Faculty Profiles

Dr. Lowell’s scholarship focuses on the development and integration of instructional methods and technologies (web apps, virtual, augmented, mixed reality, AI, etc.) for collaborative, situated, experiential, and authentic learning experiences. Dr. Lowell’s research group, Emerging Technologies in Learning, Design, and Technology (ETLDT), completes numerous research projects on using emerging technologies in formal and informal education, and professional development training.

Emerging Technologies and Learning, Design, and Technology (ETLDT)
This research group focuses on completing rigorous research on studying, developing, and using emerging technologies (e.g., VR, AR, AI) for enhancing instruction and learning in diverse learning settings in formal education (K12, higher education), informal education, and training settings.

Language Learning and Technology (LLT)
This research group focuses on completing rigorous research of digital technologies and language learning. Current research projects include various language development needs (i.e., reading, writing, speaking, pronunciation) among different language learning groups (e.g., EFL, ELL) and various technologies (e.g., online interactive animations, SMAs, VR).

Selected Publications

• Li, B., Lowell, V. L., Wang, C., & Li, X. (2024). A systematic review of the first year of publications on ChatGPT and language education: Examining research on ChatGPT’s use in language learning and teaching. Computer & Education: Artificial Intelligence, 7. https://doi.org/10.1016/j.caeai.2024.100266
• Lowell, V. L. & Yan, W. (2024). The design of immersive virtual reality (IVR) learning using systems thinking. TechTrends 68(1), 149-160. https://doi.org/10.1007/s11528-023-00922-1
• Lowell, V. L., & Tagare, D. (2023). Authentic learning and fidelity in virtual reality learning experiences for self-efficacy and transfer. Computers and Education: X Reality, 2. https://doi.org/10.1016/j.cexr.2023.100017
• Lowell, V. L., & Ilobinso, A. (2023). Virtual reality in higher education, creating authentic learning experiences. In S. Wa-Mbaleka, K. Thompson, & L. Casimiro (Eds). The Sage Handbook of Online Higher Education. Sage.
• Lowell, V. L., & Yan, W. (2023). Facilitating foreign language conversation simulations in virtual reality for authentic learning. In T. Cherner & A. Fegely (Eds.), Bridging the XR Technology-to-Practice Gap: Methods and Strategies for Blending Extended Realities into Classroom Instruction, Volume 1 (pp. 119-133). Association for the Advancement of Computing in Education and Society for Information Technology and Teacher Education. https://www.learntechlib.org/p/222242/
• White, S., & Lowell, V. L. (2023). Instructional design practice considerations for augmented reality (AR) content creation and implementation in undergraduate science. In A. Fegely & T. Cherner (Eds), Bridging the XR Technology-to-Practice Gap: Methods and Strategies for Blending Extended Realities into Classroom Instruction, Volume 2, (pp. 197-209). Association for the Advancement of Computing in Education and Society for Information Technology and Teacher Education. https://www.learntechlib.org/p/222242/
• Lowell, V. L., & Yang, M. (2022). Authentic learning experiences to improve online instructor’s performance and self-efficacy: The design of an online mentoring program. TechTrends. https://doi.org/10.1007/s11528-022-00770-5
• Lowell, V. L., & Moore, R. L. (2020). Developing practical knowledge and skills of online instructional design students through authentic learning and real-world activities. TechTrends, 64(4), 581-590. https://doi.org/10.1007/s11528-020-00518-z
• Alamari, H., Lowell, V. L., Watson, B., & Watson, S. (2020). Using personalized learning as an instructional approach experience to motivate learners in online higher education: Learner self-determination and intrinsic motivation. Journal of Research on Technology in Education, 52(3), 322-352. https://doi.org/10.1080/15391523.2020.1728449 †
• Yang, M., Lowell, V. L., Talafha, A., & Harbor, J. (2020). Transfer of training, trainee’s attitudes and best practices in training design: A multiple-case study. TechTrends, 64(1).
• Lowell, V. L., & Hanshaw, G. (2019). Improving performance, self-efficacy, and motivation: Structured online training and authentic learning. In J. Stefaniak (Ed.) Cases on Learning Design and Human Performance Technology. Hershey, PA, USA: IGI Global.
• Hanshaw, G., & Lowell, V. L. (2019). Leading edge training for leading edges: Experiential learning to improve human performance and product quality. In J. Stefaniak (Ed.) Cases on Learning Design and Human Performance Technology. Hershey, PA, USA: IGI Global.
• Lowell V. L., & Morris. J. (2019). Leading changes to professional training in the multigenerational office: Generational attitudes and preferences toward learning and technology. Performance Improvement Quarterly. doi: 10.1002/piq.21290
• Lowell V. L., & Morris. J. (2019). Multigenerational college classrooms: Equity and learning with technology. The International Journal of Information and Learning Technologies, 36(1). https://doi.org/10.1108/IJILT-06-2018-0068.
• Lowell V. L., & Alshammari, A. (2018). Experiential learning experiences in an online 3-D virtual environment for skill development: Interviewing and mental health diagnosis role-playing. Educational Technology Research and Development, 67(4). https://link.springer.com/article/10.1007/s11423-018-9632-8
• Lowell, V. L., & Ashby, I. V. (2018). Supporting the development of collaboration and feedback skills of instructional designers. Journal of Computing in Higher Education, 30(1). 1-21. doi:10.1007/s12528-018-9170-8
• Pina. T., Lowell, V. L. & Harris, B. (Eds.) (2017). What the e-Learning leader needs to know: Leading and managing e-Learning. Springer Publishing.
• Lowell, V. L. & Exter, M. (2017). Leading a collaborative effort: Providing effective training and support for online adjunct instructors. International Journal of Designs for Learning.
• Ashby, I. V., & Walker, V. L. (2015). Acculturation into a collaborative online learning environment. 38th Annual Proceedings of the Annual Convention of the Association of Educational Technologies, Volume 2: Selected Papers on the Practice of Educational Communications and Technology, Indianapolis, Indiana. https://files.eric.ed.gov/fulltext/ED570118.pdf#page=8
• Walker, V. L. (2010, Winter/Spring). Virtual Leadership. Thoughts on the Matter. Regent University.
• Walker, V. L. (2009). Traditional and 3D virtual learning activities: Evaluating cognitive, affective, and psychomotor learning. Learning Technologies Conference, Mooloolaba Queensland, Australia.
• Walker, V. L., & Rockinson-Szapkiw, A. J. (2009). Educational opportunities for clinical counseling simulations in Second Life. Innovate, 5(5). https://nsuworks.nova.edu/innovate/vol5/iss5/5/
• Walker, V. L. (2009). 3D virtual learning in counselor education: Using Second Life in counselor skill development. Journal of Virtual World Research, 2(1). https://journals.tdl.org/jvwr/article/view/423/463
• Rockinson-Szapkiw, A. J., & Walker, V. L. (2009). Web 2.0: Facilitating interactivity and collaborative relationships in an online human service counseling skills course. Journal of Technology in Human Services, 27(3), 175-193. https://www.tandfonline.com/doi/abs/10.1080/15228830903093031?journalCode=wths20

• EDCI 59100 — Extended Reality Technologies (VR, AR, MR) and Teaching, Training and Learning
• EDCI 51300 — Foundations of Learning Design and Technology: An Introduction to the Field
• EDCI 56900 — Introduction to E-Learning
• EDCI 57700 — Strategic Assessment and Evaluation – Program Evaluation
• EDCI 58800 — Motivation and Instructional Design
• EDCI 66000 — Seminar in Learning, Design and Technology
• EDCI 67600 — Unpacking Research: Writing Literature Reviews