Overview
Background
Professor Jason M. Lodge is an educator, psychological scientist, and an internationally recognised authority on learning, educational technology, and artificial intelligence. His work focuses on translating evidence into effective and practical strategy for public and private sector organisations, including, but not limited to, educational institutions and departments of education and training.
He serves as an expert advisor on learning and AI to prominent international bodies, including UNESCO and the OECD. In Australia, he advises the National Ministerial Task Force on Artificial Intelligence in Education and the Tertiary Education Quality and Standards Agency (TEQSA). For TEQSA, he led the development of the Assessment Reform for the Age of Artificial Intelligence resource, a framework that has informed assessment policy and practice globally.
Professor Lodge’s research and leadership are supported by over $5.3 million in competitive funding and numerous accolades, including being named in the top 2% of scientists worldwide. His experience includes academic leadership roles at The University of Queensland, board memberships for higher education institutions, and extensive public speaking and media commentary on the future of education and learning.
Availability
- Professor Jason Lodge is:
- Available for supervision
- Media expert
Fields of research
Qualifications
- Bachelor of Psychology, James Cook University
- Bachelor (Honours), James Cook University
- Graduate Certificate in Tertiary Teaching, James Cook University
- Masters (Coursework) of Higher Education, Macquarie University
- Doctor of Philosophy, James Cook University
- Graduate Certificate in Business (Management), Monash University
- Masters (Coursework), University of Sydney
Research interests
-
Educational psychology
-
Educational technology
-
Higher education
-
Learning sciences
-
Artificial intelligence
Works
Search Professor Jason Lodge’s works on UQ eSpace
2024
Journal Article
AI in the wild : How students are using generative AI in their learning
Lodge, Jason (2024). AI in the wild : How students are using generative AI in their learning. Pacific Journal of Technology Enhanced Learning, 6 (1), 1. doi: 10.24135/pjtel.v6i1.176
2024
Journal Article
Humanising peer review with artificial intelligence: paradox or panacea?
Crawford, Joseph, Allen, Kelly-Ann and Lodge, Jason (2024). Humanising peer review with artificial intelligence: paradox or panacea?. Journal of University Teaching and Learning Practice, 21 (1) 70. doi: 10.53761/xeqvhc70
2024
Journal Article
Intensive modes of study and the need to focus on the process of learning in Higher Education
Lodge, Jason M. and Ashford-Rowe, Kevin (2024). Intensive modes of study and the need to focus on the process of learning in Higher Education. Journal of University Teaching and Learning Practice, 21 (2) 2. doi: 10.53761/1.21.2.02
2024
Journal Article
Validation study of the Italian version of the Self-regulation for Learning Online (SRL-O) questionnaire in university students
Tarchi, Christian, Vettori, Giulia, Lodge, Jason M. and Broadbent, Jaclyn (2024). Validation study of the Italian version of the Self-regulation for Learning Online (SRL-O) questionnaire in university students. BPA Applied Psychology Bulletin, 82 (299), 49-61. doi: 10.26387/bpa.2024.00004
2024
Journal Article
Exploring students’ conceptions of project-based learning: implications for improving engineering pedagogy
Hasan, Mahbub, Lodge, Jason M., Karim, Azharul and Khan, Md. Shahadat Hossain (2024). Exploring students’ conceptions of project-based learning: implications for improving engineering pedagogy. IEEE Transactions on Education, 67 (2), 234-244. doi: 10.1109/te.2023.3348523
2024
Journal Article
A step-by-step guide on how NOT to get published in a high-impact educational technology journal
Lodge, Jason M., Deakin, Linda Corrin, Huijser, Henk and Han, Feifei (2024). A step-by-step guide on how NOT to get published in a high-impact educational technology journal. Australasian Journal of Educational Technology, 40 (1), 1-5. doi: 10.14742/ajet.9492
2024
Book Chapter
Theory and learning analytics, a historical perspective
Lodge, Jason M., Knight, Simon and Kitto, Kirsty (2024). Theory and learning analytics, a historical perspective. Theory informing and arising from learning analytics. (pp. 3-18) edited by Kathryn Bartimote, Sarah K. Howard and Dragan Gašević. Cham, Switzerland: Springer Nature Switzerland. doi: 10.1007/978-3-031-60571-0_1
2023
Journal Article
AJET in 2023: reflections on educational technology, people, and bibliometrics
Corrin, Linda, Thompson, Kate and Lodge, Jason M. (2023). AJET in 2023: reflections on educational technology, people, and bibliometrics. Australasian Journal of Educational Technology, 39 (6) 9277, 1-8. doi: 10.14742/ajet.9277
2023
Journal Article
AI in tertiary education: progress on research and practice
Thompson, Kate, Corrin, Linda and Lodge, Jason M. (2023). AI in tertiary education: progress on research and practice. Australasian Journal of Educational Technology, 39 (5), 1-7. doi: 10.14742/ajet.9251
2023
Conference Publication
Adapting assessment for/despite generative artificial intelligence: a national guidance framework
Lodge, Jason M., Henderson, Michael, Slade, Christine and Deneen, Chris (2023). Adapting assessment for/despite generative artificial intelligence: a national guidance framework. ASCILITE 2023 People, Partnerships and Pedagogies, Christchurch, New Zealand and online, 3-6 December 2023. Christchurch, New Zealand: ASCILITE. doi: 10.14742/apubs.2023.554
2023
Journal Article
A qualitative exploration of expert perspectives on applying the science of learning to higher education
Nugent, Annita, Carroll, Annemaree, Lodge, Jason M., Matthews, Kelly E., MacMahon, Stephanie and Sah, Pankaj (2023). A qualitative exploration of expert perspectives on applying the science of learning to higher education. Frontiers in Education, 8 1233651, 1-10. doi: 10.3389/feduc.2023.1233651
2023
Other Outputs
Assessment reform for the age of artificial intelligence
Lodge, Jason M., Howard, Sarah, Bearman, Margaret, Dawson, Phillip, Agostinho, Shirley, Buckingham Shum, Simon, Deneen, Chris, Ellis, Cath, Fawns, Tim, Gniel, Helen, Harper, Rowena, Henderson, Michael, Liu, Danny, Markauskaite, Lina, McLean, Jan, Perrotta, Carlo, Schuwirth, Lambert and Slade, Christine (2023). Assessment reform for the age of artificial intelligence. TEQSA.
2023
Journal Article
It’s not like a calculator, so what is the relationship between learners and generative artificial intelligence?
Lodge, Jason M., Yang, Suijing, Furze, Leon and Dawson, Phillip (2023). It’s not like a calculator, so what is the relationship between learners and generative artificial intelligence?. Learning: Research and Practice, 9 (2), 117-124. doi: 10.1080/23735082.2023.2261106
2023
Other Outputs
Interview Transcripts for Peer-regulated learning in private online chat groups
Cooke, Elizabeth, Lodge, Jason and Taylor-Griffiths, Daniel (2023). Interview Transcripts for Peer-regulated learning in private online chat groups. The University of Queensland. (Dataset) doi: 10.48610/0637105
2023
Journal Article
Aligning the goals of learning analytics with its research scholarship: An open peer commentary approach
Ferguson, Rebecca, Khosravi, Hassan, Kovanović, Vitomir, Viberg, Olga, Aggarwal, Ashish, Brinkhuis, Matthieu, Buckingham Shum, Simon, Chen, Lujie Karen, Drachsler, Hendrik, Guerrero, Valerie A., Hanses, Michael, Hayward, Caitlin, Hicks, Ben, Jivet, Ioana, Kitto, Kirsty, Kizilcec, René, Lodge, Jason M., Manly, Catherine A., Matz, Rebecca L., Meaney, Michael J., Ochoa, Xavier, Schuetze, Brendan A., Spruit, Marco, Van Haastrecht, Max, Van Leeuwen, Anouschka, Van Rijn, Lars, Tsai, Yi-Shan, Weidlich, Joshua, Williamson, Kimberly and Yan, Veronica X. (2023). Aligning the goals of learning analytics with its research scholarship: An open peer commentary approach. Journal of Learning Analytics, 10 (2), 14-50. doi: 10.18608/jla.2023.8197
2023
Journal Article
Systematic review of distributed practice and retrieval practice in health professions education
Trumble, Emma, Lodge, Jason, Mandrusiak, Allison and Forbes, Roma (2023). Systematic review of distributed practice and retrieval practice in health professions education. Advances in Health Sciences Education, 29 (2), 689-714. doi: 10.1007/s10459-023-10274-3
2023
Journal Article
The importance of a good review(er) for educational technology research
Corrin, Linda, Lodge, Jason M. and Thompson, Kate (2023). The importance of a good review(er) for educational technology research. Australasian Journal of Educational Technology, 39 (2), 1-8. doi: 10.14742/ajet.8887
2023
Book Chapter
Misjudgements of learning in digital environments
Lodge, Jason M. (2023). Misjudgements of learning in digital environments. Pedagogy and psychology in digital education. (pp. 239-247) edited by Stefanie Yen Leng Chye and Bee Leng Chua. Singapore, Singapore: Springer Nature Singapore. doi: 10.1007/978-981-99-2107-2_14
2023
Journal Article
Design thinking-learning and lifelong learning for employability in the 21st century
Seevaratnam, Vijayakumari, Gannaway, Deanne and Lodge, Jason (2023). Design thinking-learning and lifelong learning for employability in the 21st century. Journal of Teaching and Learning for Graduate Employability, 14 (1), 167-186. doi: 10.21153/jtlge2023vol14no1art1631
2023
Journal Article
Mapping out a research agenda for generative artificial intelligence in tertiary education
Lodge, Jason M., Thompson, Kate and Corrin, Linda (2023). Mapping out a research agenda for generative artificial intelligence in tertiary education. Australasian Journal of Educational Technology, 39 (1), 1-8. doi: 10.14742/ajet.8695
Supervision
Availability
- Professor Jason Lodge is:
- Available for supervision
Looking for a supervisor? Read our advice on how to choose a supervisor.
Available projects
-
Self- and co-regulated learning with technology (including AI)
The research in the Learning, Instruction & Technology Lab focuses on self and co-regulated learning in the context of digital technologies, including AI. I'm sorry but I cannot take on candidates proposing projects outside this area.
Please also note that prospective candidates should have an academic background in education, psychology, or, preferably, both areas.
Supervision history
Current supervision
-
Doctor Philosophy
The influence of learning strategy instruction on academic self-concept development in enabling students
Principal Advisor
Other advisors: Associate Professor Rachel Fitzgerald
-
Doctor Philosophy
Personalising the First Year Experience: Using co-regulation pedagogical strategies to enhance student sense of autonomy, competence and connectedness
Principal Advisor
Other advisors: Dr Stephanie Macmahon
-
Doctor Philosophy
Impact of learning modes and physical proximity on self-regulated learning and university transition in a digital and AI-driven world
Principal Advisor
-
Doctor Philosophy
Inquiry learning vs. teacher directed instruction: A critical synthesis and analysis
Principal Advisor
Other advisors: Associate Professor Jodie Miller
-
Doctor Philosophy
Study Strategies in Health Professions Education
Principal Advisor
Other advisors: Associate Professor Allison Mandrusiak, Associate Professor Roma Forbes
-
Doctor Philosophy
Do we learn differently from print and digital text?
Principal Advisor
Other advisors: Dr Kate McLay
-
Doctor Philosophy
Investigating Motivated Irrationality
Associate Advisor
Other advisors: Dr Peter Ellerton
-
Doctor Philosophy
Artificial Intelligence for Educational Feedback
Associate Advisor
Other advisors: Dr Marie Boden, Dr Hassan Khosravi, Associate Professor Nell Baghaei
-
Doctor Philosophy
Exploring the Impact of Artificial Intelligence (AI) on the Application of Cognitive Skills through Non-Cognitive Skill Enhancement in Medical Education
Associate Advisor
Other advisors: Dr Christian Gray, Associate Professor Joan Li
-
Master Philosophy
The use of Generative Artificial Intelligence in secondary schools in Queensland, Australia: A casestudy of policy enactment
Associate Advisor
Other advisors: Associate Professor Ian Hardy
-
Doctor Philosophy
Navigating Changing Learning Environments: Supporting Self-Regulated Learning in Biomedical Science
Associate Advisor
Other advisors: Associate Professor Kay Colthorpe
Completed supervision
-
2026
Doctor Philosophy
Skyrocketing students' study strategies: The IMPACT Framework and STAR Voyage I Intervention
Principal Advisor
Other advisors: Dr Louise Ainscough
-
2023
Doctor Philosophy
Exploring Regulated Learning in Collaboration in Higher Education
Principal Advisor
-
2024
Doctor Philosophy
The shifting and evolving practice of design: (Re)conceptualising design facilitation
Associate Advisor
Other advisors: Professor Cara Wrigley
-
2023
Doctor Philosophy
Relationship, engagement, and culture: Exploring the conceptions of students as partners in Chinese higher education
Associate Advisor
Other advisors: Professor Kelly Matthews
-
2022
Master Philosophy
Design Thinking-Learning and its impact on students' learning for the 21st century.
Associate Advisor
Other advisors: Professor Deanne Gannaway
-
2020
Doctor Philosophy
Engineering students' conceptions of, and approaches to, project-based learning: a phenomenographic inquiry
Associate Advisor
Other advisors: Emeritus Professor Peter Renshaw
Media
Enquiries
Contact Professor Jason Lodge directly for media enquiries about:
- Educational psychology
- Educational technology
- Emotion in learning
- Higher education
- Learning
- Learning sciences
- Science of learning
Need help?
For help with finding experts, story ideas and media enquiries, contact our Media team: