Arita Liu

I possess a multidisciplinary academic background including linguistics, English and American literature, interactive design, and educational technology and learning design. My experience in educational research, classroom instruction, EdTech learning design, and course development provides me with a comprehensive view of education. I am driven to contribute my expertise to educational innovations.

Fukuda, M., Hajian, S., Jain, M., Liu, A. L., Obaid, T., Nesbit, J. C., & Winne, P. H. (2022). Scientific inquiry learning with a simulation: Providing within-task guidance tailored to learners’ understanding and inquiry skill. International Journal of Science Education, 44(6), 1021–1043.

Hajian, S., Jain, M., Liu, A. L., Obaid, T., Fukuda, M., Winne, P. H., & Nesbit, J. C. (2021). Enhancing Scientific Discovery Learning by Just-in-Time Prompts in a Simulation-Assisted Inquiry Environment. European Journal of Educational Research, 10(1), 989–1007.

Liu, A. L. (2023). Temporal, social, and dialogical characteristics of asynchronous online discussions and their implications for design. Summit, Simon Fraser University.

Liu, A. L., Hajian, S., Jain, M., Fukuda, M., Obaid, T., Nesbit, J. C., & Winne, P. H. (2022). A microanalysis of learner questions and tutor guidance in simulation‐assisted inquiry learning. Journal of Computer Assisted Learning, 38(3), 638–650.

Liu, A. L., & Nesbit, J. C. (2020). Dashboards for computer-supported collaborative learning. Machine learning paradigms: Advances in learning analytics, 157–182.

Nesbit, J. C., Liu, L., Liu, Q., & Adesope, O. O. (2015). Work in progress: Intelligent tutoring systems in computer science and software engineering education. Association for Engineering Education-Engineering Library Division Papers, 26–1754.

Winne, P. H., Vytasek, J. M., Patzak, A., Rakovic, M., Marzouk, Z., Pakdaman-Savoji, A., Ram, I., Samadi, D.. Lin, M. P. C., Liu, A. L., Nesbit, J. C. (2017). Designs for learning analytics to support information problem solving. Informational environments: Effects of use, effective designs, 249–272.

Liu, A. L., Jain, M., Fukuda, M., Hajian, S., Wang, Q., Winne, P. H., & Nesbit, J. C. (2023, May 27 – June 1). How does academic specialization in science shape student learning strategies in unguided inquiry? In J. C. Nesbit (Chair), Learning science from a circuit simulation: Within-inquiry guidance and individual differences [Symposium]. Canadian Society for the Study of Education Annual Conference, Toronto, ON, Canada.

• Proficiency in qualitative and quantitative research methods, including data collection, analysis, and interpretation.
• Ability to conduct comprehensive literature reviews to inform research design and identify gaps in existing knowledge.
• Skills in using statistical software and qualitative analysis tools to analyze research data.
• Ability to present research findings effectively through charts, graphs, and visualizations.
• Familiarity with educational technology and tools for data collection and analysis.