Dr. Susanne P. Lajoie
- Ordre de l'excellence en 茅ducation
- Distinguished James 海角社区 Professor
- Fellow of the Royal Society of Canada
- Technology Rich Learning Environments
- Cognitive Processes
- Affect and Emotion
- Diagnostic Assessment and Technology in Science, Mathematics, and Medicine
- Individual Differences
- Applications of Psychology and Education to Training
Dr. Lajoie's research focuses on application of cognitive theories to the design of computer based learning environments across disciplines; the role of emotion in learning; medical problem solving; team effectiveness; collaborative learning; human and computer tutoring; empathy, decision making and communication. She is the director of the ATLAS lab (Advanced Technology for Learning in Authentic Settings), a fellow of the Royal Society of Canada and a Canadian Research Chair (Tier 1).聽 She supervises graduate students working on the following domains: the design and evaluation of technology rich learning environments for classroom and real-world applications; computer-based learning and dynamic assessment in science and medicine; cognition, affect and learning; individual differences.
- Ph.D., Educational Psychology, Stanford University, USA
- M.A., Educational Psychology, 海角社区, CA
- B.A., Psychology, 海角社区, CA
- 2021 Association Francophone pour le Savoir (ACFAS) Jeanne-Lapointe Prix pour les sciences de l'茅ducation, acfas-2021
- 2017 Outstanding International Research Collaboration Award from the Technology, Instruction, Cognition, and Learning SIG of the American Educational Research Association
- 2015 Association Francophone pour le Savoir (ACFAS) Th茅r猫se Gouin-D茅carie Prize for Social Sciences
- 2009 Fellow, American Educational Research Association
- 2002 Fellow, American Psychological Association
Chaouachi, M., Jraidi, I., Lajoie, S. P., & Frasson, C. (accepted). Enhancing the learning experience using real-time cognitive evaluation. International Journal of Information and Education Technology.
Chen, Y., Phonethibsavads, A., Hmelo-Silver, C. E., Zhang, J., Huang, L., Bodnar, S., Lajoie, S. P. (rejected). Evaluating online PBL groups: Using a learning analytics dashboard to support facilitation. Interdisciplinary Journal of Problem-Based Learning
Doleck, T., Lajoie, S. P., & Bazelais, P. (2019). Social networking and academic performance: A net benefits perspective. Journal of Computers in Education.
Doleck, T., Lajoie, S. P., & Bazelais, P. (in press). Social networking and academic performance: A longitudinal perspective. Education and Information Technologies. DOI: 10.1007/s10639-018-9843-y.
Jarrell, A., Lajoie, S.P. & Hall, N.(submitted). Habitual Emotion Regulation and Emotions in Achievement Situations: A Two-Wave Longitudinal Investigation in First-Year Undergraduate STEM Students.
Harley, J.M., Jarrell, A., & Lajoie, S.P. (2019). Emotion regulation tendencies, achievement emotions, and physiological arousal in a medical diagnostic reasoning simulation. Instructional Science. DOI: 10.1007/s11251-018-09480-z
Harley, J.M., Liu, Y., Ahn, T.B., Lajoie, S.P., Grace, A.P., Haldane, C., Whittaker, A., & McLaughlin, B. (in press). I鈥檝e got this: Fostering topic and technology-related emotional engagement and queer history knowledge with a mobile app. Contemporary Educational Psychology.
Kazemitabar, M. A., Lajoie, S. P., & Doleck, T. (in press). Examining Changes in Medical Students鈥� Emotion Regulation in an Online PBL Session. Knowledge Management & E-Learning.
Lavou茅, E., Kazimitabar, M., Doleck, T., Lajoie, S.P., Carrillo, R., Molinari, G. (in press). An ecological study of students鈥� emotion awareness in academic contexts. Educational Research on Technology and Development. (), 1-24, 10.1007/s11423-019-09688-x
Lajoie, S. P., Zheng, J., Li, S., Jarrell, A. & Gube, M. (accepted). Examining the temporal nature of affect and self regulation in the context of clinical reasoning. Special Issue of Journal of Learning and Instruction.
Poitras, E., Huang, L., Udy, L., Lajoie, S. P. (accepted). Scaffolding student teachers鈥� information-seeking behaviors with a network-based tutoring system. Journal of Computer Assisted Learning.
No longer accepting new students.
