Overview
Background
Jason Lodge is a chef by trade, a psychological scientist by training, and an educator by profession. For over 20 years, Jason has worked to better understand learning to enhance education, particularly via digital technologies.
Jason is Professor of Educational Psychology and Director of the Learning, Instruction, and Technology Lab in the School of Education at The University of Queensland (UQ). With the lab team, Jason explores the cognitive, metacognitive, and emotional aspects of learning, particularly in higher education and with digital technologies, including artificial intelligence (AI). He and his team have a particular interest in self- and co-regulated learning.
Recently, Jason has been focused on the evolving role of AI in education. He serves as an expert advisor to the OECD and Australian National Task Force on Artificial Intelligence in Education and led the Assessment Experts Forum in partnership with the Australian Tertiary Education Quality and Standards Agency (TEQSA). The resulting resource, Assessment Reform for the Age of Artificial Intelligence, is being used across education sectors in Australia and around the world to rethink assessment in light of the emergence of generative AI. His most recent work in partnership with the Australian Centre for Student Equity and Success (ACSES) has been on developing a national framework for AI in higher education, a translation of the Australian Framework for Generative Artificial Intelligence in Schools.
Jason holds fellowships with the Psychonomic Society (US) and the Higher Education Research and Development Society of Australasia and is a Principal Fellow of the Higher Education Academy (UK). He has received numerous teaching awards, including the Australian Psychological Society’s Distinguished Contribution to Psychological Education and was an inaugural winner of the ASCILITE and CAULLT Award for Outstanding Leadership in Digital Learning in Higher Education in 2023. Additionally, Jason is an editor of Student Success and until recently served as the Lead Editor of Australasian Journal of Educational Technology.
Availability
- Professor Jason Lodge is:
- Not 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
2018
Journal Article
A tale of two MOOCs: how student motivation and participation predict learning outcomes in different MOOCs
Brooker, Abi, Corrin, Linda, de Barba, Paula, Lodge, Jason M. and Kennedy, Gregor (2018). A tale of two MOOCs: how student motivation and participation predict learning outcomes in different MOOCs. Australasian Journal of Educational Technology, 34 (1), 73-87. doi: 10.14742/ajet.3237
2018
Other Outputs
The Higher Education Learning Framework: an evidence-informed model for university learning
Carroll, Annemaree, Lodge, Jason M., Bagraith, Rupert, Nugent, Annita, Matthews, Kelly and Sah, Pankaj (2018). The Higher Education Learning Framework: an evidence-informed model for university learning. Brisbane, Australia: The University of Queensland.
2018
Conference Publication
Can speaking make learning easier? Verbal rehearsal effects on cognitive load, learning efficacy and performance
Hatten-Roberts, Toni and Lodge, Jason M. (2018). Can speaking make learning easier? Verbal rehearsal effects on cognitive load, learning efficacy and performance. 13th International Conference of the Learning Sciences, ICLS 2018: Rethinking Learning in the Digital Age: Making the Learning Sciences Count, London, United Kingdom, 23-27 June 2018. International Society of the Learning Sciences (ISLS).
2018
Book Chapter
Understanding, assessing and enhancing student evaluative judgement in digital environments
Lodge, Jason M., Kennedy, Gregor and Hattie, John (2018). Understanding, assessing and enhancing student evaluative judgement in digital environments. Developing evaluative judgement in higher education: assessment for knowing and producing quality work. (pp. 70-78) edited by David Boud, Rola Ajjawi, Phillip Dawson and Joanna Tai. Abingdon, United Kingdom: Routledge. doi: 10.4324/9781315109251-8
2017
Journal Article
Applying best practice online learning, teaching, and support to intensive online environments: an integrative review
Roddy, Chantal, Amiet, Danielle Lalaine, Chung, Jennifer, Holt, Christopher, Shaw, Lauren, McKenzie, Stephen, Garivaldis, Filia, Lodge, Jason M. and Mundy, Matthew Edward (2017). Applying best practice online learning, teaching, and support to intensive online environments: an integrative review. Frontiers in Education, 2 59. doi: 10.3389/feduc.2017.00059
2017
Journal Article
Inferring learning from big data: the importance of a transdisciplinary and multidimensional approach
Lodge, Jason M., Alhadad, Sakinah S. J., Lewis, Melinda J. and Gašević, Dragan (2017). Inferring learning from big data: the importance of a transdisciplinary and multidimensional approach. Technology, Knowledge and Learning, 22 (3), 385-400. doi: 10.1007/s10758-017-9330-3
2017
Journal Article
The impact of binge watching on memory and perceived comprehension
Horvath, Jared C., Horton, Alex J., Lodge, Jason M. and Hattie, John A.C. (2017). The impact of binge watching on memory and perceived comprehension. First Monday, 22 (9) 7729. doi: 10.5210/fm.v22i9.7729
2017
Journal Article
Inside out: detecting learners' confusion to improve interactive digital learning environments
Arguel, Amael, Lockyer, Lori, Lipp, Ottmar V., Lodge, Jason M. and Kennedy, Gregor (2017). Inside out: detecting learners' confusion to improve interactive digital learning environments. Journal of Educational Computing Research, 55 (4), 526-551. doi: 10.1177/0735633116674732
2017
Journal Article
Exploring Metacognition as Support for Learning Transfer
Scharff, Lauren, Draeger, John, Verpoorten, Dominique, Devlin, Marie, Dvorakova, Lucy S., Lodge, Jason M. and Smith, Susan (2017). Exploring Metacognition as Support for Learning Transfer. Teaching & Learning Inquiry: The ISSOTL Journal, 5 (1). doi: 10.20343/teachlearninqu.5.1.6
2017
Journal Article
The hard problem of ‘educational neuroscience’
Palghat, Kelsey, Horvath, Jared C. and Lodge, Jason M. (2017). The hard problem of ‘educational neuroscience’. Trends in Neuroscience and Education, 6, 204-210. doi: 10.1016/j.tine.2017.02.001
2017
Journal Article
Learning styles at the crossroads of the laboratory and the classroom
Lodge, Jason M., Cottrell, David and Hansen, Louise (2017). Learning styles at the crossroads of the laboratory and the classroom. Learning: Research and Practice, 3 (2), 183-187. doi: 10.1080/23735082.2017.1285630
2017
Journal Article
What data and analytics can and do say about effective learning
Lodge, Jason M. and Corrin, Linda (2017). What data and analytics can and do say about effective learning. npj Science of Learning, 2 (1) 5, 5. doi: 10.1038/s41539-017-0006-5
2017
Other Outputs
Misconceptions as a trigger for enhancing student learning in higher education: a handbook for educators
Verkade, Heather , Mulhern, Terry , Lodge, Jason M., Elliott, Kristine , Cropper, Simon , Horton, Alex , Elliott, Cameron , Espinoza, Allen , Dooley, Laura , Mulder, Raoul and Livett, Michelle (2017). Misconceptions as a trigger for enhancing student learning in higher education: a handbook for educators. Melbourne, VIC, Australia: University of Melbourne.
2017
Book Chapter
Science of learning and digital learning environments
Lodge, Jason M. and Horvath, Jared Cooney (2017). Science of learning and digital learning environments. From the laboratory to the classroom: translating science of learning for teachers. (pp. 122-135) edited by Jared Cooney Horvath, Jason M. Lodge and John Hattie. Abingdon, Oxfordshire, United Kingdom: Routledge. doi: 10.4324/9781315625737
2017
Conference Publication
Exploring misconceptions as a trigger for enhancing student learning
Verkade, Heather , Lodge, Jason M. , Elliott, Kristine , Mulhern, Terry , Espinosa, Allen , Cropper, Simon and Rubenstein, Ben (2017). Exploring misconceptions as a trigger for enhancing student learning. 40th HERDSA Annual International Conference , Sydney, NSW Australia, 27-30 June 2017. Hammondville NSW Australia: Higher Education Research and Development Society of Australasia.
2017
Book
From the laboratory to the classroom: translating science of learning for teachers
Jared Cooney Horvath, Jason M. Lodge and John Hattie eds. (2017). From the laboratory to the classroom: translating science of learning for teachers. Abingdon, Oxfordshire, United Kingdom: Routledge.
2017
Conference Publication
Evidence-based practice in higher education: Is it possible? Is it feasible?
Lodge, Jason and Matthews, Kelly (2017). Evidence-based practice in higher education: Is it possible? Is it feasible?. Higher Education Research and Development Society of Australasia (HERDSA), Sydney, NSW Australia, 27-30 June 2017.
2017
Conference Publication
The changing nature of student engagement during a digital learning task
Wiseman, Paul, Lodge, Jason M., Arguel, Amael and Kennedy, Gregor (2017). The changing nature of student engagement during a digital learning task. 34th International Conference on Innovation, Practice and Research in the Use of Educational Technologies in Tertiary Education, Toowoomba, Australia, December 2017. Australasian Society for Computers in Learning in Tertiary Education (ASCILITE).
2017
Journal Article
Effects of anatomical variation on trainee performance in a virtual reality temporal bone surgery simulator
Piromchai, P., Ioannou, I., Wijewickrema, S., Kasemsiri, P., Lodge, J., Kennedy, G. and O'Leary, S. (2017). Effects of anatomical variation on trainee performance in a virtual reality temporal bone surgery simulator. Journal of Laryngology and Otology, 131 (s1), S29-S35. doi: 10.1017/S0022215116009233
2017
Book Chapter
A framework for organizing and translating science of learning research
Horvath, Jared Cooney and Lodge, Jason M. (2017). A framework for organizing and translating science of learning research. From the laboratory to the classroom: translating science of learning for teachers. (pp. 7-20) edited by Jared Cooney Horvath, Jason M. Lodge and John Hattie. Abingdon, Oxfordshire, United Kingdom: Routledge. doi: 10.4324/9781315625737
Supervision
Availability
- Professor Jason Lodge is:
- Not available for supervision
Supervision history
Current supervision
-
Doctor Philosophy
Do we learn differently from print and digital text?
Principal Advisor
Other advisors: Dr Kate McLay
-
Doctor Philosophy
Understanding why students do not use effective learning techniques and how universities can better encourage them to
Principal Advisor
Other advisors: Dr Louise Ainscough
-
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, Dr Roma Forbes
-
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
A meta-model of self-regulated learning to facilitate transition to higher education
Principal Advisor
Other advisors: Associate Professor Elizabeth Edwards
-
Doctor Philosophy
A meta-model of self-regulated learning to facilitate transition to higher education
Principal Advisor
Other advisors: Associate Professor Elizabeth Edwards
-
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
Self-deception and Learning: Implications for Educators
Associate Advisor
Other advisors: Dr Peter Ellerton
-
Doctor Philosophy
Engaging Senior Citizens with Cyber Safety through Educational Games
Associate Advisor
Other advisors: Dr Marie Boden, Dr Hassan Khosravi, Dr Nell Baghaei
-
Doctor Philosophy
The Shifting and Evolving Practice of Design: (Re)conceptualising Design Facilitation
Associate Advisor
Other advisors: Professor Cara Wrigley
Completed supervision
-
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: Associate 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: