2025-10-13T16:33:26+08:00

Affiliation

Faculty of Education
University of Macau

Accepting applications from PhD/EdD students

Email

LijiaLin@um.edu.mo

Tel

(853) 8822 4119

Fax

(853) 8822 2402

Office

Room 3005, Faculty of Education,

University of Macau, E33,

Av. da Universidade, Taipa, Macau, China

Lijia LIN 林立甲

Assistant Professor
Faculty of Education, University of Macau

ACADEMIC QUALIFICATIONS

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

RESEARCH AREA

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

PROFESSIONAL POSITIONS

  • 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

PUBLICATIONS

Journal Articles

* indicates current or former students.

  • Hu, L., Lin, L. & Wang, M. (in press). The more your body is engaged, the better your learning will be. Comparing different degrees of embodiment on learning, cognitive load, and intrinsic motivation. Educational Psychology.
  • Xu, K. M., & Lin, L., Gorter, M., Davis, R. O., Schneider, S., Weidlich, J. Kreijns, K., de Groot, R. (in press). Social presence: A key factor in embedding a pedagogical agent into online learning in primary education. British Journal of Educational Technology.
  • Wang, M., Lin, L., & Cheng, J. (2025). Effects of mindset beliefs, prior experience, and negative feedback choice on learning. Psychology in the Schools, 62, 3718-3726.
  • Zuo, G.*, & Lin, L. (2025). 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, 53, 1-125.
  • Chen, W.*, Lin, L., & Pang, W. (2025). Learning via video: The effects of summarizing strategies and self-explanation prompts. Education and Information Technologies, 30, 3541-3572.
  • Luo, S., Lin, L., Fu, L., King, R., & Leung, S. O. (2024). The influence of ICT competencies on English digital reading achievement. International Journal of Educational Development, 110, 103139.
  • 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(3), 88.
  • Li, S., Huang, X., Lin, L., & Chen, F. (2024). Exploring influential factors in peer upvoting within social annotation. British Journal of Educational Technology, 55, 2212-2225.
  • Chen, F., Li, S., Lin, L., & Huang, X. (2024). Identifying temporal changes in student engagement in social annotation during online collaborative reading. Education and Information Technologies, 29, 16101–16124.
  • 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*., & , 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.*, , 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.

CONFERENCE PROCEEDINGS/PRESENTATIONS

  • Liu, L., Lin, L., Wang, C., Oyarzun, S. E., & Ramsey, L. H. (2025, March). Impact of collaborative learning on self-regulation and community of inquiry in online learning. The 19th International Technology, Education and Development Conference, Valencia, Spain.
  • Lin., L.,  Lin., X., Zhang, X., & Ginns, P. (2024, November). The personalized learning by interest effect on interest, cognitive load, retention, and transfer: A meta-analysis. Paper presented at the 16th International Cognitive Load Theory Conference, Sydney, Australia.
  • Lin., L., & Zuo, G. (2023, May). Can body tracing and hand tracing make any differences? Paper presented at the virtual annual meeting of the American Educational Research Association.
  • 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 12th 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 12th 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 11th 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 13th 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 14th 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.

SERVICE TO PROFESSION

Journal Editor

  • Associate Editor, Journal of Computer Assisted Learning, 2022 – present
  • Guest Editor, PLOS One, 2022 – present
  • Editor-in-Chief, International Journal of Cyber Behavior, Psychology and Learning, 2018 – 2021

Journal Ad Hoc Reviewer

  • Learning and Instruction, Computers & Education, Journal of Online Learning and Teaching, Journal of Educational Computing Research, Journal of Computing in Higher Education, Educational Technology Research & Development, Computers in Human Behavior, Journal of Engineering Education, Cognitive, Affective, & Behavioral Neuroscience, Journal of Computer Assisted Learning, Educational Studies, Information Technology & People, Asia-Pacific Education Researcher, ACM Transactions on Interactive Intelligent Systems, PLOS One, Frontiers in Psychology, Asia Pacific Journal of Education, International Journal of Human-Computer Interaction, Journal of Research on Technology in Education, British Journal of Educational Psychology, Learning and Individual Differences, Information and Learning Science, Interactive Learning Environments, Behaviour & Information Technology, Educational Psychology Review, Journal of Experimental Education, Computers & Education: X Reality, Journal of the Learning Sciences, Learning: Research and Practice, Distance Education, Computers & Education: X Reality, Current Psychology, Journal of the Learning Sciences, Distance Education, Applied Cognitive Psychology, npj Science of Learning, Learning: Research and Practice

Book Proposal Reviewer

  • Taylor & Francis

Grant Reviewer

  • 2016 Research Funding Scheme, Epilepsy Ireland

Conference Paper Reviewer

  • American Educational Research Association
  • International Conference on Computer Supported Collaborative Learning
  • International Conference of the Learning Sciences
  • Association for Educational Communications and Technology
  • Association for the Advancement of Computing in Education

External Reviewer for Theses & Dissertations

  • University of New South Wales, Australia
  • University of New England, Australia

HONORS & AWARDS

  • Research award, Faculty of Education, 2025
  • Shanghai Pujiang Talents, 2013
  • Shanghai Chen Guang Talents, 2012
  • University Fellowship, Arizona State University, 2009, 2010
  • Excellent Graduation Thesis, Donghua University, 2007
  • Outstanding Graduate, Donghua University, 2007
  • Sony Scholarship for Outstanding Student, 2006
  • Donghua University Scholarship, 2005, 2006
  • Donghua University Excellent Student, 2005, 2006