Motivation2Learn Lab Publications

Pre-registered Research Protocols for Ongoing Studies:

*with Motivation2Learn Lab Ph.D. Student

*Li, C., Fryer, L. K., & Chu, S. K. W. (2021, September 15). Utilising gamified formative assessment to support English language learning in schools: A protocol for a scoping review. https://doi.org/10.17605/OSF.IO/6VXFE

*Li, C., & Fryer, L. K. (2022, February 28). The playing motivations of male and female gamers and the effects of stereotypes on their motivations in Honour of Kings. https://archive.org/details/osf-registrations-xrybt-v1

Jiang, J., & Fryer, L. K. (2022, April 09). Digital simulation-based learning: a systematic review of review and meta-analysis. PROSPERO 2022 CRD42022315933 Available from: https://www.crd.york.ac.uk/prospero/display_record.php?ID=CRD42022315933

Jiang, J., & Fryer, L. K. (2022, April 09). Multi-user virtual reality simulation-based learning and training: a systematic review. https://doi.org/10.17605/OSF.IO/A7XSW

Jiang, J., & Fryer, L. K. (2022, June 22). What kind of built-in social tools keep students in MOOCs: a scoping review. https://doi.org/10.17605/OSF.IO/VZ6WR

*Liang, L., & Fryer, L. K. (2022, October 5). Protocol for a scoping review on the effectiveness of phonological-based instruction in improving East-Asian EFL learners’ English reading ability. https://doi.org/10.17605/OSF.IO/VZFUW

Jiang, J., Simon, P.D., & Fryer, L.K. (2023. March 20). Capturing students' LMS experience: Measurement invariance across Chinese and English versions. https://doi.org/10.17605/OSF.IO/VAQU7

Simon, P..D., Zeng, L.M., & Fryer, L.K. (2022, December 9). A systematic review of student engagement research in adaptive learning platforms. https://doi.org/10.17605/OSF.IO/XSE86

Simon, P.D., Jiang, J., & Fryer, L.K. (2023, December 30), A scoping review of measures of students' and teachers' experiences in learning management systems. https://doi.org/10.17605/OSF.IO/TBWP9

Pre-registered Research Protocols for Completed Studies:

*Guo, Zhixing, & Fryer, L. K. (2022, January 19). What really elicits learners’ situational interest in the learning activities: A protocol for a scoping review on the most frequently addressed situational interest sources among existing empirical studies in educational settings. https://doi.org/10.17605/OSF.IO/AWUQK.

Recently or soon to be Presented:

*with Motivation2Learn Lab Ph.D. Student

Fryer, L. K., Bovee, H. N., Shuichi, O. & Nakao, K. (2023). Short and long-term returns of self-efficacy’s latent growth: Attendance, knowledge gain, proximal and distal interest. EARLI Biennial, 2023, August, 21-26. https://doi.org/10.13140/RG.2.2.26639.76962

Fryer, L. K. & Shum, A. (2023). Math Task Experiences and Motivation to Learn More. EARLI Biennial, 2023, August, 21-26. https://doi.org/10.13140/RG.2.2.19928.88326

Jiang, J., & Fryer, L. K. (2023). The effect of virtual reality learning on students' motivation: A scoping review. American Educational Research Association 2023 Annual Meeting. Chicago, USA.

Jiang, J., Shum, A., & Fryer, L. K. (2023). The effects of readiness and content repetition on interest and its development within social tasks in higher education foundation courses. American Educational Research Association 2023 Annual Meeting. Chicago, USA.

Shum, A., Fryer, L. K., & Jiang, J. (2023). Repeated teaching methods on social/nonsocial tasks, course, and domain interest development in STEM higher education. American Educational Research Association 2023 Annual Meeting. Chicago, USA.

Shum, A., Fryer, L. K., & Jiang, J. (2023). Preparedness or development? Differential curve effects of self-efficacy on performance and interest in undergraduate-level mathematics. American Educational Research Association 2023 Annual Meeting. Chicago, USA.

Outputs BY YEAR:

*with Motivation2Learn Lab Ph.D. Student

2023

Fryer, L. K., Zeng, L. M.,*Shum, A., Wong, C., & Ho, C. C. (2023). “Was that Interesting?” & “Does it Matter?”: The implications of on-task learning experiences. Studies in Educational Evaluation. https://doi.org/10.1016/j.stueduc.2022.101230

Shao, K., Kutuk, G., Nicholson, L. J., & Fryer, L. K. (2023). Factors influencing Chinese undergraduate students’ emotions in an online language learning context during the COVID pandemic. Journal of Computer Assisted Learning.

https://doi-org.eproxy.lib.hku.hk/10.1111/jcal.12791

Dinsmore, D. L. & Fryer, L. K. (in press). Critical thinking and its relation to strategic processing. Educational Psychology Review. https://doi.org/10.1007/s10648-023-09755-z

*Zhixing, G. & Fryer, L. K. (in press). What really elicits learners’ situational interest in the learning activities: A scoping review of the most frequently addressed situational interest sources among existing empirical studies in educational settings. Frontiers in Psychology (educational psychology). https://doi.org/10.3389/fpsyg.2023.1095680 —->Pre-registered: https://doi.org/10.17605/OSF.IO/AWUQK.

2022

Dinsmore, D. L., Fryer, L. K., & Parkinson, M. M. (2022). The learning styles hypothesis is false, but there are patterns of student characteristics that are useful. Theory Into Practice. https://doi.org/10.1080/00405841.2022.2107333

Fryer, L.K., *Shum, A., Nakao, K. (2022). Motivation to Learn in Open, Distance, and Digital Education. In: Handbook of Open, Distance and Digital Education. Springer, Singapore. https://doi.org/10.1007/978-981-19-0351-9_52-1

Fryer, L. K., Bovee, H. N. & Nakao, K. (2022). Self-efficacy latent growth trajectories' longitudinal links with achievement and interest: Both baseline and growth rate are important for interest outcomes. British Journal of Educational Psychology. http://doi.org/10.1111/bjep.

*Huang, W., Hew T. & Fryer, L. K. (2022). 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

Nakao, K., Oga-Baldwin, W. L. Q., & Fryer, L. K. (2022, Fall). Phonemic awareness as fundamental listening skill: A cross-sectional, cohort study of elementary foreign language learners. Asia Tefl. Vol. 19, No. 2, Summer, 2022, 609-618 http://dx.doi.org/10.18823/asiatefl.2022.19.2.13.609

*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

2021

Zeng, L. M., Fryer, L. K., & Zhao, M. (2021). Integrating student learning and university engagement models: Toward a comprehensive assessment of the university student experience student learning experience for quality assurance in higher education. Higher Education Quarterly. http://doi.org/10.1111/hequ.12363

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

Gegenfurtner, A., Narciss, S., Fryer, L. K., Järvelä, S., & Harackiewicz, J. M. (2021). Affective Learning in Digital Education. Frontiers in Psychology, 11(3972). https://doi.org/10.3389/fpsyg.2020.630966.

Leenknecht, M., Wijnia, L., Köhlen, M., Fryer, L. K., Rikers, R., & Loyens, S. (2021). Formative assessment as practice: the role of students’ motivation, Assessment & Evaluation in Higher Education, https://doi.org/10.1080/02602938.2020.1765228

Oga-baldwin, W. & Fryer, L. K. (2021). Engagement growth in language learning classrooms A latent growth analysis of emotional, behavioral and cognitive engagement in Japanese elementary school classrooms. Tokyo: Multilingual Matters.

Fryer, L. K., Zeng, L, & Zhao, M. (2021). Assessing university & programme experiences: Towards an integrated Asia Pacific approach. Frontiers in Education. https://doi.org/10.3389/feduc.2021.748590

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

2020

*Shum, A., Lau, P. F. & Fryer, L.K. (2020). Wiping the slate clean: (Re)Training graduate teaching assistants’ teaching approaches and developing self-efficacy for and interest in teaching. Higher Education Research and Development. https://doi.org/10.1080/07294360.2020.1818063.

Fryer, L. K., Coniam, D., Carpenter, R., & Lăpușneanu, D. (2020). Bots for language learning now: Current and future directions. Language Learning & Technology, 24(2), 8–22. Retrieved from http://hdl.handle.net/10125/44719

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

Fryer, L. K. & Dinsmore, D. L. (2020). The Promise and Pitfalls of Self-report: Development, research design and analysis issues, and multiple methods. Frontline Learning Research.https://doi.org/10.14786/flr.v8i3.623

Oga-baldwin, W. L. & Fryer, L. K. (2020). Girls show better quality motivation to learn languages than boys: Latent profiles and their gender differences. Heliyon. https://doi.org/10.1016/j.heliyon.2020.e04054

Fryer, L. K. & Nakao, K. (2020). The Future of Survey Self-report: An experimental test of Likert, VAS, Slide, & “Swipe” touch interfaces. FrontLine Learning Research. https://doi.org/10.14786/flr.v8i2.502

Oga-Baldwin & Fryer, L. K. (2020). Profiles of language learning motivation: Are new and own languages different? Learning and Individual Differences. https://doi.org/10.1016/j.lindif.2020.101852

2019

*Shum, A. & Fryer, L. K. (2019). Impact Of A Short Teaching And Learning Communication Skills Training Course: Research Postgraduate Students' (RPgs) Transitions In Teaching And Learning. Asian Journal of Scholarship of Teaching. 9(2). 97-118.

Oga-Baldwin, W. L. Q., Fryer, L. K. & Larson-Hall, J. (2019). The critical role of the individual in language education: New directions from the learning sciences. System. doi: https://doi.org/10.1016/j.system.2019.102118

Fryer, L. K. (2019). Getting interested in learning a language at school: Developing a sustainable source of classroom engagement. System. doi: https://doi.org/ 10.1016/j.system.2019.102120

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. doi: https://doi.org/10.1177/2372732219860862

Fryer, L. K. & Oga-Baldwin, W. (2019). Succeeding at junior high school: Students’ reasons, their reach and the teaching that h(inders)elps their grasp. Contemporary Educational Psychology. 59 doi: https://doi.org/10.1016/j.cedpsych.2019.101778.

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

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

2018

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

Oga-Baldwin, W. L. Q. & Fryer, L. K. (2018). Schools can improve motivational quality: Profile transitions across early foreign language learning experiences. Motivation and Emotion. 42. 527-545. doi: https://doi.org/10.1007/s11031-018-9681-7

Fryer, L. K. & Bovee, H. N. (2018). Staying motivated to e-learn: Person- and variable-centred perspectives on the longitudinal risks and support. Computers and Education. 120, 227-240 doi: https://doi.org/10.1016/j.compedu.2018.01.006

Fryer, L. K., Ginns, P., Howarth, M., Anderson, C. J., & Ozono, S. (2018). Modelling students’ individual differences in attendance: Why do students skip class? Educational Psychology. 38, 470-486. doi: https://doi.org/10.1080/01443410.2017.1403567

Dinsmore, D. & Fryer, L. K. (2018). The Intersection between depth and the regulation of strategy use. British Journal of Educational Psychology. 88, 1-8. doi: https://doi.org/10.1111/bjep.12209

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

2017

Fryer, L. K. & Oga-baldwin, W. (2017). One more reason to learn a new language: Testing academic self-efficacy transfer during first year at junior high school. Frontline Learning Research. 5, 61-75. doi: https://doi.org/10.14786/flr.v5i4.301

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. doi: https://doi.org/10.1016/j.chb.2017.05.045

Fryer, L. K. & Gijbels, D. (2017). Student learning in higher education: Where we are and paths forward. Educational Psychology Review. 29, 199-203. doi: https://doi.org/10.1007/s10648-017-9415-5

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

Fryer, L. K. (2017). Building bridges: Seeking structure and direction for motivated learning strategy models.Educational Psychology Review. 29, 325-344. doi: https://doi.org/10.1007/s10648-017-9405-7

2016

Fryer, L. K., Ginns, P. & Walker, R. A. (2016). Reciprocal modelling of students’ regulation strategies and motivational deficits for studying. Learning and Individual Differences. 51, 220-228. doi: https://doi.org/10.1016/j.lindif.2016.08.032

Fryer, L. K., Van den Broeck, A. Ginns, P. & Nakao, K. (2016). Understanding students’ instrumental goals, motivation deficits and achievement: Through the Lens of a latent profile analysis. Psychologica Belgica, 56, 226–243, doi: https://doi.org/10.5334/pb.265

Fryer, L. K., Ainley, M. & Thompson, A. (2016). Modelling 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 doi: https://doi.org/10.1016/j.lindif.2016.08.011

Fryer, L. K., & Bovee, H. N. (2016). Supporting students’ motivation for e-learning assignments: Teachers matter on and offline. Internet and Higher Education. 30, 21-29. doi: https://doi.org/10.1016/j.iheduc.2016.03.003

≤2015

Fryer, L. K. (2015). Predicting self-concept, interest and achievement for first-year university students: The seeds of lifelong learning. Learning and Individual Differences, 38, 107-114. doi: https://doi.org/10.1016/j.lindif.2015.01.007

Ginns, P., Loughland A., Tierney, R. J., Fryer, L. K., Amazan R., & McCormick, A. (2015). Evaluation of the Learning to Teach for Social Justice–Beliefs Scale in an Australian context. Higher Education Research & Development, 34, 311-323. doi: https://doi.org/10.1080/07294360.2014.956701

Fryer, L. K., Ginns, P. & Walker, R. (2014). Between students' instrumental goals and how they learn: Goal content is the gap to mind. British Journal of Educational Psychology, 84, 612-30. doi: https://doi.org/10.1111/bjep.12052.

Fryer, L. K., Bovee, H. N., & Nakao, K. (2014). E-learning: Reasons language students don't want to. Computers & Education, 74, 26-36. doi: https://doi.org/10.1016/j.compedu.2014.01.008

Fryer. L. K., Carter, P., Ozono, S., Nakao, K., & Anderson, C. J. (2013) Instrumental reasons for studying in compulsory English courses: I didn’t come to university to study English, so why should I? Innovation in Language Learning and Teaching. 8, 239-256 doi: https://doi.org/10.1080/17501229.2013.835314

Fryer, L. K., Ginns, P., Walker, R. W., & Nakao, K. (2012). The adaptation and validation of the CEQ and the R-SPQ-2F to the Japanese tertiary environment. British Journal of Educational Psychology, 82, 549-563. doi: https://doi.org/10.1111/j.2044-8279.2011.02045.x

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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BY TOPIC:

Motivations to Learn

Fryer, L. K., Zeng, L. M.,*Shum, A., Wong, C., & Ho, C. C. (2023). “Was that Interesting?” & “Does it Matter?”: The implications of on-task learning experiences. Studies in Educational Evaluation. https://doi.org/10.1016/j.stueduc.2022.101230.

*Shum, A., Lau, P. F. & Fryer, L. K. (2021). Wiping the slate clean: (Re)Training graduate teaching assistants’ teaching approaches and developing self-efficacy for and interest in teaching. Higher Education Research and Development. https://doi.org/10.1080/07294360.2020.1818063.

Oga-Baldwin & Fryer, L. K. (2020). Profiles of language learning motivation: Are new and own languages different? Learning and Individual Differences. doi:https://doi.org/10.1016/j.lindif.2020.101852

Interest and its development at school

Fryer, L. K., Zeng, L. M.,*Shum, A., Wong, C., & Ho, C. C. (2023). “Was that Interesting?” & “Does it Matter?”: The implications of on-task learning experiences. Studies in Educational Evaluation. https://doi.org/10.1016/j.stueduc.2022.101230.

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

Fryer, L. K. (2019). Getting interested in learning a language at school: Developing a sustainable source of classroom engagement. System. doi: https://doi.org/ 10.1016/j.system.2019.102120

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 doi: 10.1016/j.lindif.2016.08.011

Learning Strategies

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

Shum, A. & Fryer, L. K. (2019). Impact Of A Short Teaching And Learning Communication Skills Training Course: Research Postgraduate Students' (RPgs) Transitions In Teaching And Learning. Asian Journal of Scholarship of Teaching. 9(2). 97-118.

Dinsmore, D. & Fryer, L. K. (2018). The Intersection between depth and the regulation of strategy use. British Journal of Educational Psychology. 88, 1-8. doi: 10.1111/bjep.12209

Educational Technology

Fryer, L. K., Bovee, H. N., & Nakao, K. (2014). E-learning: Reasons language students don't want to. Computers & Education, 74, 26-36. doi: 10.1016/j.compedu.2014.01.008

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/

Higher Education Teaching and Learning

*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. doi: 10.1093/OBO/9780199756810-0246

Fryer, L. K. & Gijbels, D. (2017). Student learning in higher education: Where we are and paths forward. Educational Psychology Review. 29, 199-203. doi: 10.1007/s10648-017-9415-5

Fryer, L. K. (2017). Building bridges: Seeking structure and direction for motivated learning strategy models.Educational Psychology Review. 29, 325-344. doi: 10.1007/s10648-017-9405-7

ChatBots as Learning Partners

Huang, W., Hew T. & Fryer, L. K. (2022). 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

Fryer, L. K., & Nakao, K. (2009). Assessing chatbots for EFL learner use. In A. Stoke (Ed.), JALT2008 Conference Proceedings. Tokyo: JALT. Permanent Online Location: http://jalt-publications.org/proceedings/articles/84-jalt2009-proceedings-contents

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/

Learning a New Language at School

Nakao, K., Oga-Baldwin, W. L. Q., & Fryer, L. K. (2022, Fall). Phonemic awareness as fundamental listening skill: A cross-sectional, cohort study of elementary foreign language learners. Asia Tefl.

Oga-baldwin, W. L. & Fryer, L. K. (2021). Engagement growth in language learning classrooms A latent growth analysis of emotional, behavioral and cognitive engagement in Japanese elementary school classrooms. Tokyo: Multilingual Matters.

Oga-Baldwin, W. L. & Fryer, L. K. (2020). Profiles of language learning motivation: Are new and own languages different? Learning and Individual Differences .https://doi.org/10.1016/j.lindif.2020.101852

Fryer, L. K. (2019). Getting interested in learning a language at school: Developing a sustainable source of classroom engagement. System. https://doi.org/ 10.1016/j.system.2019.102120

Oga-Baldwin, W. L. Q., Fryer, L. K. & Larson-Hall, J. (2019). The critical role of the individual in language education: New directions from the learning sciences. System. https://doi.org/10.1016/j.system.2019.102118

Enhancing Self-report Methods

Fryer, L. K. & Nakao, K. (2020). The Future of Survey Self-report: An experimental test of Likert, VAS, Slide, & “Swipe” touch interfaces. FrontLine Learning Research. doi: https://doi.org/10.14786/flr.v8i2.502

The Power of Formative Assessment

Leenknecht, M. Loyens, S. & Fryer, L. K. (2020). Formative assessment as practice: The Role of students’ motivation. Assessment and Evaluation in Higher Education. https://doi.org/10.1080/02602938.2020.1765228

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BOOK/BOOK CHAPTERS:

Learning Strategies

Dinsmore, D. L. Fryer, L. K., & Parkinson, M. M. (2020). Introduction: What are strategies? In D. L. Dinsmore, L. K. Fryer, & M. M. Parkinson (Eds.), Handbook of strategies and strategic processing: Conceptualization, measurement, and analysis. New York: Routledge.

Dinsmore, D. (Ed.), Fryer, L. K. (Ed.), Parkinson, M. (Ed.). (2020). Handbook of Strategies and Strategic Processing. New York: Routledge, https://doi.org/10.4324/9780429423635

Motivations to Learn

Oga-baldwin, W. L. & Fryer, L. K. (2018). Growing Up in the Walled Garden: Motivation, Engagement, and the Japanese Educational Experience. In G. Liem & S. Tan. (Eds), Student Motivation, Engagement, and Growth: Asian Insights. New York: Routledge.

Advanced Analytical Methods

Fryer, L. K., & Shum, A. (2020). Person-centered approaches to explaining students’ cognitive processing strategies. In D. L. Dinsmore, L. K. Fryer, & M. M. Parkinson (Eds.), Handbook of strategies and strategic processing: Conceptualization, measurement, and analysis. New York: Routledge.

Fryer, L. K., Larson-Hall, J., & Stewart, J. (2018). Experimental and longitudinal advances in language learning research. In A. Phakiti, P. D. Costa, L. Plonsky, & S. Starfield (Eds.), Palgrave Handbook of Applied Linguistics Research Methodology. New York: Palgrave.

Motivation2Learn Lab Publications

Pre-registered Research Protocols for Ongoing Studies:

*with Motivation2Learn Lab Ph.D. Student

​

Pre-registered Research Protocols for Completed Studies:

​

Recently or soon to be Presented:

*with Motivation2Learn Lab Ph.D. Student

​

Jiang, J., & Fryer, L. K. (2023). The effect of virtual reality learning on students' motivation: A scoping review. American Educational Research Association 2023 Annual Meeting. Chicago, USA.

​

Jiang, J., Shum, A., & Fryer, L. K. (2023). The effects of readiness and content repetition on interest and its development within social tasks in higher education foundation courses. American Educational Research Association 2023 Annual Meeting. Chicago, USA.

​

Shum, A., Fryer, L. K., & Jiang, J. (2023). Repeated teaching methods on social/nonsocial tasks, course, and domain interest development in STEM higher education. American Educational Research Association 2023 Annual Meeting. Chicago, USA.

​

Shum, A., Fryer, L. K., & Jiang, J. (2023). Preparedness or development? Differential curve effects of self-efficacy on performance and interest in undergraduate-level mathematics. American Educational Research Association 2023 Annual Meeting. Chicago, USA.

​

Outputs BY YEAR:

*with Motivation2Learn Lab Ph.D. Student

​

2023

Fryer, L. K., Zeng, L. M.,*Shum, A., Wong, C., & Ho, C. C. (2023). “Was that Interesting?” & “Does it Matter?”: The implications of on-task learning experiences. Studies in Educational Evaluation. https://doi.org/10.1016/j.stueduc.2022.101230

Shao, K., Kutuk, G., Nicholson, L. J., & Fryer, L. K. (2023). Factors influencing Chinese undergraduate students’ emotions in an online language learning context during the COVID pandemic. Journal of Computer Assisted Learning.

​

​

​

2022

​

2021

2020

​

2019

2018

2017

2016

≤2015

BY TOPIC:

Motivations to Learn

Fryer, L. K., Zeng, L. M.,*Shum, A., Wong, C., & Ho, C. C. (2023). “Was that Interesting?” & “Does it Matter?”: The implications of on-task learning experiences. Studies in Educational Evaluation. https://doi.org/10.1016/j.stueduc.2022.101230.

Interest and its development at school

Fryer, L. K., Zeng, L. M.,*Shum, A., Wong, C., & Ho, C. C. (2023). “Was that Interesting?” & “Does it Matter?”: The implications of on-task learning experiences. Studies in Educational Evaluation. https://doi.org/10.1016/j.stueduc.2022.101230.

Learning Strategies

Educational Technology

Higher Education Teaching and Learning

ChatBots as Learning Partners

Learning a New Language at School

​

Oga-baldwin, W. L. & Fryer, L. K. (2021). Engagement growth in language learning classrooms A latent growth analysis of emotional, behavioral and cognitive engagement in Japanese elementary school classrooms. Tokyo: Multilingual Matters.

​

Enhancing Self-report Methods

The Power of Formative Assessment

BOOK/BOOK CHAPTERS: