Visiting Scholars

Fall 2023

Muhammed Fatih Dogan
Associate Professor, Adiyaman University, Turkiye

Muhammed ‘Fatih’ Dogan is an associate professor at Adiyaman University, Turkiye. He received his Ph.D. in Mathematics Education from the University of Wisconsin-Madison in 2015.

His research focuses on supporting students’ learning in middle and high school. He studies student reasoning, particularly as it relates to generalization, reasoning, justification, and proof, as well as mathematical modeling, especially using mathematical modeling as a bridge to STEM education. He is also very interested in teachers’ pedagogical practices aimed at fostering meaningful student learning and engagement.

Fatih is a visiting scholar at the University of California-Berkeley for the 2023-2024 academic year, where he collaborates with Dor Abrahamson and his research group to investigate how to integrate reasoning, justification, and proof into K–12 levels by using embodied cognition perspectives.

Recent selected publications:

Ellis, A., Özgür, Z., & Dogan, M. F. (2023). A Conceptual Analysis of Early Function Through Quantitative Reasoning. In Quantitative Reasoning in Mathematics and Science Education (pp. 169-197). Cham: Springer International Publishing.

Dogan, M. F., & Williams-Pierce, C. (2021). The Role of Generic Examples in Teachers’ Proving Activities. Educational Studies in Mathematics, 106(1), 133-150.

Fonger, N. L., Ellis, A. B., & Dogan, M. F. (2020). A quadratic growth learning trajectory. The Journal of Mathematical Behavior, 59, 1-58.

Catalina Lomos
Research Scientist, LISER Luxembourg – Fulbright Visiting Scholar

Catalina Lomos — Explore LISER’s research expertise (

Catalina Lomos is a researcher in Luxembourg, at the Luxembourg Institute of Socio-Economic Research (LISER). She holds a Ph.D. in Education from the University of Groningen in the Netherlands. Her recent work has examined teachers’ use of ICT in classroom practice, using large-scale data and data from digital learning platforms in education. She has worked closely with the Ministry of Education in Luxembourg on many educational projects.

Catalina is a Fulbright Visiting Scholar at EDRL for the 2023-2024 academic year. During her visit, Catalina will collaborate with Dor and EDRL researchers to study how students learn to solve problems using instructional videos. The knowledge acquisition phase is still intriguing: how a student acquires the structures and strategies needed for problem solving, instrumented by instructional videos designed to enact and support learning.

Recent selected publications:

Lomos, C., Luyten, J.W. (H.), Tieck, S. (2023). Implementing ICT in classroom practice: what else matters besides the ICT infrastructure? Large-scale Assessments in Education, 11(1), 1-28.

Lomos, C., Luyten, J.W. (H.), Kesting, F., Lima da Cunha, F. (2023). Explaining variation in teachers’ use of ICT: a learning analytics approach. Interactive learning environments.

Lomos, C., Seineke, U., Kesting, F, & Luyten, H. (2023). The design of the incentive systems in digital game-based learning: How primary school children interact with it. Education Sciences, 13(7), 668.

Franz Mechsner
Independent Researcher, Berlin, Germany.

Franz Mechsner is a neurobiologist by education, with a dissertation on a theoretical model of the cerebellum. Subsequently, he investigated human movement under the guiding idea that movements are organized directly on a psychological level, namely as intended perceptions. Franz Mechsner conducted research and taught at Max Planck Institute of Psychological Research (Munich, Germany), Hanse Institute for Advanced Study (Delmenhorst/Bremen, Germany), and Northumbria University (Newcastle upon Tyne, UK).

He also has worked as a science journalist for quality German magazines and newspapers. At UC Berkeley, he cooperates with Dor Abrahamson on the nature of human movements as perceptual-cognitive events. Emphasis is placed on movements that result from and depend on solving mathematical problems in pedagogical contexts, following a recent co-authored paper.

Indicative publications:

Mechsner, F., Kerzel, D., Knoblich, G. & Prinz, W. (2001) Perceptual basis of bimanual coordination. Nature, 414(6859), 69-73.

Abrahamson, D., Mechsner, F. (2022). Toward synergizing educational research and movement sciences: A dialogue on learning as developing perception for actionEducational Psychology Review, 34(3), 1813-1842.

Giulia Cosentino
Norwegian University of Science and Technology, Norway.

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Giulia Cosentino is pursuing a Ph.D. degree in interaction design and learning technologies at the Department of Computer Science, Norwegian University of Science and Technology, Trondheim, Norway. She works at the Learner–Computer Interaction Lab, and her research interests include learning analytics to investigate various interaction modalities in light of educational contexts, as well as innovative multisensory settings and technologies that increase students’ chances of learning success. Currently collaborating with Jaqueline Anton on the “walking the number line” project.

Recent publications:

Cosentino, G., & Giannakos, M. (2023). Multisensory Interaction and Analytics to Enhance Smart Learning Environments: A Systematic Literature Review. IEEE Transactions on Learning Technologies.

Cosentino, G., Gelsomini, M., Sharma, K., & Giannakos, M. (2023, June).Interaction Modalities and Children’s Learning in Multisensory Environments: Challenges and Trade-offs. In Proceedings of the 22nd Annual ACM Interaction Design and Children Conference (pp. 397-410).

Cosentino, G., Gelsomini, M., & Giannakos, M. (2023, June). MOVES: Going beyond hardwired multisensory environments for children. In Proceedings of the 22nd Annual ACM Interaction Design and Children Conference (pp. 716-720).

Jingjing Ma
Faculty of Artificial Intelligence Education, Central China Normal University, China.

Jingjing Ma is the 3rd-year doctoral student in educational technology. She is visiting EDRL with the research project Designing Embodied and Virtualized Learning Activities for Musical Instrument Learning.

Recent publication:

Liu, Q., Ma, J., Yu, S., Wang, Q., & Xu, S. (2022). Effects of an augmented reality-based chemistry experiential application on student knowledge gains, learning motivation, and technology perception. Journal of Science Education and Technology, 1-15.

Spring 2023

Niels Bonderup Dohn
Danish School of Education, Aarhus University, Denmark.

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Niels Bonderup Dohn is Associate Professor in science education at the Danish School of Education, Aarhus University, Denmark. He is visiting EDRL with the research project Designing for Situated Computational Thinking with Computational Things, in which he studies student motivation in unplugged Computational Thinking activities in upper secondary science education.

Recent publication:

Dohn, N. B. (2022). A gender perspective on the structure of adolescents’ interest in science. International Journal of Science Education, 44(10), 1565-1582.

Nina Bonderup Dohn
Department of Media, Design, Education and Cognition, University of Southern Denmark.

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Nina Bonderup Dohn is Professor of Learning & ICT at the Department of Media, Design, Education and Cognition, Head of Centre for Learning Computational Thinking, and Chair of Danish Institute of Advanced Study, University of Southern Denmark. She holds a PhD in Learning Theory and a Higher Doctorate Degree in Applied Philosophy. She is Editor-in-Chief of Frontline Learning Research, a member of the Steering Committee of the International Networked Learning Conference and Senior Coordinator in EARLI SIG 25 on Educational Theory.

Her main research areas integrate epistemology, learning sciences, web communication, and technology-mediated learning, focusing on the role of tacit knowledge. She currently holds a research grant from Independent Research Fund Denmark for the project Designing for situated computational thinking with computational things. This is the project that has brought her to EDRL as a Visiting Scholar with Professor Dor Abrahamson, as she is exploring the role of embodied cognition for learning situated computational thinking.

Select publications:

Dohn, N. B., Kafai, Y., Mørch, A. & Ragni, M. (2022). Survey: Artificial Intelligence, Computational Thinking and Learning. KI – Künstliche Intelligenz – German Journal of Artificial Intelligence 36(1), 5-16.

Dohn, N. B., Hansen, S. B. & Hansen, J. J. (Eds.) (2020). Designing for situated knowledge transformation. Abingdon: Routledge.

Dohn, N. B. (2016). Explaining the significance of participationist approaches for understanding students’ knowledge acquisition. Educational Psychologist, 51(2), 188-209