Jason M. Lodge (0000-0001-6330-6160)

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Jason Lodge, PhD is Professor of Educational Psychology, School of Education, University of Queensland.

Jason’s research concentrates on the application of the learning sciences to higher education. Specifically, he is interested in the cognitive and emotional factors that influence learning and behaviour and how research findings from the learning sciences can be better used to enhance design for learning, teaching practice and education policy. Jason is also interested in the ways technology is influencing learning, particularly in terms of the impact of technology on the development of professional ways of being, metacognition, critical thinking and expertise.

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The University of Queensland: Brisbane, QLD, AU

2018-01 to present | Professor of Educational Psychology (School of Education)

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Jason M. Lodge

https://orcid.org/0000-0001-6330-6160

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Employment (3)

The University of Queensland: Brisbane, QLD, AU

University of Melbourne: Melbourne, VIC, AU

University of Melbourne: Melbourne, VIC, AU

Education and qualifications (3)

University of Sydney: Sydney, NSW, AU

James Cook University Cairns Campus: Cairns, QLD, AU

Macquarie University: Sydney, NSW, AU

Works (50 of 127)

Exploring Students’ Conceptions of Project-Based Learning: Implications for Improving Engineering Pedagogy

Misjudgements of Learning in Digital Environments

AJET in 2023: Reflections on educational technology, people, and bibliometrics

AI in tertiary education: progress on research and practice

Assessment reform for the age of Artificial Intelligence

Learning with Generative Artificial Intelligence Within a Network of Co-Regulation

Theory and learning analytics, a historical perspective

The importance of a good review(er) for educational technology research

Design thinking-learning and lifelong learning for employability in the 21st century

It’s not like a calculator, so what is the relationship between learners and generative artificial intelligence?

Mapping out a research agenda for generative artificial intelligence in tertiary education

Assessment in the age of artificial intelligence

AJET in 2022: Bibliometrics, academic publishing trends, and future opportunities

The implications of educational technology research for practice and/or policy

Blurring disciplinary boundaries in the design studio: Bringing architecture, business and arts students together to prototype new solutions for palliative care

The concerning persistence of weird ideas about learning and educational technology and their influence on the future directions of higher education

‘The university doesn’t care about the impact it is having on us’: academic experiences of the institutionalisation of blended learning

The importance of choosing the right keywords for educational technology publications

Authorship practices in educational technology research

Are you with me? Measurement of learners' video-watching attention with eye tracking

Digital learning environments, the science of learning and the relationship between the teacher and the learner

Introduction to Education: Knowledge, Practice, Engagement

The role of change in AJET in 2021: reflections, bibliometrics, and future plans

Bridging the Gap Between Theory and Empirical Research in Evaluative Judgment

Open Science and Educational Technology Research

Learning Analytics for Primary and Secondary Schools

Trends in education technology in higher education

AJET in 2021: Change, bibliometrics and future directions

Productive Uncertainty: The Pedagogical Benefits of Co‐Creating Research in the Design Studio

Engaging large 1st Year classes using digital technology: A case study

Exploring the usage of thermal imaging for understanding video lecture designs and students' experiences

Fostering and supporting empirical research on evaluative judgement via a crowdsourced adaptive learning

Online education by design: Using evidence and course analytics to achieve best online teaching and learning practice

Technologies to enhance self-regulated learning in online learning environments

The application of design thinking to convert an on-campus course for online students

Understanding the pedagogical practices of biochemistry and molecular biology academics

2020 vision: What happens next in education technology research in Australia

Teacher and student interactions in the first year of university

Student-staff co-creation in higher education: an evidence-informed model to support future design and implementation

Understanding value in the student experience through student–staff partnerships

Continuous evaluation of video lectures from real-time difficulty self-report

Learning analytics and teaching: A conceptual framework for translation and application

Learning analytics in the classroom: Translating learning analytics research for teachers

Supporting self-regulated learning with learning analytics

Technologies, teaching and learning in higher education

The role of attention in learning in the digital age

Using formative assessment to influence self- and co-regulated learning: The role of evaluative judgement

Working Together in Learning Analytics Towards the Co-Creation of Value

What learning analytics can learn from students as partners

Seeking optimal confusion: a review on epistemic emotion management in interactive digital learning environments