• Ph. D., Educational Technology, Arizona State University, USA
• B. Ed., Educational Technology, Donghua University, China

• Multimedia Learning
• Learner Engagement
• Technology-supported Learning and Instruction
• Cognitive Load Theory

• Assistant Professor, Faculty of Education, University of Macau, 2022 – present
• Associate Professor, School of Psychology and Cognitive Science, East China Normal University, 2017 – 2022
• Assistant Professor, School of Psychology and Cognitive Science, East China Normal University, 2011 – 2016

Journal Articles

• Chen, W., Lin., L., & Pang, W. (in press). Learning via video: The effects of summarizing strategies and self-explanation prompts. Education and Information Technologies.
• Lin., L., Lin., X., Zhang, X.*, & Ginns, P. (2024). The personalized learning by interest effect on interest, cognitive load, retention, and transfer: A meta-analysis. Educational Psychology Review, 36.
• Zuo, G., & Lin., L. (in press). Can whole-body tracing and hand tracing make any difference? Experimental evidence of learning outcomes, cognitive load, and intrinsic motivation on university students. Instructional Science.
• Li, S., Huang, X., Lin, L., & Chen, F. (in press). Exploring influential factors in peer upvoting within social annotation? British Journal of Educational Technology.
• Chen, F., Li, S., Lin, L., & Huang, X. (in press). Identifying temporal changes in student engagement in social annotation during online collaborative reading. Education and Information Technologies.
• Lin, L., Xu, K. M., Zhang, P., & Zuo, G. (2024). Examining the effects of utility value writing and summary writing on learning and motivation among Chinese university students. Current Psychology, 43, 10528–10539.
• Lin, L., Li, S., Huang, X., & Chen, F. (2024). Longitudinal changes of student engagement in social annotation. Distance Education, 45(1), 103-121.
• Lin, L., King, R., Fu, L., & Leung, S. O. (2024). Information and communication technology engagement and digital reading: How meta-cognitive strategies impact their relationship. British Journal of Educational Technology, 55(1), 277-296.
• Conley, Q., Sadauskas, J., Christopherson, R. M., Lin, L., Ilgaz, H., Seto, C., Kula, I., Dalal, M., & Atkinson, R. K. (2023). Facebook usage patterns looking into the mind via the ICAP engagement framework. Behaviour & Information Technology, 42(5), 514-526.
• Zuo, G., & , Lin., L.  (2022). Engaging learners by tracing and summarizing in a computer-based environment, Applied Cognitive Psychology, 36(2), 391-401.
• Conley, Q., Sadauskas, J., Christopherson, R. M., Lin, L., Ilgaz, H., Seto, C., Kula, I., Dalal, M., & Atkinson, R. K. (in press). Facebook usage patterns looking into the mind via the ICAP engagement framework. Behaviour & Information Technology.
• Wang, Y., , Lin., L., & Chen, O. (2021). The benefits of teaching on comprehension, motivation, and perceived difficulty: Empirical evidence of teaching expectancy and the interactivity of teaching in a secondary school. British Journal of Educational Psychology, 91(4), 1275-1290.
• Xu, K. M., Koorn, P., de Koning, B., Skuballa, I., Lin, L., Henderikx, M., Marsh, H. W., Sweller, J., & Paas, F. (2021). A growth mindset lowers perceived cognitive load and improved learning: Integrating motivation to cognitive load. Journal of Educational Psychology, 113(6), 1177–1191.
• Wang, Z., Ardasheva, Y., & Lin, L. (2021). Does high perceptual load assist in reducing the seductive details effect? Educational Psychology, 41(1), 25-44.
• Zhao, J., Lin, L., Sun, J., & Liao, Y. (2020). Using the summarizing strategy to engage learners: Empirical evidence in an immersive virtual reality environment. The Asia-Pacific Education Researcher, 29(5), 473-482.
• Lin, L., Ginns, P., Wang, T., & Zhang, P. (2020). Using a pedagogical agent to deliver conversational style instruction: What benefits can you obtain? Computers & Education. 143, 103658.
• Zhao, J., Lin, L., Sun, J., Zheng, X., & Yin, J. (2018). Students’ engagement in a science classroom: Does knowledge diversity matter? The Journal of Educational Research, 111(6), 756-763.
• Lin, L., & Li, M. (2018). Optimizing learning from animations: Examining the impact of biofeedback. Learning and Instruction, 55, 32-40.
• Lin, L., Lee, C. H., Kalyuga, S., Wang, Y., Guan, S., & Wu, H. (2017). The effect of learner-generated drawing and imagination in comprehending a science text. The Journal of Experimental Education, 85(1), 142-154.
• Greer, M., Lin, L., & Atkinson, R. K. (2017). Using a computer game to teach school-aged children about asthma. Interactive Learning Environments, 25(4), 431-438.
• Zhang, H., Lin, L., Zhan, Y., & Ren, Y. (2016). The impact of teaching presence on online engagement behaviors. Journal of Educational Computing Research, 54(7), 887-900.
• Hancock-Niemic, M. A., Lin, L., Atkinson, R. K., Renkl, A., & Wittwer, J. (2016). Example-based learning: Exploring the use of matrices and problem variability. Educational Technology Research & Development, 64(1), 115-136.
• Lin, L., Atkinson, R. K., Savenye, W. C., & Nelson, B. C. (2016). Effects of visual cues and self-explanation prompts: Empirical evidence in a multimedia environment. Interactive Learning Environments, 24, 799-813. (published online in 2014)
• Lin, L., Atkinson, R. K., Christopherson, R. M., Joseph, S. S., & Harrison, C. J. (2013). Animated agents and learning: Does the type of verbal feedback they provide matter? Computers & Education, 67, 239-249.
• Lin, L., & Atkinson, R. K. (2013). Enhancing learning from different visualizations by self-explanations prompts. Journal of Educational Computing Research, 49(1), 83-110.
• Quick, J. M., Atkinson, R. K., & Lin, L. (2012). The gameplay enjoyment model. International Journal of Gaming and Computer-Mediated Simulations, 4(4), 64-80.
• Quick, J. M., Atkinson, R. K., & Lin, L. (2012). Empirical taxonomies of gameplay enjoyment: Personality and video game preference. International Journal of Game-based Learning. 2(3),11-31.
• Lin, L., & Atkinson, R. K. (2011). Using animations and visual cueing to support learning of scientific concepts and processes. Computers & Education, 56(3), 650-658.

Edited Books

• Lin, L. & Atkinson, R. K. (Eds.). (2016). Educational Technologies: Challenges, Applications and Learning Outcomes. New York: Nova Science.

Book Chapters

• Lin, L. (2018). Student learning and engagement in a blended environment: A mixed methods study. In I. Bouchrika, N. Harrati and P. Vu (Eds.), Learner Experience and Usability in Online Education (pp. 256-269). Hershey, PA: IGI Global.
• Lin, L., & Leh, A. C. (2016). Using visualizations to enhance learning: Theories and techniques. In L. Lin & R. K. Atkinson (Eds.), Educational Technologies: Challenges, Applications and Learning Outcomes (pp. 1-15). New York, NY: Nova Science.
• Lin, L., Leh, A. C., Kim, J. H., & Baylen, D. M. (2015). Leveraging the design and development of multimedia presentations for learners. In S. Hai-Jew (Eds.), (149-163). Design Strategies and Innovations in Multimedia Presentations. Hershey, PA: IGI Global.
• Kim, J. H., Baylen, D., Leh, A., & Lin, L. (2015). Blended learning in teacher education: Uncovering its transformative potential for teacher preparation programs. In N. P. Ololube and P. J. Kpolovie (Eds.), (pp. 166-185). Enhancing Teacher Education with Advanced Instructional Technologies. Hershey, PA: IGI Global.
• Atkinson, R. K., Lin, L., & Joseph, S. (2012). Animation and multimedia tutorials. In L. L’Abate & D. Kaiser (Eds.), (pp. 69-89). Handbook of technology in psychology, psychiatry, and neurology: Theory, research, and practice. New York: Nova Science Publishers.

• Lin, L., & Zuo, G. (2022, April). Engaging learners by tracing and summarizing in a computer-based environment. Paper presented at the annual meeting of the American Educational Research Association.
• Lin, L., & Wang, Y. (2021, April). The benefits of teaching: Empirical evidence of teaching expectancy and the interactivity of teaching in a secondary school. Paper presented at the virtual annual meeting of the American Educational Research Association.
• Lin, L., & Ginns, P. (2021, April). Using a pedagogical agent to deliver conversational style instruction: What benefits can you obtain? Paper presented at the virtual annual meeting of the American Educational Research Association.
• Xu, K. M., Henderikx, M., Lin, L., Rohloff, T., & Koorn, P. (2019, June). The association between theory of intelligence and cognitive load perceptions in MOOC learners. Poster presented at the 12^th Cognitive Load Theory Conference, Maastricht, the Netherlands.
• Xu, K. M., Koorn, P., de Koning, B., Skuballa, I., Paas, F., Henderikx, M., & Lin, L. (2019, June). How does a growth mindset affect cognitive load and learning performance? An experimental study. Poster presented at the 12^th Cognitive Load Theory Conference, Maastricht, the Netherlands.
• Lin, L. Sun, J., Liao, Y., Ren, Y., & Zhao, J. (2019, April). Supporting learning in an immersive virtual reality environment: The effects of summarizing. Paper presented at the annual meeting of the American Educational Research Association, Toronto, Canada.
• Lin, L., Zhao, J., Ren, Y., Sun, J., Zheng, X., & Yin, J. (2019, April). Can knowledge diversity impact computer-supported collaborative learning? Empirical evidence in a science classroom. Paper presented at the annual meeting of the American Educational Research Association, Toronto, Canada.
• Lin, L. Sun, J., Liao, Y., & Ren, Y. (2018, September). Learning in an immersive virtual environment: Using summarizing as a learning strategy. Paper presented at the 11^th Cognitive Load Theory Conference, Beijing, China.
• Lin, L., & Li, M. (2018, April). Optimizing learning from animations: Examining the impact of using learner-analytic-based feedback. Paper presented at the annual meeting of the American Educational Research Association, New York, NY, USA.
• Lin, L., Sun, J., Zheng, X., Yin, J., & Zhao, J. (2017, June). Students’ engagement in a science classroom: Does cognitive diversity matter? Poster presented at the bi-annual meeting of the International Conference on Computer Supported Collaborative Learning, Philadelphia, PA, USA.
• Lin, L., Zhang, X., Ren, Y., Sun, J., & Zhao, J. (2017, April). The impact of digital skills and digital attitude on teachers’ technology use. Paper presented at the annual meeting of the American Educational Research Association, San Antonio, TX, USA.
• Zhang, H., Lin, L., Zhan, Y., & Ren, Y. (2016, April). Exploring teachers’ engagement behaviors in an online professional development course. Paper presented at the annual meeting of the American Educational Research Association, Washington, D.C., USA.
• Zhan, Y., Lin, L., Ren, Y., Sun, J., Yang, X., & Zhang, H. (2016, April). Achievement Emotion Profiles and their Relationship with Cognitive and Metacognitive Strategies in Online Learning Environment. Paper presented at the annual meeting of the American Educational Research Association, Washington, DC, USA.
• Yang, X., Lin, L., Sun, J., Lu, B., Li, F., & Zhao, J. (2016, April). System Design and Development Generated by Teachers’ Gamification-promoted Knowledge. Paper presented at the annual meeting of the American Educational Research Association, Washington, DC, USA.
• Wu, M., Guo, H., Yu, C., Liu, H., Lu, B., & Lin, L. (2016, April). Focusing on science fair participation in Shanghai: From perspectives of students’ family and school. Poster presented at the annual meeting of the American Educational Research Association, Washington, DC, USA.
• Conley, Q., & Lin, L. (2016, March). Exploring the efficacy of different feedback provided on learners’ engineering drawing ability. Paper presented at the annual conference of Pacific Northwest American Society for Engineering Education, Boise, ID, USA.
• Lin, L., Lee, C. H., & Kalyuga, S. (2015, April). The effect of learner-generated drawing and imagination in comprehending a science text: The role of learner prior knowledge. Poster presented at the annual meeting of the American Educational Research Association, Chicago, IL, USA.
• Wang, Y., Guan, S., Wu, H., Lin, L., Lee, C. H., & Kalyuga, S. (2013, November). The effects of imagination and learner-generated drawing on reading comprehension. Poster presented at the annual convention of the Chinese Psychological Association, Nanjing, China.
• Gonzalez-Sanchez, J., Chavez-Echeagaray, M. E., Lin, L., Baydogan, M., Christopherson, R., Gibson, D., & Atkinson, R. K. (2013, July). Affect recognition in learning scenarios: Matching BCI-based values and face-based values. Poster presented at the 13^th IEEE International Conference on Advanced Learning Technologies, Beijing, China.
• Leh, A., & Lin, L. (2012, October). K-12 Education in Shanghai, China. Paper presented at the Association for Educational Communications and Technology’s Annual Convention, Louisville, Kentucky, USA.
• Quick, J. M., Atkinson, R. K., & Lin, L. (2012). Confirming the taxonomy of video game enjoyment. In A. Ochsner (Ed.), Proceedings GLS 8.0 Games + Learning + Society Conference (pp. 257-260). Pittsburg, PA: ETC Press.
• Lin, L., Atkinson, R. K., Nelson, B., & Savenye, W. C. (2012, April). Learning with multimedia: Are visual cues and self-explanation prompts effective? Paper presented at the annual meeting of the American Educational Research Association, Vancouver, British Columbia, Canada.
• Erlandson, B., Denham, A., Lin, L., Slack, K., & Nelson, B. (2012, April). Designing smart worlds: Automated scoring of learners’ transportation decisions in a virtual urban commuting simulation. Poster presented at the annual meeting of the American Educational Research Association, Vancouver, British Columbia, Canada.
• Wright, K. M., Savenye, W. C., & Lin, L. (2011, November). Development and Evaluation of a Second Life Workshop. Paper presented at the Association for Educational Communications and Technology’s Annual Convention, Jacksonville, FL, USA.
• Quick, J. M., Atkinson, R. K., Savenye, B. & Lin, L. (2011, August). The relationships among personality traits, video game preferences, gaming habits, and mobile device use in undergraduate learners. Paper presented at the 14^th biennial EARLI conference, Exeter, United Kingdom.
• Denham, A., Lin, L., Erlandson, B., Nelson, B., & Slack, K. (2011, April). Exploring personal transportation costs through a virtual world based simulation: The postropolis project. Poster presented at the annual meeting of the American Educational Research Association, New Orleans, Louisiana, USA.
• Erlandson, B., Denham, A., Lin, L., & Nelson, B. (2010, October). Design and development of a virtual transportation decision simulation. Paper presented at the Association for Educational Communications and Technology’s Annual Convention, Anaheim, California, USA.
• Barrus, A., Sabo, K. E., Lin, L., & Savenye, W. (2010, October). T3: Technology tools and techniques. Evaluating a project-based educational technology course. Paper presented at the Association for Educational Communications and Technology’s Annual Convention, Anaheim, California, USA.
• Lin, L., & Atkinson, R. K. (2010, May). Learning abstract science knowledge using animations and visual cueing. Paper presented at the annual meeting of the American Educational Research Association, Denver, Colorado, USA.
• Atkinson, R. K., Lin, L., Christopherson, R., Joseph, S. & Harrison, C. (2010, May). Optimizing the type of feedback delivered by an animated agent. Paper presented at the annual meeting of the American Educational Research Association, Denver, Colorado, USA.
• Atkinson, R. K., Lin, L. & Harrison, C. (2009). Comparing the efficacy of different signaling techniques. Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2009(pp. 954-962). Chesapeake, VA: AACE.
• Atkinson, R. K., Foshee, C., Harrison, C., Lin, L., Joseph, S. & Christopherson, R. (2009). Does the type and degree of animation present in a visual representation accompanying narration in a multimedia environment impact learning?. Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2009(pp. 726-734). Chesapeake, VA: AACE.