraldine DeLuca, “Writing Our Spiritual Autobiographies,” in which DeLuca asked attendees to consider, where and how did we begin, spiritually? What sustains us now? Deluca provided three prompts by Wallace Stevens, Karen Armstrong, and Audre Lorde to aid attendees in their reflection and writing processes. These prompts appear at the end …

Review: Williams, Bronwyn T. Literacies In Times Of Disruption: Living And Learning During A Pandemic., Ashna Singh

The Journal of the Assembly for Expanded Perspectives on Learning

This review is structured around three central concepts that Williams develops throughout this book: affect, assemblages, and the connection between memory and identity. In Literacies in Times of Disruption: Living and Learning During a Pandemic, Williams focuses on the narratives of over thirty university students at the University of Louisville to examine how their literacy practices and emerging identities were influenced by physical, emotional, and structural crises.

Bringing Mindfulness Into First-Year Composition, Matt Lemas

The Journal of the Assembly for Expanded Perspectives on Learning

I first stumbled upon the relationship between mindfulness and writing sometime after college. I had been meditating for a few years—not perfectly, but enough to notice the way it softened the inner critic and procrastinator that usually accompanied me to the page.

James Moffett’S Basic Principles, Jonathan M. Marine, Stephen Lafer

The Journal of the Assembly for Expanded Perspectives on Learning

The tricky part about trying to distill James Moffett’s basic principles is that there are so many of them. In literature, the “major” poets are separated form the “minor” for a number of reasons, but one critical criteria is development; major poets have to develop across the span of their careers, either writing in new forms, or about and with new ideas or themes. Suffice to say, Moffett developed a great deal across his career, from a focus on pedagogy to a focus on spirituality and mindfulness along with increasing consideration of educational assessment and policy. Of course, I’m overgeneralizing …

Book Reviews Introduction: Is It Just Me?, Curtis Porter

The Journal of the Assembly for Expanded Perspectives on Learning

Each of the reviews in this issue of JAEPL focus on a book that was published long before this particular crisis. The books span very different academic fields and very different research methodologies. Yet each reviewer gives a glimpse of how the research behind each book emerged from lived challenges and illustrates how that research sheds light on the daily work and daily struggle that we collectively face.

Contributors: Jaepl - Volume 30, Wendy Ryden

The Journal of the Assembly for Expanded Perspectives on Learning

Contributors: JAEPL - Volume 30

Review: Cope, Emily M. Evangelical Writing In A Secular Imaginary: The Academic Writing Of Christian Undergraduates At A Public University., Kelly M. Sauskojus

The Journal of the Assembly for Expanded Perspectives on Learning

Emily Murphy Cope’s Evangelical Writing in a Secular Imaginary: The Academic Writing of Christian Undergraduates at a Public University (2024) empirically considers how evangelical students negotiate their identities in their academic writing.

Back Matter - Jaepl - Volume 30, Wendy Ryden

The Journal of the Assembly for Expanded Perspectives on Learning

Back Matter - JAEPL - Volume 30

Mindful Administration: Toward A Theory Of Academic Leadership We Can Live With, Sue Doe, Janelle Adsit

The Journal of the Assembly for Expanded Perspectives on Learning

This article names barriers to faculty leadership and identifies specific ways that faculty can harness tools and resources needed to lead well. Through mindful and relational leadership practices, faculty can ensure that the values that academic communities espouse are made manifest.

Review: Poetter, Thomas S. Curriculum Fragments: A Currere Journey Through Life Processes., Joseph Wiederhold

The Journal of the Assembly for Expanded Perspectives on Learning

Poetter’s book Curriculum Fragments—and the stories shared within— have changed the way I think about education. Redefined it. Recentered it on what matters most—the human experience, the life processes at the center of Poetter’s book: losing, knowing, forgiving, relating, hoping, growing, loving. Each of Poetter’s fragments—reflective narratives written following the Currere methodology (Pinar)—caused me to reevaluate my practice.

9th Gsep Research Symposium - 2025

GSEP Research Symposium

The Ninth Annual GSEP Research Symposium, themed "Building Bridges to Elevate Humanity: Innovations and Insights in Education and Psychology", was hosted by the Pepperdine University Graduate School of Education and Psychology (GSEP) on June 19–20, 2025, at the historic Château d’Hauteville in Switzerland and virtually via Zoom.

This hybrid symposium convened a vibrant global community of students, alumni, faculty, and scholars to share research that addresses real-world challenges, advances scholarly inquiry, and builds pathways for inclusive collaboration and leadership. Spanning a wide array of topics—from artificial intelligence and mental health to trauma-informed practices, educational equity, social justice, and cross-cultural leadership—the …

The Demand For Educational Functions Of Study Tour Products: From Students’ Perspectives, Yaqi Yu, Azizan Marzuki

Journal of Educational Technology Development and Exchange (JETDE)

Few academic studies have comprehensively examined the actual demands of students regarding the educational function of study tours. This paper develops a demand index system based on three dimensions: cognitive, affective, and behavioral demands. A questionnaire survey was administered to 397 students. Initially, student demands were categorized using the Kano model. Subsequently, the “dependence” and “expectancy” characteristics were analyzed through the dissatisfaction index (DI) and satisfaction index (SI). The impact of fulfilling each demand on dissatisfaction and satisfaction levels was then determined. The results indicated that among the three dimensions, there were 7 must-be demands, 6 one-dimensional demands, 8 attractive …

Front Matter - Jaepl - Volume 29, Wendy Ryden

The Journal of the Assembly for Expanded Perspectives on Learning

Front Matter. List of Board of Directors and List of Editors.

Introduction: The Confusion Of In-Between, Wendy Ryden

The Journal of the Assembly for Expanded Perspectives on Learning

Introduction to Volume 29 of JAEPL. The Confusion of In-Between by JAEPL Editor, Wendy Ryden.

Remembering James Moffett: An Interview And Dialogue With Sondra Perl, Sheridan Blau, Sondra Perl

The Journal of the Assembly for Expanded Perspectives on Learning

Teachers reading these descriptions of Moffett’s teaching are likely to find in them models they too will be inspired to adapt for use in their own writing classrooms, wherever they teach.

Moffett's Corner Introduction, Stephen Lafer, Jonathan M. Marine

The Journal of the Assembly for Expanded Perspectives on Learning

In this special edition of Moffett’s Corner, Sheridan Blau, former Professor of Practice in the teaching of English at Teachers College, Columbia University interviews the noted composition theorist Sondra Perl in order to solicit her memories of the late James Moffett.

Scholarship As A Source Of Innovation/Inspiration, Curtis Porter

The Journal of the Assembly for Expanded Perspectives on Learning

Introduction to Book Reviews: Scholarship as a Source of Innovation/Inspiration