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
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Educational psychology
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Educational technology
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Higher education
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Learning sciences
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Artificial intelligence
Works
Search Professor Jason Lodge’s works on UQ eSpace
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
2016
Journal Article
Redefining ‘early career’ in academia: a collective narrative approach
Bosanquet, Agnes, Mailey, Alana, Matthews, Kelly and Lodge, Jason (2016). Redefining ‘early career’ in academia: a collective narrative approach. Higher Education Research and Development, 36 (5), 1-13. doi: 10.1080/07294360.2016.1263934
2016
Journal Article
Editorial: brain, mind and educational technology
Lodge, Jason M, Kennedy, Gregor and Lockyer, Lori (2016). Editorial: brain, mind and educational technology. Australasian Journal of Educational Technology, 32 (6), i-iii. doi: 10.14742/ajet.3443
2016
Journal Article
Can New Digital Technologies Support Parasitology Teaching and Learning?
Jabbar, Abdul, Gasser, Robin B. and Lodge, Jason (2016). Can New Digital Technologies Support Parasitology Teaching and Learning?. Trends in Parasitology, 32 (7), 522-530. doi: 10.1016/j.pt.2016.04.004
2016
Journal Article
Do the learning sciences have a place in higher education research?
Lodge, Jason M. (2016). Do the learning sciences have a place in higher education research?. Higher Education Research & Development, 35 (3), 634-637. doi: 10.1080/07294360.2015.1094204
2016
Journal Article
The Search for Pedagogical Dynamism - Design Patterns and the Unselfconscious Process
Mouasher, Agata and Lodge, Jason M. (2016). The Search for Pedagogical Dynamism - Design Patterns and the Unselfconscious Process. Educational Technology & Society, 19 (2), 274-285.
2016
Journal Article
Modality preference and learning style theories: rethinking the role of sensory modality in learning
Lodge, Jason M., Hansen, Louise and Cottrell, David (2016). Modality preference and learning style theories: rethinking the role of sensory modality in learning. Learning: Research and Practice, 2 (1), 4-17. doi: 10.1080/23735082.2015.1083115
2016
Book Chapter
Pedagogy, Practice, and the Allure of Open Online Courses: Implications for Schools and Their Students
Dabrowski, Anna and Lodge, Jason M. (2016). Pedagogy, Practice, and the Allure of Open Online Courses: Implications for Schools and Their Students. Handbook on Digital Learning for K-12 Schools. (pp. 443-454) Cham, Switzerland: Springer International Publishing. doi: 10.1007/978-3-319-33808-8_27
2016
Conference Publication
All roads lead to Rome: tracking students’ affect as they overcome misconceptions
Kennedy, Gregor and Lodge, Jason M. (2016). All roads lead to Rome: tracking students’ affect as they overcome misconceptions. 33rd International Conference of Innovation, Practice and Research in the Use of Educational Technologies in Tertiary Education, University of South Australia, Adelaide, Australia, December 2016. Australasian Society for Computers in Learning in Tertiary Education.
2016
Conference Publication
Confidence drives exploration strategies in interactive simulations
Arguel, Amael, Lodge, Jason M, Pachman, Mariya and de Barba, Paula (2016). Confidence drives exploration strategies in interactive simulations. 33rd International Conference of Innovation, Practice and Research in the Use of Educational Technologies in Tertiary Education, University of South Australia, Adelaide, Australia, December 2016. Australasian Society for Computers in Learning in Tertiary Education. doi: 10.14742/apubs.2016.825
2016
Conference Publication
“I am told it is publications”: Becoming a quantified academic in the measured university
Bosanquet, Agnes, Lodge, Jason and Matthews, Kelly (2016). “I am told it is publications”: Becoming a quantified academic in the measured university. Academic Identities Conference, Sydney Australia, 29 June - 1 July 2016. Sydney Australia: The University of Sydney.
2016
Conference Publication
Models for understanding student engagement in digital learning environments
Wiseman, Paul, Kennedy, Gregor and Lodge, Jason M. (2016). Models for understanding student engagement in digital learning environments. 33rd International Conference of Innovation, Practice and Research in the Use of Educational Technologies in Tertiary Education, University of South Australia, Adelaide, Australia, December 2016. Australasian Society for Computers in Learning in Tertiary Education.
2016
Book Chapter
Keep calm and credential on: linking learning, life and work practices in a complex world
Lewis, Melinda J. and Lodge, Jason M. (2016). Keep calm and credential on: linking learning, life and work practices in a complex world. Foundation of digital badges and micro-credentials: demonstrating and recognizing knowledge and competencies. (pp. 41-54) edited by Dirk Ifenthaler, Nicole Bellin-Mularski and Dana-Kristin Mah. Cham, Switzerland: Springer International Publishing. doi: 10.1007/978-3-319-15425-1_3
2016
Journal Article
Eye tracking and early detection of confusion in digital learning environments: Proof of concept
Pachman, Mariya, Arguel, Amael, Lockyer, Lori, Kennedy, Gregor and Lodge, Jason M. (2016). Eye tracking and early detection of confusion in digital learning environments: Proof of concept. Australasian Journal of Educational Technology, 32 (6), 58-71. doi: 10.14742/ajet.3060
2016
Conference Publication
Moving forward with digital badges
Ifenthaler, Dirk, West, Deborah, Flintoff, Kim, Lodge, Jason, Gibson, David, Beattie, Scott, Irving, Leah, Lewis, Melinda, Coleman, Kathryn and Lockley, Alison (2016). Moving forward with digital badges. 33rd International Conference of Innovation, Practice and Research in the Use of Educational Technologies in Tertiary Education, Adelaide, Australia, 27-30 November 2016. Australasian Society for Computers in Learning in Tertiary Education (ASCILITE).
2015
Journal Article
Academic workload: the silent barrier to the implementation of technology-enhanced learning strategies in higher education
Gregory, Mary Sarah-Jane and Lodge, Jason Michael (2015). Academic workload: the silent barrier to the implementation of technology-enhanced learning strategies in higher education. Distance Education, 36 (2), 210-230. doi: 10.1080/01587919.2015.1055056
2015
Conference Publication
Modelling psychological factors for predicting the success of non-traditional students
Griffiths, Daniel and Lodge, Jason M. (2015). Modelling psychological factors for predicting the success of non-traditional students. Students, Transitions, Achievement, Retention and Success Conference, Melbourne, Australia, July 2015.
2015
Book Chapter
Peer observation as a collaborative vehicle for innovation in incorporating educational technology into teaching: A case study
Venema, Sven, Drew, Steve and Lodge, Jason M. (2015). Peer observation as a collaborative vehicle for innovation in incorporating educational technology into teaching: A case study. Teaching for Learning and Learning for Teaching: Peer Review of Teaching in Higher Education. (pp. 209-225) Rotterdam Netherlands: Sense Publishers. doi: 10.1007/978-94-6300-289-9_13
Supervision
Availability
- Professor Jason Lodge is:
- Not available for supervision
Supervision history
Current supervision
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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
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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
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Doctor Philosophy
Inquiry learning vs. teacher directed instruction: A critical synthesis and analysis
Principal Advisor
Other advisors: Associate Professor Jodie Miller
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Doctor Philosophy
Study Strategies in Health Professions Education
Principal Advisor
Other advisors: Associate Professor Allison Mandrusiak, Dr Roma Forbes
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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
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Doctor Philosophy
A meta-model of self-regulated learning to facilitate transition to higher education
Principal Advisor
Other advisors: Associate Professor Elizabeth Edwards
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Doctor Philosophy
A meta-model of self-regulated learning to facilitate transition to higher education
Principal Advisor
Other advisors: Associate Professor Elizabeth Edwards
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Doctor Philosophy
The influence of learning strategy instruction on academic self-concept development in enabling students
Principal Advisor
Other advisors: Associate Professor Rachel Fitzgerald
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Doctor Philosophy
Do we learn differently from print and digital text?
Principal Advisor
Other advisors: Dr Kate McLay
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Doctor Philosophy
The Shifting and Evolving Practice of Design: (Re)conceptualising Design Facilitation
Associate Advisor
Other advisors: Professor Cara Wrigley
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Doctor Philosophy
Self-deception and Learning: Implications for Educators
Associate Advisor
Other advisors: Dr Peter Ellerton
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Doctor Philosophy
Engaging Senior Citizens with Cyber Safety through Educational Games
Associate Advisor
Other advisors: Dr Marie Boden, Dr Hassan Khosravi, Dr Nell Baghaei
Completed supervision
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2023
Doctor Philosophy
Exploring Regulated Learning in Collaboration in Higher Education
Principal Advisor
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2024
Doctor Philosophy
The shifting and evolving practice of design: (Re)conceptualising design facilitation
Associate Advisor
Other advisors: Professor Cara Wrigley
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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
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2022
Master Philosophy
Design Thinking-Learning and its impact on students' learning for the 21st century.
Associate Advisor
Other advisors: Associate Professor Deanne Gannaway
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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
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