Luke K. Fryer

AIMS: 

Make interest research of greater practical use to educators by modelling the interconnections between specific classroom experiences and the development of students' personal interest in educational domains of learning. 

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Key Project Outputs:

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1. Fryer, L. K., Ainley, M. & Thompson, A. (2016). Modeling the links between students’ interest in a domain, the tasks they experience and their interest in a course: Isn’t interest what university is all about? Learning and Individual Differences. 50, 57-165.  do 10.1016/j.lindif.2016.08.011

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2.  Fryer, L. K., Ainley, M., Thompson, A., Gibson, A., & Sherlock, Z. (2017). Stimulating and sustaining interest in a language course: An experimental comparison of Chatbot and Human task partners. Computers in Human Behavior, 75, 461-468. https://doi.org/10.1016/j.chb.2017.05.045

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3. Fryer, L. K. & Ainley, M. (2019). Supporting interest in a study domain: A longitudinal test of the interplay between interest, utility-value, and competence beliefs. Learning and Instruction. 60, 252-262.

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4. Fryer, L. K., Nakao, K. & Thompson, A. (2019). Chatbot learning partners: Connecting learning experiences, interest and competence. Computers in Human Behaviour. 93,279-289. doi:

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5. Fryer, L. K. , & Bovee, H. N. (2020) Teaching for course interest. Studies in Higher Education.

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Understanding and Supporting the Development of Interest in Classrooms

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Learning Strategies Development

AIMS: 

 Expand current conceptions of students' learning strategies through novel research design/analyses and by integrating longstanding, overlapping models. 

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Key Project Outputs:

1. Fryer, L. K. (2017). Building bridges: Seeking structure and direction for motivated learning strategy models. Educational Psychology Review. 29, 325-344.

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2.  Fryer, L. K. (2017). (Latent) transitions to learning at university: A latent profile transition analysis of first-year Japanese students. Higher Education. 73, 519-537.     

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3. Fryer, L. K. & Vermunt, J. D. (2018). Regulating approaches to learning: Testing learning strategy convergences across a year at university. British Journal of Educational Psychology. 88, 21-41.

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4. Fryer, L. K. &  Ginns, P. (2018). A reciprocal test of perceptions of teaching quality and approaches to learning: A longitudinal examination of teaching-learning connections. Educational Psychology. 8.1032-1049.

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5. Dinsmore, D. L., Fryer, L. K. & Parkinson, M. M. (2020). Handbook of strategies and strategic processing: Conceptualization, measurement, and analysis. New York: Routledge.

Learning with Bots

AIMS: 

Explore the growing (endless) potential of AI (bots) as learning partners.

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Key Project Outputs:

 1. Fryer, L. K., & Carpenter, R. (2006). Bots as language learning tools. Language Learning and Technology, 10, 8-14. Permanent Online Location: llt.msu.edu/vol10num3/emerging/

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2 .Fryer, L. K., Ainley, M., Thompson, A., Gibson, A., & Sherlock, Z. (2017). Stimulating and sustaining interest in a language course: An experimental comparison of Chatbot and Human task partners. Computers in Human Behavior, 75, 461-468.

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3. Fryer, L. K., Nakao, K. & Thompson, A. (2019). Chatbot learning partners: Connecting learning experiences, interest and competence. Computers in Human Behaviour. 93,279-289.

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4. Fryer, L. K., Thompson, A., Nakao, K., Howarth, M., & Gallacher, A. (2020). Supporting self-efficacy beliefs and interest as educational inputs and outcomes: Framing AI and Human partnered task experience. Learning and Individual Differences.

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5. Fryer, L. K., Coniam, D., Carpenter, R., and Lăpușneanu, D. (2020). Bots for language learning now. Language Learning and Technology. 24(3). 8–22. Retrieved from