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The IT Innovation + Research team utilizes diverse research methods to understand the impact of emerging technology on higher education and the student experiences.

Three strands guide our research agenda:

STRAND 1

Applied and collaborative research that fosters relationships within the campus community and across industry. 

STRAND 2 

Qualitative research that powers rich, detailed insights into learners' experiences with emerging technology.

STRAND 3

Non-empirical scholarship that catalyzes new questions and critical reflection for practitioners and scholars.

Recent Collaborations

We are dedicated to producing research with our campus and industry community.

Some of our future collaborative partners include:

T4 SCHOLARS

Using student feedback on diverse VR applications, we seek to understand students' sense-making while engaging in educational VR applications. Motivating questions include: What design features contribute towards feelings of empathy? And how does students' sense of immersion and presence impact their educational experience? 

FACULTY FUTURES TEAM 

A faculty group dedicated to piloting emerging classroom technologies and incubating new ideas related to education technology adoption. 

STING

Using research informed instructional design practices, the Student Technology Innovation Guild builds custom applications to enhance teaching and learning at GVSU.

EDUCAUSE Student and Faculty Study Survey

Leveraging the EDUCAUSE Student and Faculty Study Survey Instrument, I+R collaborated with the IT Division to facilitate the administration of this research in the Fall 2023 semester. 

Recent Publications

Fortman, J., & Quintana, R.M. (2023). Fostering collaborative and embodied learning with extended reality: Special issue introduction. International Journal of Computer Supported Collaborative Learning, 18(2), 145-152. https://doi.org/10.1007/s11412-023-09404-1

Lachheb, A., Quintana, R.M., Quintana, C., Fortman, J. (2022). Rethinking multimedia design for learning: Introduction to the special issue. The Journal of Applied Instructional Design, 11(4). https://doi.org/ 10.51869/114/lqqf224