ATLAS Lab Publications

Research Contributions (2005-Present)


Refereed Contributions – Selected Articles in Scholarly Refereed Journals

AlZhrani, G., Alotaibi, F., Azarnoush, H. M., Winkler-Schwartz, A., Sabbagh, A., Lajoie, S. P., & Del Maestro, R. F. (2015). Proficiency performance benchmarks for removal of simulated brain tumors using 'NeuroTouch' a virtual reality simulator. Journal of Surgical Education, 72(4), 685-696.

Chaput, G., Lajoie, S. P., Naismith, L. & Lavigne, G. (2015). Pain catastrophizing correlates with early mild traumatic brain injury outcome. Pain Research and Management, 20 (X), 1-5.

Doleck, T., Basnet, R.B., Poitras, E. G., & Lajoie, S. P. (2015). Mining learner-system interaction data: Implications for modeling learner behaviors and improving overlay models. Journal of Computers in Education, 2 (4), 421-447. doi: 10.1007/s40692-015-0040-3

Harley, J.M., Poitras, E. G., Jarrell, A., Duffy, M. C., & Lajoie, S. P. (2016). Comparing virtual and location-based augmented reality mobile learning: Emotions and learning outcomes. Educational Technology Research and Development, 64(3), 359-388. DOI: 10.1007/s11423-015-9420-7.

Lajoie, S. P., Lee, L., Bassiri, M., Cruz-Panesso, I., Kazemitabar, M., Poitras, E., Hmelo-Silver, C., Wiseman, J., Chan, L., Lu, J. (2015). The role of regulation in medical student learning in small groups: Regulating oneself and others’ learning and emotions. In Järvelä, S. & Hadwin, A. (Eds.) Special issue Examining the emergence and outcomes of regulation in CSCL. Journal of Computer and Human Behavior. doi:10.1016/j.chb.2014.11.073

Muis, K., Psaradellis, C., Chevrier, M., Di Leo, I., & Lajoie, S. P. (2016). Learning by preparing to teach: Fostering self-regulatory processes and achievement during complex mathematics problem solving. Journal of Educational Psychology, 108(4), 474-492.

Poitras, E. G., Lajoie, S. P., Doleck, T., & Jarrell, A. (2016). Subgroup discovery with user interaction data: An empirically guided approach to improving intelligent tutoring systems. Educational Technology & Society, 19(2), 204–214. DOI: 10.1007/s11423-015-9420-7 [link]

Gauthier, G., & Lajoie, S.P. (2014). Do expert clinical teachers have a shared understanding of what constitutes a competent reasoning performance in case-based teaching? Instructional Science, 42 (4), 579-594.

Lajoie, S. P., Hmelo-Silver, C., Wiseman, J., Chan, L. K., Lu, J.,Khurana, C., Cruz-Panesso, I., Poitras, E., & Kazemitabar, M. (2014). Using online digital tools and video to support international problem-based learning. Interdisciplinary Journal of Problem Based Learning, 8(2). Available at:

Lajoie, S. P., & Lu, J. (2012). Supporting collaboration with technology: Does shared cognition lead to co-regulation in medicine? Metacognition and Learning, 7, 45-62.

Poitras, E., & Lajoie, S. (2014). Developing an agent-based adaptive system for scaffolding self-regulated inquiry learning in history education. Educational Technology, Research, & Development ,62, 335-366.

Poitras, E., & Lajoie, S. (2013). A domain-specific account of self-regulated learning: The cognitive and metacognitive activities involved in learning through historical inquiry. Metacognition and Learning, 8(3), 213-234.

Poitras, E., Lajoie, S., & Hong, Y.-J. (2012). The design of technology-rich learning environments as metacognitive tools in history education. Instructional Science, 40(6), 1033-1061.

Ranellucci, J., Hall, N. C., Muis, K. R., & Lajoie, S. P. (revise and resubmit). Mastery, maladaptive learning behavior, and academic achievement: An intervention approach. Journal of Experimental Education.

Thomas, A., Saroyan, A., & Lajoie, S. P. (2012). Creation of an evidence-based practice reference model in falls prevention: Findings from occupational therapy.  Disability and Rehabilitation, 34,311-328.

Lajoie, S. P. (2010). Cognitive tools for facilitating meaningful interactions in complex domains. Technology, Instruction, Cognition and Learning, 8, 103-118.

Lu, J., Lajoie, S.P., & Wiseman, J. (2010). Scaffolding problem based learning with CSCL Tools. International Journal of Computer supported collaborative learning, 5, 283-299.

Lajoie, S. P., Gauthier, G, & Lu, J. (2009). Convergence of data sources in the analysis of complex learning environments. Research and Practice in Technology Enhanced Learning, 4, 195–219.

Lajoie, S. P. (2008). Metacognition, self regulation, and self-regulated learning: A rose by any other name? Educational Psychology Review, 20 (4), 469-475.

Lu, J., & Lajoie, S. P. (2008). Supporting medical decision making with argumentation tools. Contemporary Educational Psychology. 33, 425-442.

Lajoie, S. P. (2007). Aligning theories with technology innovations in education. British Journal of Educational Psychology - Monograph Series II (5), Learning through digital technologies, 27-38.

Lajoie, S. P., Gauthier, G. & Nakamura, C. (2007).  Cognitive models and cognitive tools in educational applications. Technology Instruction Cognition and Learning, 5, 339-352.

Lavigne, N., & Lajoie, S. P. (2007). Statistical reasoning of middle school children engaged in survey inquiry. Contemporary Educational Psychology, 32, 630-666.

Lajoie, S. P., Faremo, S., Wiseman, J. & Gauthier, G (2006). Promoting self-regulation in medical students through the use of technology.  Technology Instruction Cognition and Learning, 3, 81-87.

Lajoie, S. P., Garcia, B. C., Berdugo, G. C., Marquez, L., Espíndola, S. & Nakamura, C. (2006). The creation of virtual and face-to-face learning communities: An international collaborative experience. Journal of Educational Computing Research, 35 , 163-180.

Muis, K., Psaradellis, C., Lajoie, S. P., Di Leo, I., & Chevrier, M., (2015). The role of epistemic emotions in mathematics problem solving. Contemporary Educational Psychology, 42, 172-185.

Winne, P. H., Nesbitt, J. C, Kumar, V., Hadwin, A. F., Lajoie, S. P., Azevedo, R., Perry, N.E. (2006). Supporting self-regulated learning with gStudy software: The learning kit project, Technology Instruction Cognition and Learning, 3, 105-113.

Lajoie, S. P. (2005). Extending the scaffolding metaphor. Instructional Science, 33, 541-557.

Kyllonen, P. C. & Lajoie, S. P. (2003). Reasssessing aptitude: Introduction to a special issue in honor of Richard E. Snow. Educational Psychologist, 38, 79-83.

Refereed Contributions – Selected Book Chapters

Duffy, M., & Lajoie, S. (2016). Measuring emotions in medicine: Methodological and technological advances within authentic medical learning environments. In S. Bridges, L. K. Chan, & C. E. Hmelo-Silver (Eds.) Educational technologies in contextual learning: Research in health professions education, (pp.181-214). Springer.

Hmelo-Silver, C., Lajoie, S. P., Lu, J., Wiseman, J., & Chan, L. (2016). Video as context and conduit for problem-based learning. In S. Bridges, L. K. Chan, & C. E. Hmelo-Silver (Eds.) Educational technologies in contextual learning: Research in health professions education, (pp. 57-78). Springer.

Wiseman, J., Blanchard, E. & Lajoie, S. P. (2016). The deteriorating patient smartphone App: Towards serious game design. In S. Bridges, L. K. Chan, & C. E. Hmelo-Silver (Eds.) Educational technologies in contextual learning: Research in health professions education, (pp.215-234). Springer.

Lajoie, S. P., Cruz-Panesso, I., Lachapelle, K. (2015). Learning in the health sector with simulated systems. In M. Spector (Ed.), Encyclopedia of Educational Technology. pp. 470-472. Thousand Oaks: Sage.

Lajoie, S.P., & Poitras, E. (2015). Problem/task centered approaches. In M. Spector (Ed.), Encyclopedia of Educational Technology, pp. 588-591. Thousand Oaks: Sage.

Lajoie, S. P., Poitras, E. G., Doleck, T., & Jarrell, A. (2015). Modeling Metacognitive Activities in Medical Problem-Solving with BioWorld. In A. Peña-Ayala (Ed.), Metacognition: Fundaments, Applications, and Trends (pp. 323-343). Springer Series: Intelligent Systems Reference Library. doi:10.1007/978-3-319-11062-2_13

Lajoie, S. P. (2014). Multimedia learning of cognitive skills. In R. E. Mayer (Ed.) The Cambridge Handbook of Multimedia Learning: Second Edition, pp. 623-646. New York: Cambridge University Press.

Lajoie, S. P. & Poitras, E. (2014).  Macro and micro strategies for metacognition and socially-shared regulation in the medical tutoring domain. In R. Sottilare, X. Hu, and A. Graesser (Eds.) Design Recommendations for Adaptive Intelligent Tutoring Systems: Instructional Strategies Volume II, pp.151-168. Orlando, FL: U.S. Army Research Laboratory.

Lajoie, S. P., Naismith, L., Hong, Y. J., Poitras, E., Cruz-Panesso,  I., Ranellucci, J., Mamane, S., & Wiseman, J. (2013). Technology rich tools to support self-regulated learning and performance in medicine.  In R. Azevedo & V. Aleven (Eds.). International Handbook of Metacognition and Learning Technologies, pp. 229-242. New York, NY: Springer.

Poitras, E., & Lajoie, S. P. (2013). A three-pronged approach to the design of technology-rich learning environments. In R. Atkinson (Ed.), Learning Environments: Technologies, Challenges and Impact Assessment. NY: Nova Science Publishers.

Blanchard, E., Frasson, C., Lajoie, S.P. (2012). Learning with games. In N. Seel (Ed.).  Encyclopedia of the Sciences of Learning, pp. 2019-2024. Heidelberg: Springer-Verlag.

Lajoie, S. P. & Naismith, L. (2012). Computer-enhanced learning environments. Encyclopedia of the Sciences of Learning, pp.717-718. Heidelberg: Springer-Verlag.

Lajoie, S.P. (2011). Is the whole greater than the sum of its parts? Explaining the role of individual learning and group processes in CSCL. In S. Puntambekar, C. Hmelo-Silver & G. Erkens (Eds.). Analyzing Interactions in CSCL: Methodology, Approaches and Issues (pp. 235-246). New York, NY: Springer.

Blanchard, E. G., Mizoguchi, R. & Lajoie S. P. (2010). Structuring the cultural domain with an upper ontology of culture. In E. G. Blanchard & D. Allard (Eds.), Handbook of Research on Culturally-Aware Information Technology: Perspectives and Models, pp. 179-212. Hershey, PA: IGI Global.

Chiarella, A. & Lajoie, S. P. (2010). A self-organizing systems approach to history-enriched digital objects. In D. Ifenthaler,  P. Pirnay-Dummer, & N. M. Seel (Eds.). Computer-Based Diagnostics and Systematic Analysis of Knowledge (pp. 131-158). New York: Springer.

Lajoie, S. P. (2009). Developing professional expertise with a cognitive apprenticeship model:  Examples from Avionics and Medicine.  In K. A. Ericsson (Ed.). Development of Professional Expertise: Toward Measurement of Expert Performance and Design of Optimal Learning Environments (pp.61-83). Cambridge University Press.

Bracewell, R., Le Maistre, C., Lajoie, S. P., & Breuleux, A. (2008). The role of the teacher in opening worlds of inquiry-driven learning with information technologies. In B. M. Shore, M. W. Aulls, & M. A. B Delcourt, (Eds.). Inquiry in education: Overcoming barriers to successful implementation (pp.287-300). NY, NY: Erlbaum.

Lavigne, N. C., & Lajoie, S. P. (2008). Communicating performance standards to students through technology. In P. C. Elliot and C. M. Elliot Garner (Eds.), Getting into the mathematics conversation: Valuing communication in mathematics classrooms. Readings from NCTM’s school-based journals (pp. 363-367). National Council of Teachers of Mathematics: Reston, VA. [Reprint of a previously published article, see Lavigne & Lajoie, 1996]

Lajoie, S. P. (2007). Developing computer based learning environments based on complex performance models. In B. Shuart, W. Spaulding and J. Poland (Eds.), Nebraska Symposium on Motivation. Modeling complex systems: Vol. 52 (pp. 123-144). Lincoln: University of Nebraska Press.

Lajoie, S. P. & Azevedo, R. (2006). Teaching and learning in technology-rich environments. In P. Alexander and P. Winne (Eds.), Handbook of Educational Psychology (2nd ed.) (pp. 803-821). Mahwah, NJ: Erlbaum.

Lajoie, S. P. & Berdugo, G. (2006). Ampliación de nuestras comunidades educativas disciplinares por medio de las culturas. In G. Mota (Ed.). Educación Cívica Y Ciudadana: Una Visión Global (pp.193-208). Mexico D.F.: Santillana.

Lajoie, S. P., Faremo, S, Wiseman, J. & Gauthier, G (2005). Technology tools for promoting self regulation in medical students. S. Pierre (Ed.). Développement, Intégration et Évaluation  des Technologies de Formation et d’apprentissage (pp. 621-640). Montreal, QC: Presses Internationales Polytechnique.

Lajoie, S. P., & Nakamura, C. (2005). Multimedia learning of cognitive skills. In R. Mayer (Ed.), Cambridge Handbook of Multimedia Learning (pp. 489-504). Cambridge University Press.