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2026 Other Outputs Assuring quality learning in a gen AI-integrated future: The role of adaptive capabilitiesLodge, Jason M., de Barba, Paula, Ainscough, Louise, Brazil, Jonathan R., Broadbent, Jaclyn, Ebbert, Daniel, Frankland, Sarah, Gabriel, Florence, Gašević, Dragan, Hennicke, Ted, Lim, Lisa-Angelique, Male, Sally A., Mirriahi, Negin, Oliveira, Eduardo A., Pacitti, Helena, Raković, Mladen, Russell, Joanne, Taylor-Griffiths, Daniel and Yang, Suijing (2026). Assuring quality learning in a gen AI-integrated future: The role of adaptive capabilities. Canberra, ACT, Australia: Tertiary Education Quality and Standards Agency. |
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2026 Journal Article Redefining educational technology: a critical collaborative inquiryBozkurt, Aras, Crompton, Helen, Farrow, Robert, Kukulska-Hulme, Agnes, Dron, Jon, West, Richard, Palalas, Agnieszka (Aga), Bower, Matt, Xiao, Junhong, Tlili, Ahmed, Henriksen, Danah, Pazurek, Angelica, Huijser, Henk, Chiu, Thomas K. F., Jandrić, Petar, Jordan, Katy, Curry, John, Kimmons, Royce, Cukurova, Mutlu, Reeves, Thomas, Hwang, Gwo-Jen, Shea, Peter, Lodge, Jason, Weller, Martin, Ng, Davy and Asino, Tutaleni Iita (2026). Redefining educational technology: a critical collaborative inquiry. Open Praxis, 18 (2), 192-211. doi: 10.55982/openpraxis.18.2.1117 |
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2026 Journal Article Directive, metacognitive, or a blend of both? A comparison of AI-generated feedback types on student engagement, confidence, and outcomesAlsaiari, Omar, Baghaei, Nilufar, Lodge, Jason M., Noroozi, Omid, Gašević, Dragan, Boden, Marie and Khosravi, Hassan (2026). Directive, metacognitive, or a blend of both? A comparison of AI-generated feedback types on student engagement, confidence, and outcomes. Computers and Education: Artificial Intelligence, 10 100553, 1-14. doi: 10.1016/j.caeai.2026.100553 |
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2026 Conference Publication WOULD THE REAL TEACHER PLEASE STAND UP? IMPOSTER SYNDROME, METACOGNITION AND THE CONFERENCE EXPERIENCEFurey, Eoghan, Blue, Juanita and Lodge, Jason M. (2026). WOULD THE REAL TEACHER PLEASE STAND UP? IMPOSTER SYNDROME, METACOGNITION AND THE CONFERENCE EXPERIENCE. IATED. doi: 10.21125/edulearn.2026.1896 |
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2026 Journal Article Co-regulated learning in online private student shat groupsCooke, Elizabeth, Yang, Suijing, Taylor-Griffiths, Daniel and Lodge, Jason M. (2026). Co-regulated learning in online private student shat groups. Internet and Higher Education, 69 101070, 1-11. doi: 10.1016/j.iheduc.2025.101070 |
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2026 Other Outputs The Castlereagh Statement: A cross-sector call to action on Australian education and training in the age of AILiu, Danny, Lodge, Jason M. and Ford, Katie (2026). The Castlereagh Statement: A cross-sector call to action on Australian education and training in the age of AI. |
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2025 Other Outputs Australian framework for artificial intelligence in higher educationLodge, Jason M., Bower, Matt, Gulson, Kalervo, Henderson, Michael, Slade, Christine and Southgate, Erica (2025). Australian framework for artificial intelligence in higher education. Perth, WA, Australia: Australian Centre for Student Equity and Success. |
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2025 Other Outputs Australian Framework for Artificial Intelligence in Higher EducationLodge, J. M., Bower, M., Gulson, K., Henderson, M., Slade, C. and Southgate, E. (2025). Australian Framework for Artificial Intelligence in Higher Education. Australian Centre for Student Equity and Success, Curtin University of Technology, Western Australia. |
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2025 Journal Article Assessment after artificial intelligence: the research we should be doingCorbin, Thomas, Bearman, Margaret, Boud, David, Crawford, Nicole, Dawson, Phillip, Fawns, Tim, Henderson, Michael, Lodge, Jason, Luo, Jiahui Jess, Matthews, Kelly, Nicola-Richmond, Kelli, Nieminen, Juuso, Pepperell, Nicole, Swiecki, Zachari, Tai, Joanna and Walton, Jack (2025). Assessment after artificial intelligence: the research we should be doing. Journal of University Teaching and Learning Practice, 22 (7) 804. doi: 10.53761/w3x5y804 |
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2025 Journal Article Emotionally enriched AI-generated feedback: supporting student well-being without compromising learningAlsaiari, Omar, Baghaei, Nilufar, Lahza, Hatim, Lodge, Jason M., Boden, Marie and Khosravi, Hassan (2025). Emotionally enriched AI-generated feedback: supporting student well-being without compromising learning. Computers and Education, 239 105363, 105363. doi: 10.1016/j.compedu.2025.105363 |
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2025 Journal Article Implementing an integrated psychological and physical intervention in routine physiotherapy practice for patients with musculoskeletal road traffic injury: protocol for a hybrid implementation-effectiveness type III cluster randomised controlled trialSterling, Michele, Xie, Yanfei, Papic, Christopher, Carvalho-e-Silva, Ana Paula, Eather, Chloe-Emily, Forbes, Roma, Lodge, Jason, Ware, Robert S., Foster, Nadine E., Treleaven, Julia, Slater, Helen, Tuffaha, Haitham, Peek, Kerry, Lynch, Johanna, O’Leary, Shaun, Rebbeck, Trudy, French, Simon, Evans, Kerrie, Austin, Tim, Brentnall, David, Nicholas, Michael, Hodkinson, Emily and Elphinston, Rachel A. (2025). Implementing an integrated psychological and physical intervention in routine physiotherapy practice for patients with musculoskeletal road traffic injury: protocol for a hybrid implementation-effectiveness type III cluster randomised controlled trial. Implementation Science, 20 (1) 51. doi: 10.1186/s13012-025-01464-1 |
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2025 Other Outputs Enacting assessment reform in a time of artificial intelligenceLodge, Jason M., Bearman, Margaret, Dawson, Phillip, Gniel, Helen, Harper, Rowena, Liu, Danny, McLean, Jan and Ucnik, Lenka (2025). Enacting assessment reform in a time of artificial intelligence. Melbourne, VIC Australia: Tertiary Education Quality and Standards Agency. |
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2025 Journal Article The role of expertise in design facilitation practice: a systematic reviewMosely, Genevieve, Markauskaite, Lina, Lodge, Jason M. and Wrigley, Cara (2025). The role of expertise in design facilitation practice: a systematic review. Design Studies, 100 101342, 1-51. doi: 10.1016/j.destud.2025.101342 |
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2025 Conference Publication Understanding the drivers of success in secondary-to-tertiary transitionsLong, Rowena, Moser, Felicity, Macdonald, Doune, Lodge, Jason M., Greco, Sarah, Woolcock, Liz, Ma, Tianyi, Anderson, Kimberley and Shepherd, Kate (2025). Understanding the drivers of success in secondary-to-tertiary transitions. Students Transitions Achievement Retention & Success Conference (STARS), Cairns, QLD Australia, 1 - 2 July 2025. |
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2025 Journal Article Distinguishing performance gains from learning when using generative AIYan, Lixiang, Greiff, Samuel, Lodge, Jason M. and Gašević, Dragan (2025). Distinguishing performance gains from learning when using generative AI. Nature Reviews Psychology, 4 (7), 435-436. doi: 10.1038/s44159-025-00467-5 |
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2025 Journal Article Emotionally enriched feedback via generative AIAlsaiari, Omar, Baghaei, Nilufar, Lahza, Hatim, Lodge, Jason, Boden, Marie and Khosravi, Hassan (2025). Emotionally enriched feedback via generative AI. Computers and Education. doi: 10.48550/arXiv.2410.15077 |
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2025 Journal Article Summarise, elaborate, try again: exploring the effect of feedback literacy on AI-enhanced essay writingHawkins, Brittany, Taylor-Griffiths, Daniel and Lodge, Jason M. (2025). Summarise, elaborate, try again: exploring the effect of feedback literacy on AI-enhanced essay writing. Assessment and Evaluation in Higher Education, 1-13. doi: 10.1080/02602938.2025.2492070 |
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2025 Journal Article Empowering human research ethics committees to review genomics applications: evaluating the utility of a custom online education resourceMcGahan, Ella, Berkman, Jennifer, Milne, David, Terrill, Bronwyn, Gear, Russell, Gardiner, Susan, Eckstein, Lisa, Nicol, Dianne, Taylor, Natalie, Winship, Ingrid, McWhirter, Rebekah, Nisselle, Amy, Lodge, Jason and McInerney-Leo, Aideen (2025). Empowering human research ethics committees to review genomics applications: evaluating the utility of a custom online education resource. European Journal of Human Genetics, 33 (7) 5, 1-11. doi: 10.1038/s41431-025-01846-5 |
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2025 Journal Article What generative Artificial Intelligence priorities and challenges do senior Australian educational policy makers identify (and why)?Bower, Matt, Henderson, Michael, Slade, Christine, Southgate, Erica, Gulson, Kalervo and Lodge, Jason (2025). What generative Artificial Intelligence priorities and challenges do senior Australian educational policy makers identify (and why)?. AER, 52 (3), 2069-2094. doi: 10.1007/s13384-025-00801-z |
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2025 Journal Article Capturing multi-layered regulated learning in collaborationYang, Suijing, Lodge, Jason M. and Brooks, Cameron (2025). Capturing multi-layered regulated learning in collaboration. Metacognition and Learning, 20 (1) 2, 1-39. doi: 10.1007/s11409-024-09409-7 |
