Lin Lin Lipsmeyer
Department Chair and Professor
Department of Teaching & Learning
Ed.D., Teachers College Columbia University
6401 Airline Rd
Dr. Lin Lin Lipsmeyer is Professor and Department Chair of Teaching and Learning in the SMU’s Simmons School of Education & Human Development. Prior to coming to SMU, Lin was Professor of Learning Technologies and Director of the Texas Center for Educational Technology at the University of North Texas. Lin received her doctorate in Instructional Technology and Media from Teachers College Columbia University.
Dr. Lin Lipsmeyer has conducted interdisciplinary research in learning sciences, cognition, and innovative technologies. Her research has resulted in over 110 scholarly publications including journal articles, books, and book chapters. In addition, she has been PI, Co-PI, or researcher on numerous NSF and foundation grants bridging learning sciences, artificial intelligence, and STEAM learning. Lin also serves as the Development Editor-in-Chief of one of the top journals in education and educational research, the Educational Technology Research and Development (ETR&D, https://www.springer.com/journal/11423).
Albert, M., Lin, L. & Spector, M., & Dunn, L. S. (2022, Eds.). Bridging human intelligence and artificial intelligence. New York: Springer.
Lin, L., & Sibuma, B. (Eds.). Innovative design and development approaches. Ongoing book series. New York: Springer.
Wang, S.Y., Lin, L., Hartsell, T., Zhan, H., Beedle, J. (2019, Eds.). The eighth international conference of educational innovation through technology (EITT) 2019 proceedings. IEEE.
Ennis-Cole, D., Lin, L., & Yang, X. (2019). Seeing Autism through Parents’ Feedback, Sketchnotes, Technology, and Evidence-Based Practices. New York: Springer.
Parsons, T., Lin, L., & Cockerham, D. (2019, Eds.). Mind, brain, and technology: Learning in the Age of Emerging Technologies. New York: Springer. https://doi.org/10.1007/978-3-030-02631-8
Wu, T.T., Huang, Y.M., Shadieva, R., Lin, L., Starčič, A.I. (2018, Eds.). Innovative technologies and learning. International Conference on Innovative Technologies and Learning (ICITL) Proceedings. IEEE. DOI: 10.1007/978-3-319-99737-7
Lin, L., & Spector, M. (2017, Eds.). The sciences of learning and instructional design: Constructive articulation between communities. New York: Taylor-Francis/Routledge. https://doi.org/10.4324/9781315684444
Refereed Journal Publications
Dhimolea, T., Kaplan-Rakowski, R., & Lin, L. (2022). A Systematic Review of Research on High-Immersion Virtual Reality for Language Learning. TechTrends. https://doi.org/10.1007/s11528-022-00717-w
Guppy, N., Verpoorten, D., Boud, D., Lin, L., Tai, J., & Bartolic, S. (2022). The post-COVID-19 future of digital learning in higher education: Views from educators, students, and other professionals in six countries. British Journal of Educational Technology, 00, 1–16. [An interdisciplinary project in collaboration with nine higher-education institutions across five continents] https://doi.org/10.1111/bjet.13212
Silvia K. B., Boud, D. Agapito, J., Verpoorten, D., Williams, S., Lutze-Mann, L., Matzat, U., Moreno, M., Polly, P., Tai, J., Marsh, H., Lin, L., Burgess, J., Habtu, S., Rodrigo, M., Roth, M., Heap, T., & Guppy, N. (2021). A multi-institutional assessment of changes in higher education teaching and learning in the face of COVID-19, Educational Review. [An interdisciplinary project in collaboration with nine higher-education institutions across five continents]
Deng, L., Liu, Y., Ku, K., & Lin, L. (2021). In-class multitasking with smartphonesand laptops: Exploring student experiences and perceptions.College Teaching. https://doi.org/10.1080/87567555.2021.1973947
An, Y. J., Zhu, M., Bonk, C. J., & Lin, L. (2021). Exploring instructors’ perspectives, practices, and perceived support needs and barriers related to the gamification of MOOCs. Journal of Computing in Higher Education, 33, 64-84. https://doi.org/10.1007/s12528-020-09256-w
Cockerham, D., Lin, L., Ndolo, S., and Schwartz, M. (2021). Voices of the students: Adolescent well-being and social interactions during the emergent shift to online learning environments. Education and Information Technologies. https://doi.org/10.1007/s10639-021-10601-4
Wang, X., Lee, Y.J., Lin, L., Mi, Y., & Yang, T. (2021). Analyzing instructional design quality and students’ reviews of 18 courses out of the Class Central Top 20 MOOCs through systematic and sentiment analyses. Internet and Higher Education. https://doi.org/10.1016/j.iheduc.2021.100810
Kaplan-Rakowski, R., Lin, L., & Wojdynski, T. (2021). Learning vocabulary using 2D pictures is more effective than using immersive 3D stereoscopic pictures. International Journal of Human-Computer Interaction. https://doi.org/10.1080/10447318.2021.1938394
Liu, Y., Deng, L., Lin L., & Gu, X. (2021) Patterns of triggers for on-task and off-task behaviors: university students in independent study, Interactive Learning Environments, https://doi.org/10.1080/10494820.2021.1905003
Wei X., Lin L., Meng N., Tan W., Kong S. C. & Kinshuk (2020). The Effectiveness of Partial Pair Programming on Elementary School Students’ Computational Thinking Skills and Self-Efficacy Computers & Education, https://doi.org/10.1016/j.compedu.2020.104023
Wang, X., Mayer, R., Zhou, P. & Lin, L. (2020). Benefits of interactive graphic organizers in online learning: Evidence for generative learning theory. Journal of Educational Psychology. https://doi.org/10.1037/edu0000606
Yang, X., Lin, L., Wen, Y., Cheng, P. Y., Yang, X., & An, Y. (2020). Time-Compressed Audio on Attention, Meditation, Cognitive Load, and Learning. Educational Technology & Society, 23 (3), 16–26.
Wang, X., Lin, L., Han, M., Spector, M. (2020). Impacts of cues on learning: Using eye-tracking technologies to examine the functions and designs of added cues in short instructional videos. Computers in Human Behavior. https://doi.org/10.1016/j.chb.2020.106279
Gu, X., Wang, C., Lin, L. (2019). Examining Scientific Literacy through New Media. Eurasia Journal of Mathematics, Science and Technology Education, 15(12), em1785. https://doi.org/10.29333/ejmste/109948
Yang, X.Z., Lin, L., Cheng, P.Y., Yang, X., & Ren, Y.Q. (2019). Which EEG feedback works better for creativity performance in immersive virtual reality: The reminder or encouraging feedback? Computers in Human Behavior. pp. 345-351. https://doi.org/10.1016/j.chb.2019.06.002
Ghani, U., Zhai, X., Spector, M., Chen, N., Lin, L., Ding, D, & Usman, M. (2019). Knowledge hiding in higher education: Role of interactional justice and professional commitment. Higher Education: The International Journal of Higher Education Research. pp. 325-344. https://doi.org/10.1007/s10734-019-00412-5
Lin, L., & Spector, M. (2018). A report on the AECT sponsored symposium entitled “the human-technology frontier: understanding the learning of now to prepare for the work of the future” at the Texas Center for Educational Technology. TechTrends 62(5), pp. 438-440. https://doi.org/10.1007/s11528-018-0318-1
Yang, X.Z., Lin, L., Cheng, P. Y., Yang, X., Ren, Y.Q., & Huang, Y.M. (2018). Examining creativity through a virtual reality support system. Educational Technology Research and Development. pp. 1231-1254. https://doi.org/10.1007/s11423-018-9604-z
Lin. L., Parsons, T. (2018). Ecologically valid assessments of attention and learning engagement in media multitaskers. TechTrends 62 (5): 518-524. https://doi.org/10.1007/s11528-018-0311-8
Istenic Starčič, A. Terlevic, M., Lin, L., & Lebenicnik, M. (2018). Designing learning for sustainable development: Digital practices as boundary crossers and predictors for sustainable lifestyle. Sustainable Education and Approaches. Sustainability 2018, 10, 2030. pp. 1-24. https://doi.org/10.3390/su10062030
Yang, X.Z., Cheng, P.Y., Lin, L., Huang, Y.M., & Ren, Y.Q. (2018). Can an integrated system of electroencephalography and virtual reality further the understanding of relationships between attention, meditation, flow state, and creativity? Journal of Educational Computing Research, 57(4), pp. 846-876. https://doi.org/10.1177/0735633118770800
Uncapher, M., Lin, L., Rosen, L., Kirkorian, H., Baron, N., Bailey, K., Cantor, J., Strayer, D., Anderson, D., Parsons, T., & Wagner, A. (2017). Media multitasking is associated with cognitive, psychological, neural, and learning differences. Pediatrics: Official Journal of the American Academy of Pediatrics. pp. s62-66. https://doi.org/10.1542/peds.2016-1758D
Parsons, T.D., Riva, G., Parsons, S., Mantovani, F., Newbutt, N., Lin, L., Venturini, E., & Hall, T. (2017). Virtual reality in pediatric psychology: Benefits, challenges, and future directions. Pediatrics: Official Journal of the American Academy of Pediatrics. pp. 86-92. https://doi.org/10.1542/peds.2016-1758I
Schellen, M. Lin, L. & Bigenho, C. (2017). Effect of texting with friends during video lectures on high school students’ learning. Journal of Educational Technology Development and Exchange. 10(1). pp. 1-9.
Lin, L., Mills, L., Ifenthaler, D. (2016). Collaboration, multi-tasking, and problem solving performance in shared virtual spaces. Journal of Computing in Higher Education: pp. 344-357. https://doi.org/10.1007/s12528-016-9117-x
Cai, H., Lin, L., & Gu, X. (2016). Using a semantic diagram to structure a collaborative problem-solving process in the classroom. Educational Technology Research and Development: pp. 1207-1225. https://doi.org/10.1007/s11423-016-9445-6
Lin, L., Cockerham, D., Chang, Z., & Natividad, G., (2015). Task speed and accuracy decrease when multitasking. Technology, Knowledge, and Learning. pp. 307-323. https://doi.org/10.1007/s10758-015-9266-4
Lin, L., Ross, H., O’Connor, B., & Spector, M. (2015). Intentionality and wisdom in language, information and technology. Educational Technology. pp. 35-39.
Gu, X., Chen, S., Zhu, W., & Lin, L. (2015). An intervention framework designed to develop the collaborative problem-solving skills of primary school students. Education Tech Research Dev 63:143–159. https://doi.org/10.1007/s11423-014-9365-2
Ye, Y. & Lin, L. (2015). Examining the relationships between locus of control, loneliness, subjective well-being and preference for online social interaction. Psychological Reports: Mental & Physical Health 116 (1), 164-175. DOI https://doi.org/10.2466/07.09.PR0.116k14w3
2014 and prior
Jones, G., Warren, S., Ennis-Cole, D. Knezek, G., Lin, L., & Norris, G. (2014). Transforming the doctorate from residential to online: A Distributed PhD Learning Technologies. TechTrends. 58 (4): pp 19-26. DOI: 10.1007/s11528-014-0765-2
Lin, L. (2013). Multiple dimensions of multitasking phenomenon. International Journal of Technology and Human Interaction, 9(1), 37-49.
Lin, L., Li, J., Wircenski, M., & Wircenski, J. (2013). Multitasking and career skill requirements: Implications for career technical education. Workforce Education Forum. 36(1), 1-20.
Lin, L., Robertson, A., & Lee, J. (2012). The impact of outcome intentions on reading and multitasking performances. Journal of Educational Technology Development and Exchange, 5(1), 77-94.
Lin, L., & Zhang, T. (2011). Playing exergames in the classroom: Pre-service teachers’ motivation, passion, effort, and perspectives. Journal of Technology and Teacher Education, 19. 243-260.
Lin, L., Lee, J., & Robertson, T. (2011). Reading while watching video: The effect of video content on reading comprehension and media multitasking ability. Journal of Educational Computing Research, 45(2), 183-201. https://doi.org/10.2190/EC.45.2.d
Lin, L., & Bigenho, C. (2011). Note-taking and memory in different media environments. Computers in the Schools, 28(3), 200-216. https://doi.org/10.1080/07380569.2011.594989
Lee, J., Lin, L., & Robertson, T. (2011). The impact of media multitasking on learning. Learning, Media and Technology, 36(3). 1-11. Impact factor: 0.759 in 2014 & 2015. https://doi.org/10.1080/17439884.2010.537664
Muwanguzi, S. & Lin, L. (2010). Wrestling with online learning technologies: Blind students’ struggle to achieve academic success. International Journal of Distance Education Technology, 8(2), 43-57. https://doi.org/10.4018/jdet.2010040104
McLeod, J. & Lin, L. (2010). A child’s power in game play. Computers and Education, 54, 517-527. https://doi.org/10.1016/j.compedu.2009.09.003
Lin, L., Robertson, T., & Lee, J. (2009). Reading performances between novices and experts in different media multitasking environments. Computers in the Schools, 26(3), 169-186.
Lin. L., Lopez-Ortiz, B. (2009). Technology to facilitate online group formation. Academic Exchange Quarterly, 13(1), pp. 145-152.
Lopez-Ortiz, B., Lin, L. & Tipton, M. (2009). Co-authoring in online problem-based learning: Collaborative approaches and challenges. MERLOT Journal of Online Learning and Teaching. 5(2), 293-303.
Al-Senaidi, S., Lin, L., & Poirot, J. (2009). Barriers to adopting technology for teaching and learning in Oman. Computers and Education, 53(3), 575-590. https://doi.org/10.1016/j.compedu.2009.03.015
Lin, L. (2008). An online learning model to facilitate learners’ rights to education. Journal of Asynchronous Learning Networks, 12(1), 127-143.
Lin, L. (2006). Cultural dimensions of authenticity. New Directions for Adult and Continuing Education, 111, 63-72.
Lin, L. & Cranton, P. (2005). From scholarship student to responsible scholar: A transformative process. Teaching in Higher Education, 10(4), 447-459. https://doi.org/10.1080/13562510500239026
Lin, L., Cranton, P. & Bridglall, B. (2005). Psychological type and asynchronous written dialogue in adult learning. Teachers College Record, 107(8), 1788-1813.
Lopez-Ortiz, B. and Lin, L. (2005). What makes an online group project work? Students’ perceptions before and after an online collaborative problem/project-based learning experience. International Journal of Instructional Technology and Distance Learning, 2(2), 47-54.
Lin, L. & Cranton, P. (2004). Dancing to different drummers: Individual differences in online learning. Creative College Teaching Journal, 1(1), 30-40.
Commentaries, Reviews, and Editorial Pieces
Lin, L., Johnson, T. (2021). Shifting to digital: informing the rapid development, deployment, and future of teaching and learning. Education Tech Research Dev. pp. 1-5. https://doi.org/10.1007/s11423-021-09960-z
Reeves, T.C., Lin, L. (2020). The research we have is not the research we need. Education Tech Research Dev. https://doi.org/10.1007/s11423-020-09811-3 [rated as the No. #1 of the “Top 10 Reads from 2020…” https://nidl.blog/2021/01/08/good-reads-from-2020-our-nidl-top-10-journal-articles/]
Wakefield, J. & Lin, L. (Feb. 2015). Book review of Richard Mayer’s Computer Games for Learning: An Evidence-based Approach. Teachers College Record.ID Number: 17868.
Lin, L. (2009). Breadth-biased versus focused cognitive control in media multitasking behaviors. Proceedings of the National Academy of Sciences: Official Journal of the National Academy of Sciences (PNAS) USA 106: 15521-15522. 10.1073/pnas.0908642106