EARLI SIG27 Conference 2024

Tamara van Gog

The biopsychosocial model of challenge and threat in research on learning and instruction

According to the biopsychosocial model of challenge and threat (Blascovich, 2008), challenge and threat motivational states result from a person’s (un)conscious evaluation of the demands of a situation in relation to their resources to deal with it. When the individual feels their available resources (e.g., available skills/cognitive capacity) exceed the task demands (e.g., required skills/effort), this results in a challenge state; when the demands outweigh the available resources, this results in a threat state. Challenge and threat can be measured via self-reports or cardiovascular measures, and higher levels of challenge (/lower levels of threat) have been associated with higher performance on a variety of tasks. In this keynote, I will discuss results from recent studies in which we investigate the relation between challenge/threat and learners’ responses to feedback, effort investment, performance, and (self-regulated) learning outcomes in educational research.

About

Tamara van Gog is professor of Educational Sciences at Utrecht University and distinguished international professor of Learning and Instruction at the LEAD Graduate School and Research Network of the Eberhard Karls University of Tübingen, Germany. At Utrecht University, Tamara coordinates the research program of the section Education and until recently coordinated the Research Master Educational Sciences: Learning in Interaction. Tamara studied Developmental and Educational Psychology (specializing in the latter) at Tilburg University (2001) and obtained her PhD cum laude (the highest distinction in the Netherlands) from the Open University of the Netherlands (2006). She continued to work there, first as assistant professor, then as associate professor, until she moved to the Institute of Psychology at Erasmus University Rotterdam in November 2009, where she was appointed endowed professor of Educational Psychology in May 2012. Tamara was a visiting researcher at the Knowledge Media Research Center in Tübingen, Germany from December 2007 – June 2008 (with a NWO Rubicon grant), at the University of New South Wales, Australia in December 2010, and at the University of California, Santa Barbara from December 2014 – February 2015. Her research on learning and instruction focuses on example-based learning; multimedia learning; and (training) self-regulated learning, reflection, and critical thinking skills. Her research is conducted at all levels of education as well as with medical doctors (in training). She often uses eye tracking in her research and has investigated innovative techniques for using eye tracking as a tool both to study and enhance learning processes. Tamara is NWO Rubicon (2007), Veni (2008), Vidi (2012), and Vici (2021) grant laureate. She had the honor of being appointed as a member of The Young Academy of the Royal Netherlands Academy of Arts and Sciences from 2010-2015, where she served as co-chair of the Science and Society Track from April 2012 – August 2014 and contributed to the development and dissemination of science game ‘Expedition Mundus’ for late primary/early secondary education students (which is just as suitable for curious, young-at-heart adults!). Tamara was a member of the Program Council for Fundamental Scientific Education Research (PROO) (2013-2017) and of the steering board (2017-2020) of the Netherlands Initiative for Education Research (NRO) which resides under the Netherlands Organisation for Scientific Research (NWO).

Olga Viberg

Cultivating Trust and Values in the Era of AI-Powered Education

As adoption of AI in education has rapidly increased, the promise of transforming teaching and learning practices emerges. AI-powered technology offers opportunities to improve student learning outcomes, foster critical thinking, and refine problem-solving skills through features like personalized learning paths and immediate feedback. Similarly, educators stand to benefit from streamlined planning and assessment practices. However, alongside technological advancements, it is our responsibility to foster trust as well as to consider and sustain different values in the adoption and utilization of AI-powered technologies for broaden inclusion and equity among stakeholders in education. This keynote focuses on the intersection of AI in education, exploring the significance of trust and values, including educational, human and cultural values, in the adoption and utilization of AI technologies for learning and teaching in educational settings. Drawing upon interdisciplinary research and practical case studies, strategies for nurturing trust and upholding values amidst the advent of AI-powered education will be discussed.

About

Olga Viberg is associate professor in Media Technology with specialization in Technology-Enhanced Learning at the School of Electrical Engineering and Computer Science at KTH. Viberg's research includes a focus on the learning analytics and AI in higher education, self-regulated learning, digital assessment, cross-cultural research and responsible use of student data and technologies in education, focusing on the issues of privacy and trust. Viberg is an active member of the Digital Futures group on Educational Transformation at KTH, (https://www.digitalfutures.kth.se/about/governance/working-groups/engineering-education/) and several international networks (SIG Responsible Learning Analytics, EATEL). She has served as the keynote speaker at several prestigious international conferences (e.g. EDUCON, IMCL). Viberg has also contributed to the UNESCO policy work on quality of online education. Viberg is the main organizer of the Nordic Learning Analytics Summer Institute (2021 & 2022) and a part of the organizing committee of the 12th International Learning Analytics and Knowledge Conference. She served as the PC chair for the two high ranked conference: Learning@Scale 2023 (https://learningatscale.acm.org) and ECTEL2023 (https://ea-tel.eu/ectel2023/registration). She serves as the Editor-in-Chief of the International Journal of Learning Analytics from Fall 2022- present. From Feb. 2024 Viberg serves as the vice-president for the international Society for Learning Analytics Research (SoLAR), https://www.solaresearch.org/.