Jason Harley

Jason Harley

Assistant Professor

Educational Psychology
5-139, Education North
jharley1@ualberta.ca
http://chitealab.ualberta.ca/


Accepting grad students for the 2017-2018 academic year

Background 

Postdoctoral fellow, Computer Science, Université de Montréal

Research Associate, Educational Psychology, McGill University

Ph.D., Educational Psychology, McGill University

M.A., Educational Psychology, McGill University

B.A., Psychology, McGill University

Research and Interests

Dr. Harley’s primary area of research, the design and evaluation of technology-rich learning environments, serves as a multidisciplinary nexus between psychology, education, and computer science theories, research methods, and analytics. His research has examined dynamic cognitive, affective, and metacognitive (CAM) processes in intelligent tutoring systems, games, mobile augmented reality applications, and medical simulations. Emotion regulation and physiological measures of emotion figure prominently into Dr. Harley’s research interests.

His current, funded research examines: (1) the design and evaluation of a mobile AR app able to foster historical reasoning, empathy, and hope for and toward sexual and gender minorities [SSHRC Insight Development Grant: Principle Investigator]; (2) the effect of different instructional prompts to foster historical reasoning and positive user emotions [sub-award from SSHRC Development Grant: Co-P.I.]; and (3) how the environment one takes an exam in influences one’s test-taking emotions [SAS Grant: P.I.]. 

Dr. Harley has been awarded doctoral and postdoctoral fellowships from the Fonds de recherche du Québec – Société et culture (FRQSC), and a Joseph-Armand Bombardier Canadian Graduate Scholarship (CGS) from the Social Science and Humanities Research Council of Canada (SSHRC). He is a member of the Artificial Intelligence in Education (AIED) Society and the American Educational Research Association (AERA). Dr. Harley serves on the editorial board of the journal, Educational Technology Research and Development, as well as on program committees for the following conferences: Intelligent User Interfaces, Intelligent Tutoring Systems, and Artificial Intelligence in Education. 

Key Words Associated with Dr. Harley’s Research

Affect, emotions, emotion regulation, engagement, self-regulated learning, co-regulated learning, metacognition, human-computer interaction, user/learner modeling, intelligent tutoring systems, serious games, commercial games, mobile augmented reality applications, medical simulations, trace data, behavioral data, and physiological data.

Selected, Representative Publications

Harley, J. M., Taub, M., Azevedo, R., & Bouchet, F. (in press / online first 2017). “Let’s set up some subgoals”: Understanding human-pedagogical agent collaborations and their implications for learning and prompt and feedback compliance. IEEE Transactions on Learning Technologies. DOI: 10.1109/TLT.2017.2756629

Jarrell, A., Harley, J.M., Lajoie, S.P., & Naismith, L. (2017). Success, failure and emotions: Examining the relationship between performance feedback and emotions in diagnostic reasoning. Educational Technology Research and Development, 65(5), 1263–1284.

Harley, J.M., Lajoie, S. P., Frasson, C., Hall, N.C., & (2017). Developing emotion-aware, advanced learning technologies: A taxonomy of approaches and features. International Journal of Artificial Intelligence in Education, 27(2), 268-297. 

Poitras, E. G., Harley, J. M., Compeasu, T., Kee, K., & Lajoie, S.P. (2016). Augmented reality in informal learning settings: Leveraging technology for the love of history. In R. Zheng & G. Michael (Eds.). Handbook of Research on Serious Games for Educational Applications (pp. 272-293). IGI Global.

Harley, J. M., Carter, C.K., Papaionnou, N., Bouchet, F., Azevedo, R., Landis, R. L., & Karabachian, L. (2016). Examining the predictive relationship between personality and emotion traits and students’ agent-directed emotions: Towards emotionally-adaptive agent-based learning environments. User Modeling and User-Adapted Interaction, 26, 177-219.

Harley, J.M., Poitras, E. G., Jarrell, A., Duffy, M. C., & Lajoie, S. P. (2016). Comparing virtual and location-based augmented reality mobile learning: Emotions and learning outcomes. Educational Technology Research and Development, 64(3), 359-388.

Jarrell, A., Harley, J.M., & Lajoie, S.P. (2016). The link between achievement emotions, appraisals and task performance: Pedagogical considerations for emotions in CBLEs. Journal of Computers in Education, 3(3), 289-307. DOI: 10.1007/s40692-016-0064-3.

Bouchet, F., Harley, J.M., & Azevedo, R. (2016). Can adaptive pedagogical agents’ prompting strategies improve students’ learning and self-regulation? In A. Micarelli, J. Stamper, & K. Panourgia (Eds.) Lecture Notes in Computer Science: Vol. 9684. Intelligent Tutoring Systems (pp. 368-374). Switzerland: Springer.

Harley, J. M. (2015). Measuring emotions: A survey of cutting-edge methodologies used in computer-based learning environment research. In S. Tettegah & M. Gartmeier (Eds.). Emotions, Technology, Design, and Learning (pp. 89-114). London, UK: Academic Press, Elsevier.

Harley, J. M., Bouchet, F., Hussain, S., Azevedo, R., & Calvo, R. (2015). A multi-componential analysis of emotions during complex learning with an intelligent multi-agent system. Computers in Human Behavior, 48, 615-625.

Harley, J.M. & Azevedo, R. (2014). Toward a feature-driven understanding of students’ emotions during interactions with agent-based learning environments: A selective review. International Journal of Gaming and Computer-Mediated Simulation, 6(3), 17-34.

Jaques, N., Conati, C., Harley, J. M., & Azevedo, R. (2014). Predicting affect from gaze behavior data during interactions with an intelligent tutoring system. In S. Trausan-Matu., K. Boyer., M. Crosby., K. Panourgia (Eds.), Lecture Notes in Computer Science: Vol. 8474. Intelligent Tutoring Systems (pp. 29-38). Switzerland: Springer.

Bouchet, F., Harley, J.M., Trevors, G., & Azevedo, R. (2013). Clustering and profiling students according to their interactions with an intelligent tutoring system fostering self-regulated learning. Journal of Educational Data Mining, 5(1), 104-146.

Azevedo, R., Harley, J., Trevors, G., Feyzi-Behnagh, R., Duffy, M., Bouchet, F., & Landis, R.S. (2013). Using trace data to examine the complex roles of cognitive, metacognitive, and emotional self-regulatory processes during learning with multi-agent systems. In R. Azevedo & V. Aleven (Eds.), International handbook of metacognition and learning technologies (pp. 427-449). Amsterdam, The Netherlands: Springer-Verlag.

Bondareva, D., Conati, C., Feyzi-Behnagh, R., Harley, J., Azevedo, R., & Bouchet, F. (2013). Inferring learning from gaze data during interaction with an environment to support self-regulated learning. In C. H. Lane, K. Yacef, J. Mostow, P. Pavik (Eds.), Lecture Notes in Artificial Intelligence: Vol. 7926. Artificial Intelligence in Education (pp. 229-238). Berlin, Heidelberg: Springer-Verlag.

Harley, J.M., Bouchet, F., & Azevedo, R. (2012). Measuring learners’ co-occurring emotional responses during their interaction with a pedagogical agent in MetaTutor. In S. A. Cerri, W. J. Clancey, G. Papadourakis, and K. Panourgia (Eds.), Lecture Notes in Computer Science: Vol. 7315. Intelligent Tutoring Systems (pp. 40-45). Berlin, Heidelberg: Springer-Verlag.


Selected, Representative Presentations     

Harley, J.M., Jarrell, A., Tressel, T., Lajoie, S.P., Pipe, L., & Poitras, E. (accepted). Evaluating usability dimensions of a mobile augmented reality app for history learning. Poster to be presented at the 17th Biennial conference of the European Association for Research on Learning and Instruction (EARLI).

Harley, J.M., Jarrell, A., Lajoie, S.P., Tressel, T., Pipe, L., Haldane, C., & Poitras, E. (accepted). Examining learners’ physiological activation during an interaction with a mobile AR app for learning. Poster to be presented at the 17th Biennial conference of the European Association for Research on Learning and Instruction (EARLI).


Harley, J.M., Jarrell, A., & Lajoie, S.P. (accepted). Examining emotion regulation and phasic vs. tonic physiological activation in a medical diagnostic reasoning simulation. Paper to be presented at the American Educational Research Association (AERA), San Antonio, TX.

Harley, J.M., Tressel, T., Jarrell, A., Lajoie, S.P., Pipe, L., & Poitras, E.G. (accepted). Fostering historical reasoning and positive emotions with location-based augmented reality and tour-guide prompts. Structured poster to be presented at the American Educational Research Association (AERA), San Antonio, TX.

Harley, J.M., Benlamine, S., Chaouachi, M., Frasson, C., & Dufresne, A. (2016, June). Mission accomplished? Measuring gamers’ emotion and cognitive engagement during and after a narrative event. Paper presented at the First International Workshop on Supporting Dynamic Cognitive, Affective, and Metacognitive Processes, part of the 13th International Conference on Intelligent Tutoring Systems, Zagreb, Croatia.

Bouchet, F., Harley, J.M., & Azevedo, R. (2016, June). Can adaptive pedagogical agents’ prompting strategies improve students’ learning and self-regulation? Paper presented at the 13th International Conference on Intelligent Tutoring Systems, Zagreb, Croatia.

Harley, J.M., Jarrell, A., Lajoie, S.P., & Pipe, L. (2016, April). Examining emotion regulation and physiological arousal in a computer-based learning environment for medical diagnostic reasoning. Paper presented at the American Educational Research Association, Washington, DC.

Jarrell, A., Harley, J.M., & Lajoie, S.P. (2016, April). How do emotions experienced during problem solving relate to students’ perceived and actual performance? Paper presented at the American Educational Research Association, Washington, DC.

Lajoie, S.P., Jarrell, A., Harley, J.M., Duffy, M.C., Chaouachi, M., Tressel, T., Doleck, T., Kazemitabar, M., & Wiseman, J. (2016, April). Exploring the relationship between achievement goals and emotions experienced within a technology-rich medical learning environment. Paper presented at the American Educational Research Association, Washington, DC.

Harley, J.M. Rowe, J. P., Lester, J. C., & Frasson, C. (2015, November). Designing story-centric games for player emotion: A theoretical perspective. Paper presented at the eighth workshop on Intelligent Narrative Technologies, Santa Cruz, CA. 

Harley, J. M., Carter, C.K., Papaionnou, N., Bouchet, F., Landis, R. L., Azevedo, R., & Karabachian, L.R. (2015, June). Examining the predictive relationship between personality and emotion traits and learners’ agent-directed emotions. Paper presented at the 17th International Conference on Artificial Intelligence in Education, Madrid, Spain. 

Harley, J.M., Lajoie, S. P., Frasson, C., & Hall, N.C. (2015, June). An integrated emotion-aware framework for intelligent tutoring systems. Poster presented at the 17th International Conference on Artificial Intelligence in Education, Madrid, Spain.

Jarrell, A., Harley, J.M., Lajoie, S.P., & Naismith, L. (2015, June). Examining the relationship between performance feedback and emotions in diagnostic reasoning: Toward a predictive framework for emotional support. Poster presented at the 17th International Conference on Artificial Intelligence in Education, Madrid, Spain.

Benlamine, S., Bouslimi, S., Harley, J. M., Frasson, C., & Dufresne, A. (2015, June). Brain-based gaming: measuring engagement during gameplay. Paper presented at Educational Media, Montréal, QC, Canada. 

Harley, J.M., Poitras, E. G., Jarrell, A., Pipe, L., Gonzalez, E., Duffy, M., Lajoie, S. P., Li, K., Morton, M., Tissera, H., & Kee, K. (2015, June). Augmented reality with mobile learning technologies: Comparing emotions and learning outcomes from outdoor and lab-based studies. Paper presented at Educational Media, Montréal, QC, Canada. 

Harley, J.M., Poitras, E. G., Jarrell, A., Lajoie, S. P., Duffy, M., Cataldo, D., & Kee, K. (2015, April). Augmented reality with mobile technologies: Can it lead to learning and engagement with historical settings? Poster presented at the annual meeting of the American Educational Research Association, Chicago, IL.

Harley, J. M., & Azevedo, R. (2014, July). Understanding students’ emotions during interactions with advanced agent-based learning environments: A selective review. Poster presented at the 2014 Intelligent Tutoring Systems Conference, Honolulu, Hawaii.

Jaques, N., Conati, C., Harley, J. M., & Azevedo, R. (2014, July). Predicting affect from gaze behavior data during interactions with an intelligent tutoring system. Paper presented at the 2014 Intelligent Tutoring Systems Conference, Honolulu, Hawaii.

Harley, J. M., Bouchet, F., Papaionnou, N., Carter, C., Azevedo, R., & Landis, R. (2014, April). Assessing learning with MetaTutor, a multi-agent hypermedia learning environment. In M.W. Chu, & J. M. Harley (Chairs), Innovative practices for assessment in computer based learning environments. Symposium conducted at the annual meeting of the American Educational Research Association, Philadelphia, PA.  

Harley, J. M., Bouchet, F., Hussain, S., Azevedo, R., & Calvo, R. (2014, April). A multi-componential analysis of emotions during complex learning with an intelligent multi-agent system. In J.M. Harley, & R. Azevedo (Chairs), Interdisciplinary approaches for analyzing data from multiple affective channels with computer-based learning environments. Symposium conducted at the annual meeting of the American Educational Research Association, Philadelphia, PA. 

Bondareva, D., Conati, C., Feyzi-Behnagh, R., Harley, J., Azevedo, R., & Bouchet, F. (2013, July). Inferring learning from gaze data during interaction with an environment to support self-regulated learning. Paper presented at the 16th International Conference on Artificial Intelligence in Education (AIED 2013), Memphis, Tennessee, USA.

Bouchet, F., Harley, J. M., & Azevedo, R. (2013, July). The impact of different pedagogical agents’ adaptive self-regulated prompting strategies with MetaTutor. Poster presented at the 16th International Conference on Artificial Intelligence in Education, Memphis, TN.

Harley, J. M., Bouchet, F., & Azevedo, R. (2013, July). Aligning and comparing data on learners’ emotions experienced with MetaTutor. Paper presented at the 16th International Conference on Artificial Intelligence in Education, Memphis, TN.

Harley, J. M., Carter, C., Papaionnou, N., Bouchet, F., Azevedo, R., & Landis, R. (2013, April). Examining learners’ academic achievement emotions during science learning with an intelligent, hypermedia multi-agent system. Paper presented at the annual meeting of the American Educational Research Association, San Francisco, CA. 

Harley, J. M., Taub, M., Bouchet, F., Henchey, J., & Azevedo, R. (2013, April). Profiling learners’ co-regulation patterns with a pedagogical agent in an intelligent tutoring system for learning about human biology. Paper presented at the annual meeting of the American Educational Research Association, San Francisco, CA. 

Harley, J. M, Bouchet, F., & Azevedo, R. (2012, June). Measuring learners’ co-occurring emotional responses during their interaction with a pedagogical agent in MetaTutor. Paper presented at the 11th International Conference on Intelligent Tutoring Systems, Crete, Greece.

Courses Taught

  • EDPY 497/597: Advanced Learning Technologies (University of Alberta)
  • EDPY 501: Introduction to Methods of Educational Research (University of Alberta)
  • EDIT 488: Instructional Technology and Communication (University of Alberta)
  • EDPT 204: Educational Media (McGill University)
  • EDPE 668: Foundations of Computer-based Learning Environments (McGill University)