Lijia Lin is an Assistant Professor in the School of Psychology and Cognitive Science at East China Normal University in Shanghai, China. His research focuses on using a variety of digital technologies and instructional strategies to enhance learning. He is particularly interested in multimedia learning, game-based learning, example-based learning and online learning. His work has been widely published in peer-reviewed journals, such as Computers & Education, Journal of Educational Computing Research, Interactive Learning Environments, Journal of Experimental Education, Educational Technology Research & Development, and International Journal of Game-based Learning. He has also made dozens of conference presentations at international conferences, such as American Educational Research Association’s annual conference. He obtained his Ph.D. from the Educational Technology Program at Arizona State University in the United States. The book Educational Technologies: Challenges, Applications and Learning Outcomes contains fourteen chapters contributed by leading experts from the United States, China, Germany, Australia, Spain, Singapore and other countries across the globe. The chapters address the current challenges faced by researchers and professionals in the field of educational technology and how a variety of educational technologies can impact learning. In addition, these chapters provide educational technology applications, lessons learned from implementations, and recommendations for research and practices. Our contributors provide expertise on a wide range of topics that include educational values of social media, game-based curricula, transient effect in multimedia learning, using visuals to enhance learning, data visualization tools, self-monitoring, portfolio assessment systems, feedback via educational technology, embodied cognition via touch-screen technology, technological pedagogical content knowledge, classroom orchestration systems, adaptive learning systems, technology-supported language learning, and college algebra redesign with technology infusion. Target Audience:The book will be of interest to a diverse audience including: (a) researchers from education, psychology, computer science, and other interdisciplinary areas; (b) instructional designers, media specialists, assessment specialists, developers, and other professionals; (c) administrators and policy makers; and (d) students from educational technology, educational psychology, learning sciences, computer sciences, cognitive psychology, and other interdisciplinary areas.
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