Projects

Title: Augmented Reality (AR) application for psychomotor skills learning: A convergent mixed method using think-aloud
Primary student investigator: Hemalathaa Kasiviswanath Yuvaraja
Advising investigator: Tiffany A. Koszalka
Context: Research/dissertation study
Description: This study aims to evaluate the affordances and features of a proof-of-concept designed prototyped augmented reality (AR) iPad application grounded in generative learning instructional theory, designed & developed to facilitate psychomotor skills through guided right hand, arm and head movements. A convergent parallel mixed-method research design will be employed to determine the level of changes in body movement and cognitive engagement. This study will focus on exploring the relationships between captured mental processing and actual physical body movements performed during a series of practice sessions.

Papers

• Liu, R., Wang, L., Koszalka, T. A., & Wan, K. (2022). Effects of immersive virtual reality classrooms on students’ academic achievement, motivation and cognitive load in science lessons. Journal of Computer Assisted Learning, 38(5), 1422–1433. [Read more]
• Liu, R., Wang, L., Lei, J., Wang, Q., & Ren, Y. (2020). Effects of an immersive virtual reality-based classroom on students’ learning performance in science lessons. British Journal of Educational Technology, 51(6), 2034–2049. [Read more]

Conference proceedings

• Yuvaraja, H. K., Koszalka, T. A., & Huang, X. (2024). Prototype Design of XR technology for psychomotor skill learning (PSL): Layering content focus and feedback to prompt deep PSL. Proceedings of the 2023 Association for Educational Communications and Technology. [Read more]
• Yuvaraja, H. K., Koszalka, T.A., & Huang, X. (2024). Design of XR technology to prompt deeper psychomotor skills learning. Proceedings for the 2024 International Society of Learning Sciences (ICLS). [Read more]

Conference presentations and contributions

• Kasiviswanath Yuvaraja, H. & Koszalka, T. (May 2025—accepted). Prototype Design of XR technology for psychomotor skill learning (PSL). Paper for annual meeting of Meaning XR 2025 conference – UC Davis, CA.
• Kasiviswanath Yuvaraja, H. & Koszalka, T. (June 2025—accepted). Demonstration of XR technology for psychomotor skill learning (PSL). Paper for annual meeting of ISLS 2025 conference – Helsinki, Finland.
• Liu, R., Kang, J., Wang, L., & Fan, M. (2022, July 19–21). Effects of immersive virtual reality-based classroom on student engagement in science lessons [Paper presentation]. 2022 International Symposium on Educational Technology, Hong Kong, China.
• Liu, Y., Liu, R., & Lei, J. (2021, November 2–6). The effect of an experiential learning theory based immersive virtual reality learning environment on students’ learning performance [Conference session]. 2021 Annual Meeting of the Association for Educational Communications and Technology, Chicago, IL, United States.
• Walton, A. A., & Wu, Q. (2021, November 2–6). Quality online teaching module for preservice teachers in a technology integration course [Poster presentation]. 2021 Annual Meeting of the Association for Educational Communications and Technology, Chicago, IL, United States.
• Liu, R., & Wang, L. (2020, April 17–21). Effects of immersive virtual reality-based classroom on student engagement in science lessons [Paper presentation]. 2020 Annual Meeting of the American Educational Research Association, San Francisco, CA, United States.
• Lei, J., Zhang, L., Wang, Q., Cheng, J., & Yang, T. (2019, October 21–25). Digital natives as preservice teachers: What technology do they use and how [Paper presentation]. 2019 Annual Meeting of the Association for Educational Communications and Technology, Las Vegas, NV, United States.

Title: Construct validation of a learning resources rubric [LRR]: A modified Delphi study
Primary student investigator: Lei Wang
Advising investigator: Tiffany A. Koszalka
Context: Research/dissertation study (ID practice context)
Description: The challenges encountered by Instructional Designers, especially in crafting resources that accentuate deeper learning, cannot be overlooked. Existing rubrics, while extensive, often fall short in addressing the nuances imperative for designing interactive and engaging learning resources. To bridge this theory-to-practice chasm, this study proposed the Learning Resources Rubric (LRR) – a tool tailored for IDs. Derived from principles of three renowned deeper learning theories: Generative Learning Theory (GLT), Cognitive Flexibility Theory (CFT), and Reflection Theory (RT), the LRR offers a scaffold that elucidates the design, selection, and evaluation of learning resources, fostering deeper learning. This study sought to validate the design of the LRR and it uses in practice.

Papers

• Wilhelm-Chapin, M. K., & Koszalka, T. A. (2020). Graduate students’ use and perceived value of learning resources in learning the content in an online course. TechTrends, 64(3), 361–372. [Read more]
• Guo, W., Zhang, M., Lei, J., & Liu, Y. (2021). Synchronous presence & online “face-to-face”: A research synthesis of 26 online synchronous video teaching research studies. China Distance Education, 2, 27–35.

Conference proceedings

• Souid, L., & Koszalka, T. A. (2018). Prompting cognitive flexibility using progressive cases: Developing project management skills by introducing authentic and unexpected challenges. Proceedings for 10th International Conference on Education and New Learning Technologies (9882-9889). Palma, Spain. [Read more]

Conference presentations and contributions

• Wang, L., & Koszalka, T. A. (2023). Establishing validity and usability of a Learning Resources Rubric [LRR]. Paper presented at the annual meeting of the America Educational Research Association Conference, Chicago, IL.
• Lei, J., Liu, Y., Salim, Z., & Wang, Q. (2022, April 21–26). Lessons from parents’ perspectives on K–12 online remote instruction during COVID-19: A revised curriculum framework [Poster session]. 2022 Annual Meeting of the American Educational Research Association, San Diego, CA, United States.
• Lei, J., Salim, Z., & Liu, Y. (2021, November 2–6). Technological challenges and pedagogical lessons: Understanding K-12 online learning from parents’ perspective [Paper presentation]. 2021 Annual Meeting of the Association for Educational Communications and Technology, Chicago, IL, United States.
• Lei, J., Wang, Q., Cheng, J., Yang, T., & Liu, Y. (2021, July 7–9). How the design features affect student learning outcomes in MOOCs: Meta-analysis of peer-reviewed empirical studies from 2009–2020 [Paper presentation]. 2021 Annual Focal Meeting of the World Education Research Association, Galicia, Spain.
• Salim, Z., Wang, L., & Koszalka, T.A. (2020). A rubric to assess learning resources using principles of design and learning: An addition to the Instructional Designer’s toolbox. Paper presented at annual meeting of the Association of Educational Communication and Technology, Jacksonville, FL. (A video recorded session with associated presentation – delivered virtually.)
• Yang, T., Cho, M.-H., & Niu, Z. (2020, November 2–7). Investigating students’ learning experiences in marketing MOOCs: A content analysis [Paper presentation]. 2020 Annual Meeting of the Association for Educational Communications and Technology—Virtual Convention, United States.
• Wilhelm-Chapin, M. K., & Koszalka, T. A. (2018). Learning the content: Online graduate students’ perspective and actions. Proceedings for the Annual Conference on Distance Teaching and Learning. Madison, WI.

Book chapters

• Yang, X., & Liu, Y. (2021). Supporting students’ reflection in game-based science learning: A literature review. In R. Li, S. K. S. Cheung, C. Iwasaki, L.-F. Kwok, & M. Kageto (Eds.), Blended learning: Re-thinking and re-defining the learning process (pp. 119–131). Springer. [Read more]

Dissertations

• Wang, L. (2023). Construct validation of a learning resources rubric [LRR]: A modified Delphi study [Unpublished doctoral dissertation]. Syracuse University. [Read more]

Primary student investigators: D. Garmondyu Whorway, Hemalathaa Kasiviswanath Yuvaraja
Advising investigator: Tiffany A. Koszalka
Context: Research/dissertation study

Papers

• Koszalka, T. A., & Whorway, D. G. (2025). Development and validation of a learner interactions behavioral observation checklist (BOC). The American Journal of Distance Education, 39(1), 76–94. [Read more]

Conference proceedings

• Whorway, D. G., & Koszalka T. A. (2023). Development and validation of a learner interactions behavioral observation checklist (BOC). Proceedings of the 2023 Association for Educational Communications and Technology.[Read more]

Conference presentations and contributions

• Whorway, D. G., & Koszalka, T. A. (2024). Comparing equivalent face-to-face [F2F] and online [OL] instruction: Observations of learner interactions to determine instructional quality. Paper for the annual meeting of AERA Research-in-Progress Roundtable Series, Philadelphia, PA.
• Whorway, D. G., & Koszalka, T. A. (2023). Development and validation of an observation checklist to examine interactions in face-to-face and online instruction. Paper for annual meeting of the Association of Educational Communication and Technology, Orlando, FL.

Dissertations

• Whorway, G. D. (2024). Comparing equivalent face-to-face [F2F] and online [OL] delivery formats: Observations of learner interactions to determine instructional quality [Unpublished doctoral dissertation]. Syracuse University. [Read more]
• La Point, G. E. (2024). Examining strategies, interactions, and level of learning in synchronous instructional sessions of equivalent course sections: A mixed methods study of faculty-of-record [FoR] vs. adjunct faculty [AdjF] [Unpublished doctoral dissertation]. Syracuse University. [Read more]

The exploration of different levels of learning in asynchronous online discussions.

Papers

• Niu, Z., Koszalka, T. A., & Wu, Q. (2024). Investigating performance patterns, dynamics, and relationships in asynchronous online discussions of the same student cohort: A cross-semester perspective. The American Journal of Distance Education, 1–19. [Read more]
• Luo, H., Chen, Y., Chen, T., Koszalka, T. A., & Feng, Q. (2023). Impact of role assignment and group size on asynchronous online discussion: An experimental study. Computers & Education, 192, 104658. [Read more]
• Wu, Q., Koszalka, T. A., & Niu, Z. (2022). Exploring levels and patterns of social presence in asynchronous online discussions: A longitudinal study. Distance Learning, 19(4), 1–18. [Read more]
• Koszalka, T. A., Pavlov, Y., & Wu, Y. (2021). The informed use of pre-work activities in collaborative asynchronous online discussions: The exploration of idea exchange, content focus, and deep learning. Computers & Education, 161, 104067. [Read more]

Conference proceedings

• Yang, T., Koszalka, T. A., & Lei, J. (2018, April 13). Exploring asynchronous online discussions: Interactions, facilitation, levels of thinking, and engagement with learning resources [Paper presentation]. American Educational Research Association 2018 Annual Meeting, New York, NY, United States. [Read more]

Conference presentations and contributions

• Pavlov, Y., & Koszalka, T. A. (2023, October 17). The relations between epistemic curiosity and deep learning in asynchronous online discussions [Conference session]. Association for Educational Communications and Technology International Convention, Orlando, FL, United States.
• Pavlov, Y. (2022, December 8). The exploration of idea exchange, content focus, and deep levels of learning in collaborative asynchronous online discussions [Virtual conference session]. 2nd Education Policy in a Global Perspective & Shanghai Cooperation Organization International Academic Forum on Teacher Education, Ocean University of China, Qingdao, China.
• Niu, Z., Wu, Q., & Koszalka, T. A. (2021). Investigating cognitive presence and content knowledge levels in asynchronous online discussion of distance education: A collective case study [Virtual paper presentation]. 2021 International Convention of the Association for Educational Communications and Technology, Chicago, IL, USA.
• Wu, Q., Niu, Z., & Koszalka, T. A. (2021, November 4). A longitudinal study exploring levels and patterns of social presence in asynchronous online discussions [Conference session]. 2021 International Convention of the Association for Educational Communications and Technology, Chicago, IL, USA.
• Yang, T., Niu, Z., & Lei, J. (2021, November 2–6). The relationships among social presence, cognitive engagement, and knowledge construction in asynchronous online discussions (AODs) [Paper presentation]. 2020 Annual Meeting of the Association for Educational Communications and Technology Conference—Virtual Convention, United States.
• Yang, T., Niu, Z., & Lei, J. (2021, April 8–12). Investigating cognitive learning patterns in an asynchronous online discussion (AOD): A directed qualitative content analysis [Paper presentation]. 2021 Annual Meeting of the American Educational Research Association—Virtual Conference, United States.
• Pavlov, Y., Wu, Y., & Koszalka, T. A. (2019, October 21–25). Designing collaborative asynchronous online discussions for deep learning: Poster of a design framework [Poster presentation]. Association for Educational Communications and Technology International Convention, Las Vegas, NV, United States.

Book chapters

• Koszalka, T. A., Wilhelm-Chapin, M. K., Hromalik, C. D., Pavlov, Y., & Zhang, L. (2019). Prompting deep learning with interactive technologies: Theoretical perspectives in designing interactive learning resources and environments. In P. Díaz, A. Ioannou, K. K. Bhagat, & J. M. Spector (Eds.), Learning in a digital world: Perspective on interactive technologies for formal and informal education (pp. 13–36). Springer Nature. [Read more]

Dissertations

• Pavlov, Y. (2023). Relations between epistemic curiosity and deep learning in asynchronous online discussions [Unpublished doctoral dissertation]. Syracuse University. [Read more]

Primary Investigator: Christopher Hromalik
Advising Investigator: Tiffany A. Koszalka
Context: The role of self-regulated learning in the language learning process, with a focus on students studying a language online

This research line investigates how community college students in an online introductory-level language course self-regulated their learning while using digital learning resources.

Papers

• Hromalik, C. D., & Koszalka, T. A. (2018). Self-regulated digital learning resource use in an online language course. Distance Education, 39(4), 528–547. [Read more]

Conference presentations and contributions

• Hromalik, C. D. & Koszalka, T. A. (2025, May—accepted). Self-regulated language learning: A comparative study of online and face-to-face learners. Paper session proposal submitted for review for the CALICO Annual Conference, San Diego, CA.
• Hromalik, C. D. & Koszalka, T. A. (2025, August). Self-regulated learning in L2 acquisition: A model of the self-regulated language learning process. Paper session proposal submitted for review for the EARLI 2025 Conference, Graz, Austria.
• Hromalik, C. D., & Koszalka, T. A. (2020, November 18–22). Self-regulated language learning: A model for community college students [Paper presentation]. American Council on the Teaching of Foreign Languages (ACTFL) 2020 Virtual Online Convention, United States.
• Wang, L. (2020, April 17–21). Investigating the effectiveness of self-regulation learning strategies on undergraduates’ perception of motivation in online courses [Paper presentation]. 2020 Annual Meeting of the American Educational Research Association, San Francisco, CA, United States.

Dissertations

• Hromalik, C. D. (2020). A model of community college students’ self-regulated language learning [Unpublished doctoral dissertation]. Syracuse University [Read more]

Primary Investigator: Abdulrahman Alogaily
Advising Investigator: Tiffany A. Koszalka
Context: Graduate students studying research

This study will strive to design and test a single concept map organizer to assist graduate research students in increasing their comprehension and utilization of research design concepts and methodological practices that will help better prepare them for the rigors of research in their academic and professional careers.

Conference presentations and contributions

• Alogaily, A. & Koszalka, T. A. (2020). The main elements of research: A thematic analysis of research literature. Paper presented at annual meeting of the American Educational Research Association. San Francisco, CA, United States.
• Alogaily, A., & Koszalka, T. A. (2018, Oct). Expanding the use of advance organizers in education research to promote contextual knowledge: A meta-analysis on the use of advance organizers to promote complex thinking. Paper presented at annual meeting of the Association of Educational Communication and Technology. Kansas City, MO, United States.

Dissertations

• Alogaily, A. (2021). Validation and perceptions of an advance organizer on main elements of research: Philosophical assumptions, paradigms, and praxis [Unpublished doctoral dissertation]. Syracuse University. [Read more]