Bio


Roy Pea is David Jacks Professor of Education & Learning Sciences at Stanford University, School of Education, and Computer Science (Courtesy), and has been Director of the H-STAR Institute, Wallenberg Hall, 450 Serra Mall, Bldg. 160, Stanford, CA 94305; roypea@stanford.edu. His studies and publications in the learning sciences focus on advancing theories, research, tools and social practices of technology-enhanced learning of complex domains, including his role as Co-Director and Co-PI of the NSF-funded LIFE Center (2004-2014), which sought to develop and test principles about the social foundations of human learning in informal and formal environments with the goal of enhancing human learning from infancy to adulthood. He is also founder and Director of Stanford’s PhD program in Learning Sciences and Technology Design. He is co-author of the 2010 National Education Technology Plan for the US Department of Education, co-editor of Mirrors of Minds: Patterns of Experience in Educational Computing (1987), Video Research in the Learning Sciences (2007), Learning Analytics in Education (2018), The Routledge Handbook of the Cultural Foundations of Learning (2020), AI in Education (2022), and co-author of the National Academy of Sciences books: How People Learn (2000), and Planning for Two Transformations in Education and Learning Technology (2003). He is a Fellow of the American Academy of Arts and Sciences, National Academy of Education, Association for Psychological Science, the American Educational Research Association, and the Center for Advanced Study in the Behavioral Sciences. In 2004-2005, Roy was President of the International Society for the Learning Sciences. Roy served from 1999-2009 as a Director for Teachscape, a video-based teacher professional development services company he co-founded with CEO Mark Atkinson.

Administrative Appointments


  • Director, Learning Sciences and Technology Design Doctoral Program, Stanford Graduate School of Education (2001 - Present)
  • Director, H-STAR Institute (Human Sciences and Technologies Advanced Research) (2007 - 2021)

Honors & Awards


  • McGraw Education Prize, https://www.mcgrawprize.com/ U. Pennsylvania, Graduate School of Education (2022)
  • Fellow, American Academy of Arts and Sciences (2019->)
  • Inaugural Fellow, International Society of the Learning Sciences (2018->)
  • Best Paper Award: "Collaboration Sensing" (with Schneider, B., Abu-El-Haija, S., Reesman, J.), Learning Analytics and Knowledge (LAK13) (2013)
  • Visiting Fellow, Carnegie Foundation for the Advancement of Teaching (2008-2009)
  • Fellow, American Educational Research Association (2008)
  • Faculty Research Award, IBM (2005-2006)
  • President, International Society for the Learning Sciences (2004-2005)
  • Fellow, World Technology Network Award (2002)
  • Fellow, National Academy of Education (2002)
  • Fellow, Center for Advanced Study in the Behavioral Sciences (1995-1996)
  • Fellow, Developmental Psychology, Association for Psychological Science (1995)
  • Accelerating Innovation Award, Apple Computer, Advanced Technology Group (1990)
  • Spencer Foundation Award to Young Scholars, New York University (1987)
  • Schumann Fellowship, Harvard University Graduate School of Education (1986-1987)
  • NIMH Postdoctoral Fellowship in Experimental Psychology, Rockefeller University (1978-1980)
  • Rhodes Scholarship, University of Oxford (1974-1977)

Boards, Advisory Committees, Professional Organizations


  • Advisory Board, Education Programs, Education Programs, University of the People (https://www.uopeople.edu/), the World’s First Tuition-Free Accredited Online University. (2018 - Present)
  • Advisory Board, Teachaids.org (2009 - Present)
  • National Advisory Board, Joan Ganz Cooney Center at Sesame Workshop (2010 - Present)
  • Advisory Board, Databrary, An NSF-NIH funded Project for creating an open video library of shared developmental science data and video coding tools. (2013 - 2018)
  • Advisory Board, Education and Human Resources Directorate, National Science Foundation (2012 - 2019)
  • Advisory Board, Kno.com (2010 - 2013)
  • Executive Committee, Society for Learning Analytics Research (SoLAR) (2013 - Present)
  • NSF Task Force for Cyberlearning and Workforce Development, National Science Foundation (2010 - 2011)
  • Advisory Board, STELLAR Network (2010 - 2013)
  • International Scientific Advisory Board, CICERO Learning Network, Finland (2007 - 2012)
  • Play and Learning Council Member, Fisher Price (2004 - 2006)
  • National Internet Advisory Board, Scholastic Publishing (2002 - 2003)
  • International Advisory Board., Lego Mindstorms (1997 - 1999)
  • Executive Education Advisory Board, Ameritech (1994 - 1996)

Program Affiliations


  • Symbolic Systems Program

Professional Education


  • D.Phil., Oxon., University of Oxford, England, Developmental Psychology (1978)
  • Bachelor of Arts, Michigan State University, "Cognition" - Dual Major in Philosophy, Psychology, Minor in Linguistics (Highest Honors ) (1974)

Patents


  • Patton, C., Roschelle, J., Pea, R.D., & Vahey, P.. "United States Patent US Patent #9,246,586 - Method and system for enabling and controlling communication typology, access to resources, and document flow in a distributed networking environment", SRI International, Jan 26, 2016
  • Pea, R.D., Mills, M., and Rosen, J.. "United States“Interactive point-of-view authoring of digital video content using a resizable overlay window and a cylindrical layout”", Mar 3, 2015
  • Pea, R.D., Mills, M., Hoffert, E., Rosen, J., and Dauber, K.. "United States Patent US Patent #8,645,832 B2. . “Methods and apparatus for interactive map-based analysis of digital video content.”", Leland Stanford Junior University, Feb 4, 2014
  • Pea, R.D., Mills, M., Hoffert, E., Rosen, J., and Dauber, K.. "United States Patent 8,307,273 B2 “Methods and apparatus for interactive network sharing of digital video content”", Leland Stanford Junior University, Nov 6, 2012
  • Patton, C., Roschelle, J., Pea, R.D., & Vahey, P.. "United States Patent 8,127,039 B2 “Method and system for enabling and controlling communication typology, access to resources, and document flow in a distributed networking environment”", SRI International, Feb 28, 2012
  • Pea, R.D., Mills, M., Rosen, J.. "United States Patent 7,823,058 “Methods and apparatus for interactive point-of-view authoring of digital video content”", Leland Stanford Junior University, Oct 26, 2010
  • Pea, R.D., Mills, M., Hoffert, E., Rosen, J., and Dauber, K.. "United States Patent 7,082,572 B2 “Methods and apparatus for interactive map-based analysis of digital video content”", Leland Stanford Junior University, Jul 25, 2006
  • Pea, R.D., Atkinson, M., Skorski, M., et al.. "United States Patent 6,507,726 “Computer implemented education system”", Teachscape.com, Jan 14, 2003

Research Interests


  • Brain and Learning Sciences
  • Child Development
  • Collaborative Learning
  • Curriculum and Instruction
  • Data Sciences
  • Diversity and Identity
  • Environmental Education
  • Equity in Education
  • Race and Ethnicity
  • Science Education
  • Teachers and Teaching
  • Technology and Education

Current Research and Scholarly Interests


learning sciences focus on advancing theories, research, tools and social practices of technology-enhanced learning of complex domains

2024-25 Courses


Stanford Advisees


All Publications


  • The importance of language in describing concussions: A qualitative analysis. PM & R : the journal of injury, function, and rehabilitation Knowles, P., Schneider, K., Bugwadia, A. K., Sorcar, P., Pea, R. D., Daneshvar, D. H., Baugh, C. M. 2024

    Abstract

    Concussions are mild traumatic brain injuries that are often undiagnosed due to difficulties in identifying symptoms. To minimize the negative sequelae associated with undiagnosed concussion, efforts have targeted improving concussion reporting. However, knowing more about concussions does not indicate how likely an athlete is to report their concussion. Alternatively, the attitudes and beliefs of athletes and surrounding stakeholders have shown to be a better indication of whether an athlete intends to report their concussion. Prior research has shown that athletes report concussions less often when the injury is described using language that minimizes their severity, such as when it is referred to as a "ding." This study evaluated whether describing concussions using the word "brain" was associated with individuals' underlying attitudes and beliefs about the injury's severity.To measure the relationship between perceived concussion severity and the language used to describe concussions, specifically whether participants used the word "brain" in describing the injury.One-on-one semi-structured telephone interviews were conducted, and a cross sectional secondary qualitative analysis was performed to assess participants' perceived concussion severity and their use of the word "brain" to describe concussions.Cross-sectional secondary qualitative analysis.One-on-one semistructured telephone interviews.In 2017, 94 individuals involved in high school sports, including athletes, coaches, educators, parents of athletes, and athletic directors were recruited via convenience sampling.Respondents' perceived severity of concussions.Individuals who used a brain phrase to describe concussion also perceived concussions as more severe (p < .001). Specifically, those who described concussions with maximum severity had higher odds of using brain phrases than those who described concussions as having minimum (odds ratio [OR] = 0.05, 95% confidence interval [CI] = 0.002-0.299, p < .001) or moderate severity (OR = 0.24, 95% CI = 0.086-0.647, p = .003), with the most significant relationship found among coaches.These findings demonstrate the relationship between medical terminology and perceived severity of concussions. This relationship may play a role in concussion reporting behavior for coaches, athletes, and parents. Education programs using similar medical terminology may promote concussion reporting behaviors.

    View details for DOI 10.1002/pmrj.13256

    View details for PubMedID 39189352

  • Reducing the cognitive abstractness of climate change through an "engineering fiction" learning experience: A natural language processing study JOURNAL OF ENVIRONMENTAL PSYCHOLOGY Reynante, B., Ardoin, N. M., Pea, R. 2024; 95
  • Loneliness and suicide mitigation for students using GPT3-enabled chatbots. Npj mental health research Maples, B., Cerit, M., Vishwanath, A., Pea, R. 2024; 3 (1): 4

    Abstract

    Mental health is a crisis for learners globally, and digital support is increasingly seen as a critical resource. Concurrently, Intelligent Social Agents receive exponentially more engagement than other conversational systems, but their use in digital therapy provision is nascent. A survey of 1006 student users of the Intelligent Social Agent, Replika, investigated participants' loneliness, perceived social support, use patterns, and beliefs about Replika. We found participants were more lonely than typical student populations but still perceived high social support. Many used Replika in multiple, overlapping ways-as a friend, a therapist, and an intellectual mirror. Many also held overlapping and often conflicting beliefs about Replika-calling it a machine, an intelligence, and a human. Critically, 3% reported that Replika halted their suicidal ideation. A comparative analysis of this group with the wider participant population is provided.

    View details for DOI 10.1038/s44184-023-00047-6

    View details for PubMedID 38609517

    View details for PubMedCentralID 6284019

  • Participating in Two Video Concussion Education Programs Sequentially Improves Concussion-Reporting Intention. Neurotrauma reports Daneshvar, D. H., Baugh, C. M., Lama, R. D., Yutsis, M., Pea, R. D., Goldman, S., Grant, G. A., Cantu, R. C., Sanders, L. M., Zafonte, R. D., Hainline, B., Sorcar, P. 2021; 2 (1): 581-591

    Abstract

    Undiagnosed concussions increase the risk of additional concussion and persistent symptoms from concussion. Because there are no reliable objective markers of concussion, self-reporting of subjective and non-visible symptoms are critical to ensuring proper concussion management. For this reason, educational interventions target concussion reporting, but the majority of studies have examined the efficacy of single educational interventions or compared interventions to one another. This randomized crossover study sought to identify whether there was benefit to administering multiple concussion education programs in tandem, back to back. The study randomized 313 male high school football players to first receive CrashCourse concussion education (CC) or Centers for Disease Control and Prevention video concussion education (CDC) followed by crossover with the other education. Athlete concussion-reporting intention, attitudes, subjective norms, perceived behavioral control, and enjoyment of education were assessed at baseline and after each intervention. There were statistically significant improvements across all measures, both after single intervention and crossover (all p < 0.001). Secondary analyses examining differences between education found that athletes reported higher enjoyment of concussion education immediately after participating in CC, as compared to CDC (p < 0.001). These findings demonstrate an additive benefit to implementing CC and CDC education in tandem, without decrement in enjoyment of concussion education after experiencing dual educations; in fact, enjoyment of concussion education improved after receiving education programs back to back. These educational programs appear to complement one another, and the results support the use of multi-modal concussion education to differentially target and maximize concussion reporting.

    View details for DOI 10.1089/neur.2021.0033

    View details for PubMedID 35018360

    View details for PubMedCentralID PMC8742279

  • Participating in Two Video Concussion Education Programs Sequentially Improves Concussion-Reporting Intention NEUROTRAUMA REPORTS Daneshvar, D. H., Baugh, C. M., Lama, R. D., Yutsis, M., Pea, R. D., Goldman, S., Grant, G. A., Cantu, R. C., Sanders, L. M., Zafonte, R. D., Hainline, B., Sorcar, P. 2021; 2 (1): 581-591
  • Rethinking Learning: What the Interdisciplinary Science Tells Us EDUCATIONAL RESEARCHER Nasir, N., Lee, C. D., Pea, R., McKinney de Royston, M. 2021; 50 (8): 557-565
  • Athlete Enjoyment of Prior Education Moderates change in Concussion-Reporting Intention after Interactive Education. Inquiry : a journal of medical care organization, provision and financing Daneshvar, D. H., Baugh, C. M., Yutsis, M., Pea, R. D., Goldman, S., Grant, G. A., Cantu, R. C., Sanders, L. M., Chen, C. L., Lama, R. D., Zafonte, R. D., Sorcar, P. 2021; 58: 469580211022641

    Abstract

    Undiagnosed concussions increase risk of additional injuries and can prolong recovery. Because of the difficulties recognizing concussive symptoms, concussion education must specifically target improving athlete concussion reporting. Many concussion education programs are designed without significant input from athletes, resulting in a less enjoyable athlete experience, with potential implications on program efficacy. Athlete enjoyment of previous concussion education programs moderates the improvement in concussion-reporting intention after experiencing the research version of CrashCourse (CC) concussion education. Prospective cohort study. Level of evidence: Level IV. Quantitative assessment utilizing ANOVA with moderation analysis of 173 male high school football players, aged 13 to 17, who completed baseline assessments of concussion knowledge, concussion reporting, and attitudes about prior educational interventions. Athletes were subsequently shown CC, before a follow-up assessment was administered assessing the same domains. At baseline, only 58.5% of athletes reported that they enjoyed their previous concussion education. After CC, athletes were significantly more likely to endorse that they would report a suspected concussion (from 69.3% of athletes to 85.6%; P<.01). Enjoyment of previous concussion education moderated concussion-reporting intention after CC (P=.02), with CC having a greater effect on concussion-reporting intention in athletes with low enjoyment of previous concussion education (b=0.21, P=.02), than on individuals with high enjoyment of previous concussion education (P=.99). Enjoyment of CC did not have a moderating effect on concussion-reporting intention. Athletes who previously did not enjoy concussion education exhibited greater gains in concussion-reporting intention than athletes who enjoyed previous education. Given the potential risks associated with undiagnosed concussions, concussion education has sought to improve concussion reporting. Because most athletes participate in concussion education programs due to league or state mandates, improving concussion-reporting intention in these low-enjoyment athletes is of particular relevance to improving concussion-reporting intention broadly.

    View details for DOI 10.1177/00469580211022641

    View details for PubMedID 34053328

  • Rethinking schools, rethinking learning PHI DELTA KAPPAN de Royston, M., Lee, C., Nasir, N., Pea, R. 2020; 102 (3): 8–13
  • Personal Perspectives on the Emergence of the Learning Sciences: 1970s-2005 FRONTIERS IN EDUCATION Pea, R., Linn, M. C. 2020; 5
  • Mike Eisenberg: A One of a Kind Pioneer in the Learning Sciences JOURNAL OF THE LEARNING SCIENCES Blikstein, P., Kafai, Y., Pea, R. 2019
  • Learning With Media Harnessing Viewpoint and Motion to Generate Fields of Potential Action JOURNAL OF MEDIA PSYCHOLOGY-THEORIES METHODS AND APPLICATIONS Lewis, S., Lindgren, R., Wang, S., Pea, R. D. 2019; 31 (3): 128–36
  • DOI: 10.1159/000496073 The living hand of the past: The role of technology in development Pea, R., Cole, M. 2019; 62 (1-2): 14-39

    View details for DOI 10.1159/000496073

  • Immersive Virtual Reality Field Trips Facilitate Learning About Climate Change FRONTIERS IN PSYCHOLOGY Markowitz, D. M., Laha, R., Perone, B. P., Pea, R. D., Bailenson, J. N. 2018; 9
  • Immersive Virtual Reality Field Trips Facilitate Learning About Climate Change. Frontiers in psychology Markowitz, D. M., Laha, R., Perone, B. P., Pea, R. D., Bailenson, J. N. 2018; 9: 2364

    Abstract

    Across four studies, two controlled lab experiments and two field studies, we tested the efficacy of immersive Virtual Reality (VR) as an education medium for teaching the consequences of climate change, particularly ocean acidification. Over 270 participants from four different learning settings experienced an immersive underwater world designed to show the process and effects of rising sea water acidity. In all of our investigations, after experiencing immersive VR people demonstrated knowledge gains or inquisitiveness about climate science and in some cases, displayed more positive attitudes toward the environment after comparing pre- and post-test assessments. The analyses also revealed a potential post-hoc mechanism for the learning effects, as the more that people explored the spatial learning environment, the more they demonstrated a change in knowledge about ocean acidification. This work is unique by showing distinct learning gains or an interest in learning across a variety of participants (high school, college students, adults), measures (learning gain scores, tracking data about movement in the virtual world, qualitative responses from classroom teachers), and content (multiple versions varying in length and content about climate change were tested). Our findings explicate the opportunity to use immersive VR for environmental education and to drive information-seeking about important social issues such as climate change.

    View details for DOI 10.3389/fpsyg.2018.02364

    View details for PubMedID 30555387

    View details for PubMedCentralID PMC6284182

  • Leveraging mobile eye-trackers to capture joint visual attention in co-located collaborative learning groups INTERNATIONAL JOURNAL OF COMPUTER-SUPPORTED COLLABORATIVE LEARNING Schneider, B., Sharma, K., Cuendet, S., Zufferey, G., Dillenbourg, P., Pea, R. 2018; 13 (3): 241–61
  • Learning Analytics in Education INTRODUCTION LEARNING ANALYTICS IN EDUCATION Niemi, D., Pea, R. D., Piety, P., Niemi, D., Pea, R. D., Saxberg, B., Clark, R. E. 2018: XI-XIX
  • UNDERSTANDING LEARNING ANALYTICS ACROSS PRACTICES LEARNING ANALYTICS IN EDUCATION Piety, P. J., Pea, R. D., Niemi, D., Pea, R. D., Saxberg, B., Clark, R. E. 2018: 215–32
  • Using Mobile Eye-Trackers to Unpack the Perceptual Benefits of a Tangible User Interface for Collaborative Learning ACM TRANSACTIONS ON COMPUTER-HUMAN INTERACTION Schneider, B., Sharma, K., Cuendet, S., Zufferey, G., Dillenbourg, P., Pea, R. 2016; 23 (6)

    View details for DOI 10.1145/3012009

    View details for Web of Science ID 000391567900006

  • Designing for deeper learning in a blended computer science course for middle school students COMPUTER SCIENCE EDUCATION Grover, S., Pea, R., Cooper, S. 2015; 25 (2): 199–237
  • Toward collaboration sensing INTERNATIONAL JOURNAL OF COMPUTER-SUPPORTED COLLABORATIVE LEARNING Schneider, B., Pea, R. 2014; 9 (4): 371-395
  • Understanding video tools for teaching: Mental models of technology affordances as inhibitors and facilitators of lesson planning in history and language arts STUDIES IN EDUCATIONAL EVALUATION Krauskopf, K., Zahn, C., Hesse, F. W., Pea, R. D. 2014; 43: 230-243
  • Mobile Learning CAMBRIDGE HANDBOOK OF THE LEARNING SCIENCES, 2ND EDITION Sharples, M., Pea, R., Sawyer, R. K. 2014: 501–21
  • Real-time mutual gaze perception enhances collaborative learning and collaboration quality INTERNATIONAL JOURNAL OF COMPUTER-SUPPORTED COLLABORATIVE LEARNING Schneider, B., Pea, R. 2013; 8 (4): 375-397
  • Preparing for Future Learning with a Tangible User Interface: The Case of Neuroscience IEEE TRANSACTIONS ON LEARNING TECHNOLOGIES Schneider, B., Wallace, J., Blikstein, P., Pea, R. 2013; 6 (2): 117-129
  • Computational Thinking in K-12: A Review of the State of the Field EDUCATIONAL RESEARCHER Grover, S., Pea, R. 2013; 42 (1): 38-43
  • How to improve collaborative learning with video tools in the classroom? Social vs. cognitive guidance for student teams INTERNATIONAL JOURNAL OF COMPUTER-SUPPORTED COLLABORATIVE LEARNING Zahn, C., Krauskopf, K., Hesse, F. W., Pea, R. 2012; 7 (2): 259-284
  • Media Use, Face-to-Face Communication, Media Multitasking, and Social Well-Being Among 8- to 12-Year-Old Girls DEVELOPMENTAL PSYCHOLOGY Pea, R., Nass, C., Meheula, L., Rance, M., Kumar, A., Bamford, H., Nass, M., Simha, A., Stillerman, B., Yang, S., Zhou, M. 2012; 48 (2): 327-336

    Abstract

    An online survey of 3,461 North American girls ages 8-12 conducted in the summer of 2010 through Discovery Girls magazine examined the relationships between social well-being and young girls' media use--including video, video games, music listening, reading/homework, e-mailing/posting on social media sites, texting/instant messaging, and talking on phones/video chatting--and face-to-face communication. This study introduced both a more granular measure of media multitasking and a new comparative measure of media use versus time spent in face-to-face communication. Regression analyses indicated that negative social well-being was positively associated with levels of uses of media that are centrally about interpersonal interaction (e.g., phone, online communication) as well as uses of media that are not (e.g., video, music, and reading). Video use was particularly strongly associated with negative social well-being indicators. Media multitasking was also associated with negative social indicators. Conversely, face-to-face communication was strongly associated with positive social well-being. Cell phone ownership and having a television or computer in one's room had little direct association with children's socioemotional well-being. We hypothesize possible causes for these relationships, call for research designs to address causality, and outline possible implications of such findings for the social well-being of younger adolescents.

    View details for DOI 10.1037/a0027030

    View details for Web of Science ID 000300961400004

    View details for PubMedID 22268607

  • Distributed by Design: On the Promises and Pitfalls of Collaborative Learning with Multiple Representations JOURNAL OF THE LEARNING SCIENCES White, T., Pea, R. 2011; 20 (3): 489-547
  • Beyond participation to co-creation of meaning: mobile social media in generative learning communities SOCIAL SCIENCE INFORMATION SUR LES SCIENCES SOCIALES Lewis, S., Pea, R., Rosen, J. 2010; 49 (3): 351-369
  • Conducting Video Research in the Learning Sciences: Guidance on Selection, Analysis, Technology, and Ethics JOURNAL OF THE LEARNING SCIENCES Derry, S. J., Pea, R. D., Barron, B., Engle, R. A., Erickson, F., Goldman, R., Hall, R., Koschmann, T., Lemke, J. L., Sherin, M. G., Sherin, B. L. 2010; 19 (1): 3-53
  • Comparing Simple and Advanced Video Tools as Supports for Complex Collaborative Design Processes JOURNAL OF THE LEARNING SCIENCES Zahn, C., Pea, R., Hesse, F. W., Rosen, J. 2010; 19 (3): 403-440
  • Video Collaboratories for Research and Education: An Analysis of Collaboration Design Patterns IEEE TRANSACTIONS ON LEARNING TECHNOLOGIES Pea, R., Lindgren, R. 2008; 1 (4): 235-247

    View details for DOI 10.1109/TLT.2009.5

    View details for Web of Science ID 000207847700005

  • Cognitive technologies for establishing, sharing and comparing perspectives on video over computer networks SOCIAL SCIENCE INFORMATION SUR LES SCIENCES SOCIALES Pea, R., Lindgren, R., Rosen, J. 2008; 47 (3): 353-370
  • Video-as-Data and Digital Video Manipulation Techniques for Transforming Learning Sciences Research, Education, and Other Cultural Practices INTERNATIONAL HANDBOOK OF VIRTUAL LEARNING ENVIRONMENTS, VOL I Pea, R. D., Weiss, J., Nolan, J., Hunsinger, J., Trifonas, P. 2006: 1321–93
  • The social and technological dimensions of scaffolding and related theoretical concepts for learning, education, and human activity JOURNAL OF THE LEARNING SCIENCES Pea, R. D. 2004; 13 (3): 423-451
  • The diver project: Interactive digital video repurposing IEEE MULTIMEDIA Pea, R., Mills, M., ROSEN, J., Dauber, K., Effelsberg, W., Hoffert, E. 2004; 11 (1): 54-61
  • Changing how and what children learn in school with computer-based technologies FUTURE OF CHILDREN Roschelle, J. M., PEA, R. D., Hoadley, C. M., GORDIN, D. N., Means, B. M. 2000; 10 (2): 76-101

    Abstract

    Schools today face ever-increasing demands in their attempts to ensure that students are well equipped to enter the workforce and navigate a complex world. Research indicates that computer technology can help support learning, and that it is especially useful in developing the higher-order skills of critical thinking, analysis, and scientific inquiry. But the mere presence of computers in the classroom does not ensure their effective use. Some computer applications have been shown to be more successful than others, and many factors influence how well even the most promising applications are implemented. This article explores the various ways computer technology can be used to improve how and what children learn in the classroom. Several examples of computer-based applications are highlighted to illustrate ways technology can enhance how children learn by supporting four fundamental characteristics of learning: (1) active engagement, (2) participation in groups, (3) frequent interaction and feedback, and (4) connections to real-world contexts. Additional examples illustrate ways technology can expand what children learn by helping them to understand core concepts in subjects like math, science, and literacy. Research indicates, however, that the use of technology as an effective learning tool is more likely to take place when embedded in a broader education reform movement that includes improvements in teacher training, curriculum, student assessment, and a school's capacity for change. To help inform decisions about the future role of computers in the classroom, the authors conclude that further research is needed to identify the uses that most effectively support learning and the conditions required for successful implementation.

    View details for Web of Science ID 000168134300006

    View details for PubMedID 11255710

  • Toward a learning technologies knowledge network ETR&D-EDUCATIONAL TECHNOLOGY RESEARCH AND DEVELOPMENT PEA, R. D., Tinker, R., Linn, M., Means, B., Bransford, J., Roschelle, J., Hsi, S., Brophy, S., Songer, N. 1999; 47 (2): 19-38
  • Addressing the challenges of inquiry-based learning through technology and curriculum design JOURNAL OF THE LEARNING SCIENCES Edelson, D. C., GORDIN, D. N., PEA, R. D. 1999; 8 (3-4): 391-450
  • The collaboratory notebook COMMUNICATIONS OF THE ACM Edelson, D. C., PEA, R. D., Gomez, L. M. 1996; 39 (4): 32-33
  • Prospects for scientific visualization as an educational technology JOURNAL OF THE LEARNING SCIENCES GORDIN, D. N., PEA, R. D. 1995; 4 (3): 249-?
  • LEARNING SCIENTIFIC CONCEPTS THROUGH MATERIAL AND SOCIAL ACTIVITIES - CONVERSATIONAL ANALYSIS MEETS CONCEPTUAL CHANGE EDUCATIONAL PSYCHOLOGIST PEA, R. D. 1993; 28 (3): 265-277
  • THE COLLABORATIVE VISUALIZATION PROJECT COMMUNICATIONS OF THE ACM PEA, R. D. 1993; 36 (5): 60-63
  • LEARNING THROUGH MULTIMEDIA IEEE COMPUTER GRAPHICS AND APPLICATIONS PEA, R. D. 1991; 11 (4): 58-66
  • TOOLS FOR BRIDGING THE CULTURES OF EVERYDAY AND SCIENTIFIC THINKING JOURNAL OF RESEARCH IN SCIENCE TEACHING Hawkins, J., PEA, R. D. 1987; 24 (4): 291-307
  • COGNITIVE TECHNOLOGIES FOR WRITING REVIEW OF RESEARCH IN EDUCATION PEA, R. D., KURLAND, D. M. 1987; 14: 277-326
  • Beyond Amplification: Using the Computer to Reorganize Mental Functioning EDUCATIONAL PSYCHOLOGIST Pea, R. D. 1985; 20 (4): 167–82
  • ORIGINS OF VERBAL LOGIC - SPONTANEOUS DENIALS BY 2-YEAR AND 3-YEAR OLDS JOURNAL OF CHILD LANGUAGE PEA, R. D. 1982; 9 (3): 597-626

    View details for Web of Science ID A1982PP76600005

    View details for PubMedID 7174759

  • LOGIC IN EARLY CHILD LANGUAGE ANNALS OF THE NEW YORK ACADEMY OF SCIENCES PEA, R. D. 1980; 345 (JUN): 27-43
  • Evaluating the Effect of Concussion Education Programs on Intent to Report Concussion in High School Football. Journal of athletic training Daneshvar, D. H., Yutsis, M., Baugh, C. M., Pea, R. D., Goldman, S., Grant, G. A., Ghajar, J., Sanders, L. M., Chen, C., Tenekedjieva, L., Gurrapu, S., Zafonte, R. D., Sorcar, P. 2021

    Abstract

    CONTEXT: Concussion underreporting leads to delays in diagnosis and treatment, prolonging recovery time. Athletes' self-report of concussion symptoms therefore reduces risk.OBJECTIVE: Evaluate the efficacy of three concussion education programs in improving concussion-reporting intention.DESIGN: Randomized controlled clinical trial with assessment immediately and one-month after education.SETTING: Three high schools in California.PATIENTS OR OTHER PARTICIPANTS: 118 male football players were randomly assigned to receive concussion education via: CrashCourse (CC), Centers for Disease Control (CDC) video educational materials (Vi), or CDC written educational materials (Wr).MAIN OUTCOME MEASURES: Concussion-reporting intention was assessed at baseline, immediately after education, and at one-month follow-up. Secondary outcomes included concussion knowledge, attitudes, perceived reporting norms, and perceived behavioral control.RESULTS: Athletes across all educational formats had significant improvement in concussion-reporting intention immediately following education and at one-month follow-up (mean improvement 6.8% and 11.4%, respectively; p<0.001). Similar findings were observed across all education formats in secondary analyses examining knowledge, attitudes, and perceived behavioral control. However, there were significant differences by education and time (p=0.03). On post-hoc analysis, athletes who received CC had increased concussion-reporting intention immediately and at one-month (baseline=4.7, immediate=6.1, one-month=6.0; p=0.007 compared to significant increases only at one-month for CDC-Vi (baseline=4.3, immediate=5.2, one-month=5.8; p=0.001), and no significant improvement for CDC-Wr (p=0.10). Secondary analyses indicated significant differences between CC and both CDC interventions, in concussion knowledge and attitudes, immediately after education and at one-month. There were no significant differences in perceived behavioral control between-interventions or in perceived concussion-reporting norms across or between interventions.CONCLUSION: All athletes exhibited improved intent to report concussions, increased concussion knowledge, better concussion attitudes, and more perceived behavioral control, both immediately after education and at one-month follow-up. However, athletes randomized to CC reported greater intent to report concussion, more knowledge, and improved concussion-reporting attitudes, when compared to CDC-Vi and CDC-Wr.TRIAL REGISTRY: ClinicalTrials.gov trial ID number is XXX.

    View details for DOI 10.4085/509-20

    View details for PubMedID 33428746

  • Are we 'Beyond being there' yet? Towards better interweaving epistemic and social aspects of virtual reality conferencing Lahlou, S., Pea, R., Heitmayer, M., Russell, M. G., Schimmelpfennig, R., Yamin, P., Everri, M., Cordelois, A., Dawes, A. P., ACM ASSOC COMPUTING MACHINERY. 2021
  • Constantly connected: At what price and with what rewards? Mark, G., Dey, A., Czerwinski, M., Pang, A., Bell, G., Mazmanian, M., Pea, R., ACM ASSOC COMPUTING MACHINERY. 2016: 204–9
  • Remedying Misperceptions of Computer Science among Middle School Students Grover, S., Pea, R., Cooper, S., Dougherty, J., Nagel, K., Decker, A., Eiselt, K. ASSOC COMPUTING MACHINERY. 2014: 343–48
  • Digital Video Tools in the Classroom: How to Support Meaningful Collaboration and Critical Advanced Thinking of Students? NEW SCIENCE OF LEARNING: COGNITION, COMPUTERS AND COLLABORATION IN EDUCATION Zahn, C., Krauskopf, K., Hesse, F. W., Pea, R., Khine, M. S., Saleh, I. M. 2010: 503–23
  • Faculty Development to Change the Paradigm of Communication Skills Teaching in Oncology JOURNAL OF CLINICAL ONCOLOGY Back, A. L., Arnold, R. M., Baile, W. F., Tulsky, J. A., Barley, G. E., Pea, R. D., Fryer-Edwards, K. A. 2009; 27 (7): 1137-1141

    View details for DOI 10.1200/JCO.2008.20.2408

    View details for Web of Science ID 000266193500022

    View details for PubMedID 19171703

  • Mathematics Worth Knowing, Resources Worth Growing, Research Worth Noting: A Response to the National Mathematics Advisory Panel Report EDUCATIONAL RESEARCHER Roschelle, J., Singleton, C., Sabelli, N., Pea, R., Bransford, J. D. 2008; 37 (9): 610-617
  • Fostering learning in the networked world: The cyberlearning opportunity and challenge. A 21st century agenda for the National Science Foundation Report of the NSF Task Force on Cyberlearning Borgman, C. L., Abelson, H., Dirks, L., Johnson, R., Koedinger, K. R., Linn, M. C., Lynch, C. A., Oblinger, D. G., Pea, R. D., Salen, K. 2008
  • Video-as-data and digital video manipulation techniques for transforming learning sciences research, education, and other cultural practices The international handbook of virtual learning environments Pea, R. D. Springer. 2006: 1321–1393
  • Foundations and Opportunities for an Interdisciplinary Science of Learning CAMBRIDGE HANDBOOK OF THE LEARNING SCIENCES Bransford, J. D., Barron, B., Pea, R. D., Meltzoff, A., Kuhl, P., Bell, P., Stevens, R., Schwartz, D. L., Vye, N., Reeves, B., Roschelle, J., Sabelli, N. H., Sawyer, R. K. 2006: 19–34
  • WILD for Learning Interacting Through New Computing Devices Anytime, Anywhere CAMBRIDGE HANDBOOK OF THE LEARNING SCIENCES Pea, R. D., Maldonado, H., Sawyer, R. K. 2006: 427–41
  • Advanced digital video technologies to support collaborative learning in school education and beyond International Conference on Computer Supported Collaborative Learning Zahn, C., Hesse, F., Finke, M., Pea, R., Mills, M., Rosen, J. LAWRENCE ERLBAUM ASSOC PUBL. 2005: 737–742
  • Emerging social engineering in the wireless classroom 6th International Conference of the Learning Sciences Goldman, S., Pea, R., Maldonado, H. LAWRENCE ERLBAUM ASSOC PUBL. 2004: 222–229
  • A walk on the WILD side: How wireless handhelds may change computer-supported collaborative learning International Journal of Cognition and Technology Roschelle, J., Pea, R. 2002; 1 (1): 145-168
  • To unlock the learning value of wireless mobile devices, understand coupling Roschelle, J., Patton, C., Pea, R., Milrad, M., Hoppe, U., Kinshuk IEEE COMPUTER SOC. 2002: 2-6
  • Transformative communication as a cultural tool for guiding inquiry science SCIENCE EDUCATION Polman, J. L., Pea, R. D. 2001; 85 (3): 223-238

    View details for DOI 10.1002/sce.1007

    View details for Web of Science ID 000168347700002

  • How people learn: Brain, mind, experience, and school: Expanded edition Council, N. R. National Academies Press. 2000
  • THE COLLABORATIVE VISUALIZATION PROJECT - SHARED-TECHNOLOGY LEARNING ENVIRONMENTS FOR SCIENCE LEARNING PEA, R. D., GOMEZ, L. M., Maitan, J. SPIE - INT SOC OPTICAL ENGINEERING. 1993: 253–64

    View details for DOI 10.1117/12.139268

    View details for Web of Science ID A1993BX53X00026

  • SYNTHESIZING INSTRUCTIONAL TECHNOLOGIES AND EDUCATIONAL CULTURE - EXPLORING COGNITION AND METACOGNITION IN THE SOCIAL-STUDIES JOURNAL OF EDUCATIONAL COMPUTING RESEARCH THORNBURG, D. G., PEA, R. D. 1991; 7 (2): 121-164
  • LINGUISTIC AND LOGICAL FACTORS IN RECOGNITION OF INDETERMINACY COGNITIVE DEVELOPMENT FALMAGNE, R. J., MAWBY, R. A., PEA, R. D. 1989; 4 (2): 141-176
  • COMPUTERS AND EXCELLENCE IN THE FUTURE OF EDUCATION ANNALS OF THE NEW YORK ACADEMY OF SCIENCES PEA, R. D. 1987; 517: 125-138
  • THE LIKELIHOOD OF CORRELATIONAL THINKING IN ADULTS - A COMPARATIVE-STUDY AND METHODOLOGICAL CRITIQUE GENETIC SOCIAL AND GENERAL PSYCHOLOGY MONOGRAPHS McLaughlin, J. A., PEA, R. D. 1987; 113 (4): 463-485
  • USER CENTERED SYSTEM-DESIGN - NEW PERSPECTIVES ON HUMAN-COMPUTER INTERACTION - NORMAN,DA, DRAPER,SW (Book Review) JOURNAL OF EDUCATIONAL COMPUTING RESEARCH Book Review Authored by: PEA, R. 1987; 3 (1): 129–34
  • MERDS THAT LAUGH DONT LIKE MUSHROOMS - EVIDENCE FOR DEDUCTIVE REASONING BY PRESCHOOLERS DEVELOPMENTAL PSYCHOLOGY HAWKINS, J., PEA, R. D., GLICK, J., SCRIBNER, S. 1984; 20 (4): 584–94
  • ON THE COGNITIVE EFFECTS OF LEARNING COMPUTER-PROGRAMMING NEW IDEAS IN PSYCHOLOGY PEA, R. D., KURLAND, D. M. 1984; 2 (2): 137-168
  • WERNERS INFLUENCES ON CONTEMPORARY-PSYCHOLOGY HUMAN DEVELOPMENT PEA, R. D. 1982; 25 (4): 303-308

    View details for DOI 10.1159/000272815

    View details for Web of Science ID A1982NV76300005

  • CAN INFORMATION-THEORY EXPLAIN EARLY WORD CHOICE JOURNAL OF CHILD LANGUAGE PEA, R. D. 1979; 6 (3): 397-410

    View details for Web of Science ID A1979HS58000001

    View details for PubMedID 536407

  • Learning science through collaborative visualization over the Internet Nobel Symposium: Virtual museums and public understanding of science and culture, May 26-29, 2002 Pea, R. 2002