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研究方向:基于数字技术的学习科学 (Learner engagement, multimedia learning, example-based learning, game-based learning, online/blended learning)
       林立甲博士:华东师范大学心理与认知科学学院副教授。主要研究方向为基于数字技术的学习科学,具体包括多媒体学习、混合学习、样例学习、基于游戏的学习等。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目前是国际期刊International Journal of Cyber Behavior, Psychology and Learning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。
      Lijia Lin is an Associate Professor in the School of Psychology and Cognitive Science at East China Normal University in Shanghai, China. He obtained his Bachelor's degree from Donghua University in China and Ph.D. from the Educational Technology Program at Arizona State University in the United States.
      His research focuses on using digital technologies and instructional strategies to enhance learning and engagement. Specifically, he has been investigating the effects of self-explanations, learner-generated drawing, imagination, feedback, and summarizing in a variety of learning environments such as multimedia, serious games, immersive virtual worlds, and online environments
      His work has been widely published in international peer-reviewed journals, including Computers & Education, Learning and Instruction, Interactive Learning Environments, and Journal of Experimental Education. He has also made dozens of presentations at the international conferences, such as the annual meeting of the American Educational Research Association and the International Conference on Computer Supported Collaborative Learning. 
      He is currently the chief editor of the International Journal of Cyber Behavior, Psychology and Learning. He is also serving as an ad hoc reviewer for dozens of international journals and a regular proposal reviewer for American Educational Research Association

Refereed Journal Publications:

Xu, K. M., Koorn, P., de Koning, B., Skuballa, I. T., Lin, L., Henderikx, M., Marsh, H. W., Sweller, J., & Paas, F. (2020). A growth mindset lowers perceived cognitive load and improves learning: Integrating motivation to cognitive load. Journal of Educational Psychology. in press. 


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.  



Lin, L., & Atkinson, R. K. (Eds.). (2016). Educational Technologies: Challenges, Applications and Learning Outcomes. New York: Nova Science. (also available on


Book Chapters:

Lin, L. (2018). Student learning and engagement in a blended environment: A mixed methods study. In I. Bouchrika, N. Harrati and P. Vu (Eds.), Learner Experience and Usability in Online Education (pp.256-269). Hershey, PA: IGI Global. 


Lin, L., & Leh, A. S. C. (2016). Using visualizations to enhance learning: Theories and techniques. In L. Lin & R. K. Atkinson (Eds.), Educational Technologies: Challenges, Applications and Learning Outcomes (pp. 1-15). New York, NY: Nova Science. 


Lin, L., Leh, A. S. C., Kim, J. H., & Baylen, D. M. (2015). Leveraging the design and development of multimedia presentations for learners. In S. Hai-Jew (Eds.), (149-163). Design Strategies and Innovations in Multimedia Presentations. Hershey, PA: IGI Global.


Kim, J. H., Baylen, D., Leh, A., & Lin, L. (2015). Blended learning in teacher education: uncovering its transformative potential for teacher preparation programs. In N. P. Ololube and P. J. Kpolovie (Eds.), (pp. 166-185). Enhancing Teacher Education with Advanced Instructional Technologies, Hershey, PA: IGI Global.


Atkinson, R. K., Lin, L., & Joseph, S. (2012). Animation and multimedia tutorials. In L. L’Abate & D. Kaiser (Eds.), (pp. 69-89). Handbook of technology in psychology, psychiatry, and neurology: Theory, research, and practice. New York: Nova Science Publishers. 


ORCID ID: 0000-0002-9008-9752

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