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. 

​

Key Project Outputs:

​

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 https://doi.org/10.1016/j.lindif.2016.08.011

​

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

​

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. https://doi.org/10.1016/j.learninstruc.2017.11.002

​

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: https://doi.org/10.1016/j.chb.2018.12.023

​

5. Fryer, L. K. , & Bovee, H. N. (2020) Teaching for course interest. Studies in Higher Education. https://doi.org/10.1080/03075079.2020.1712692

​

6. Fryer, L. K., Shum, A., Lee, A. & Lau, P. (2021). Mapping students' interest in a new domain: Connecting prior knowledge, interest, and self-efficacy with interesting tasks and a lasting desire to reengage. Learning and Instruction. https://doi.org/10.1016/j.learninstruc.2021.101493

​

Understanding and Supporting the Development of Interest in Classrooms

​

Learning Strategies Development

AIMS: 

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

​

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. https://doi.org/10.1007/s10648-017-9405-7

​

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. https://doi.org/10.1007/s10734-016-0094-9     

​

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. https://doi.org/10.1111/bjep.12169

​

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. https://doi.org/10.1080/01443410.2017.1403568.

​

5. Dinsmore, D. & Fryer, L. K. (2019). Developing learners’ cognitive strategies and the  motivations to use them: Rethinking Education Policy. Policy Insights from Behavioral and Brain Science. https://doi.org/10.1177/2372732219860862

​

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

​

7. Fryer, L. K., Lee, S. & Shum, A. (2020). Student Learning, Development, Engagement, and Motivation in Higher Education.” In Oxford Bibliographies in Education. Ed. Anne Hynds. New York: Oxford University Press. https://doi.org/10.1093/OBO/9780199756810-0246

​

8. Shum, A., Fryer, L. K., & Cano, F. (2022). Nature vs Nurture: Predicting learning strategy patterns and their outcomes. Higher Education Research and Development. https://doi.org/10.1080/07294360.2021.1985088

Learning with Bots

AIMS: 

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

​

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/

​

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

​

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. https://doi.org/10.1016/j.chb.2018.12.023

​

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. https://doi.org/10.1016/j.lindif.2020.101850

​

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 http://hdl.handle.net/10125/44719

​

6. Huang, W., Hew T. & Fryer, L. K. (2021). Chatbots for language learning—are they really useful? A systematic review of chatbot-supported language learning. Journal of Computer Assisted Learning. http://doi.org/10.1111/jcal.12610