Adam Dubé

Title: 
Dr.
Academic title(s): 

Assistant Professor, Learning Sciences

AERA-SRCD Early Career Fellow in Middle Childhood Education and Development

Contact Information
Email address: 
adam.dube [at] mcgill.ca
Phone: 
1 (514) 398-3442
Department: 
Department of Educational and Counselling Psychology
Biography: 

Adam Dubé is an Assistant Professor in the Learning Sciences Program of the Educational and Counselling Psychology Department at McGill University, the head of the Technology, Learning, & Cognition Lab (mcgill.ca/tlc), and a joint Fellow of the American Educational Research Association and the Society of Research in Child Development in middle childhood education and development. He investigates how educational technology augments the learning process and teaches courses on the use of emerging educational technologies. His work on the use of tablet computers in education is published in book “Understanding tablets from early childhood to adulthood: Encounters with touch technology.” One focus area of his research asks whether educational tablet math games are able to simultaneously entertain and educate and it is funded by the Social Science and Humanities Research Council of Canada as well as the Fonds de Recherche du Québec-Société et Culture. Another recent focus area is on how the use of digital assistants (smart speakers) affects the development of children's theories of artificial minds and is funded by the Social Science and Humanities Research Council of Canada.  Altogether, Dr. Dubé's work on educational technology has gone so far as to inform the recent United Nations industry Guidelines on Digital Learning. 

Program: 

Learning Sciences

Degree(s): 

Postdoctoral Research Fellow, University of Toronto

PhD in Psychology, University of Regina

MA in Psychology, University of Regina

Research areas: 
Child Development
Cognition
Technology in Education
Mathematics and Science Learning
Area of expertise: 

Educational Technology; Educational Video Games; Mathematical Cognition; Problem Solving: Cognitive Development; Theories of Learning 

 

 

Office: 
Education Building 530
Current research: 

FRQSC Funded program - How the mechanics of educational video games affect children's approach to mathematics.

SSHRC Funded program - How educational video games affect children's cognitive load during gameplay and its effect on learning. 

McGill Funded program - Designing an educational games using open source software to interrogate how game design tools affect how learning occurs in educational games. 

Awards, honours, and fellowships: 

Selected Grants

2019     SSHRC Insight Development Grant ($64,328). Dubé, A. K. (P. I.), Talwar, V., & Patista, E. Effect of digital assistant use on children's theories of artificial minds.

2019     McGill Internal Social Sciences and Humanities Development Grant ($6,000). Dubé, A. K. (P. I.). How do teachers select a good math app?

2017     SSHRC Insight Development Grant ($68,544). P.I. Are tablet computers helping or hindering children’s flexible mathematical problem solving?

2017     McGill Internal Social Sciences and Humanities Development Grant ($6,000). P.I. Why do they persist? Are graphics essential to making a good mathematics game?

2016    FRQSC Établissement de nouveaux professeurs-chercheurs ($50,000). Les jeux informatiques sur tablettes aident-ils à la résolution de problèmes mathématiques souples des enfants? (How can tablets be used to aid children's mathematical problem solving?)

2014    SSHRC Insight Development Grant ($75,000). Co-applicant. "I made this!": Children's participatory learning with 3D printing. 

Awards

2019 American Educational Research Association-Society for Research in Child Development Early Career Fellow in Middle Childhood Education and Development

2018 American Educational Research Association Best Paper Nomination (Top 10 papers in the SIG invited to submit for 2019 competition)

2017 Campion College’s 100 Top Alumni

2016 Outstanding Reviewer Award: Journal of Experimental Child Psychology

2012 Governor General’s Academic Gold Medal, University of Regina

2012 President’s Distinguished Graduate Student Award, University of Regina

2009 SSHRC Joseph-Armand Bombardier Canadian Graduate Scholarship (Doctoral level) ($105,000)

2009 Psychological Society of Saskatchewan’s Master’s Thesis Award 

2008 Canadian Psychological Association Certificate of Academic Excellence for a Master’s Thesis

2008  Dean’s Scholarship, University of Regina

2007 SSHRC Canadian Graduate Scholarship (Master’s level)

2006 Campion College Graduate Scholarship 

2005  Academic Silver Scholarship, University of Regina

Graduate supervision: 

Accepting students

PhD

2017-Present: Chu Xu, Ph.D., Using video games to facilitate problem solving

2017-Present: Phoebe Wen, Ph.D., Learning in and with video games.

2017-Present: Gulsah Kacmaz, Ph.D., Educational technology in the classroom.

2017-Present: Aishwarya Nair , Ph. D., Human Development, A reading intervention for math word problems. 

2016-Present: Sabrina Alam, Ph.D., Using cellphone apps as a technological math intervention in the home environment for children with a mathematical learning disability. 

MA

2018-Present: Armaghan Montazami, M.A., Identifying the personal pedagogies of educational app developers.

MEd

2019-Heather Pearson, M.E. Special Activity: How do teachers select a good math app? 

2018-2019: Yue Guo, M.Ed. Special Activity: Using eye tracking to assess attention during educational app use. 

2017-2018: Yang Lu, M.Ed. Special Activity: Designing a math video game to investigate the role of visuals in educational game engagement. 

2016-2017: Suzanne Robinson, M.Ed. Special Activity: An activity theory approach to teaching with technology: Designing professional development workshops for teachers.          http://pedagogueinprogress.com/

 

Selected publications: 

 

Dubé, A. K., Kacmaz, G,* Wen, R.,* Xu, C.,* & Alam, S. S.* (2019). Mathematics apps in the App Store: Low transparency impedes educator’s ability to find quality apps. Proceeding of the American Educational Research Association.

Dubé, A. K., & Alam, S. S., Xu, C., Wen, R., & Kacmaz, G. (2019). Tablets as elementary mathematics education tools: A review of research and theory. In K. M. Robinson, D. Kotsopolous, & H. Osana (Eds), Interdisciplinary perspectives on early mathematical minds. Springer International Publishing.

Dubé, A. K., & Robinson, K. M., (2018). Children’s understanding of multiplication and division: Insights from a pooled analysis of 7 studies conducted across 7 years. British Journal of Developmental Psychology, 36, 206-219.

Turner, H., Resch G., Dubé, A. K., McEwen, R., Record, I., Southwick., D. (In Press). Using 3D digital fabrication to enhance understanding and engagement with young visitors in a museum setting. Curator: The Museums Journal.

McEwen, R., & Dubé, A. K. (2017). Understanding tablets from early childhood to adulthood: Encounters with touch technology. Routledge. Book. 

Robinson, K. M., Dubé, A. K., & Beatch, J-A. (2017). Children’s understanding of additive concepts. Journal of Experimental Child Psychology, 156, 16-28.

Dubé, A. K., & McEwen, R. (2016). Abilities and affordances: Factors influencing successful child-tablet interactions. Educational Technology Research & Development. DOI: 10.1007/s11423-016-9493-y

Dube, A. K., & Keenan, A. (2016). Are games a viable home numeracy practice? In B. Blevins-Knabe & A. M. B. Austin (Eds.), Early childhood mathematics skill development in the home environment (pp. 165–184). Springer International Publishing.

Robinson, K. M., & Dubé, A. K. (2016) Children's multiplication and division shortcuts: Increasing shortcut use depends on how the shortcuts are evaluated. Learning and Individual Differences, 49, 297-304.

McEwen, R., & Dubé, A. K. (2016). Intuitive or Idiomatic? An information studies and cognitive psychology study of child-tablet computer interaction. Journal of the Association for Information Science and Technology, 67, 1169-1181 DOI: 10.1002/asi.23470

Dubé, A. K., & McEwen, R. (2015). Do gestures matter? The implications of using touchscreen devices in mathematics instruction. Learning and Instruction, 40, 89-98. http://authors.elsevier.com/a/1Rl6P3QACxOFQi

McEwen, R., & Dubé, A. K. (2015). Engaging or distracting: children’s tablet computer use in education. Journal of Educational Technology and Society, 18, 9-23.

Dubé, A. K. (2014). Adolescents’ understanding of inversion and associativity. Learning and Individual Differences, 36, 49-59.

Robinson, K. M., & Dubé, A. K. (2013). Children's additive concepts: Promoting understanding and the role of inhibition. Learning and Individual Differences, 23, 101-107.

Robinson, K. M., & Dubé, A. K. (2012). Children's use of arithmetic shortcuts: The role of attitudes in strategy choice. Child Development Research, Article ID 459385.

Dubé, A. K., & Robinson, K. M. (2010). Accounting for individual variability in inversion shortcut use. Learning and Individual Differences, 20, 687-693.

Dubé, A. K., & Robinson, K. M. (2010). The relationship between adults’ understanding of inversion and associativity. Canadian Journal of Experimental Psychology, 64(1), 60-66.

Robinson, K. M., & Dubé, A. K. (2009). Children’s understanding of addition and subtraction concepts. Journal of Experimental Child Psychology, 103, 532-545.

Robinson, K. M., & Dubé, A. K. (2009). Children’s understanding of the inverse relation between multiplication and division. Cognitive Development, 24, 310-321.

Robinson, K. M., & Dubé, A. K. (2009). A microgenetic study of the multiplication and division inversion concept. Canadian Journal of Experimental Psychology, 63(3), 193-200.

Robinson, K. M., & Dubé, A. K. (2008). A microgenetic study of simple division. Canadian Journal of Experimental Psychology, 3, 156-162.

Book images: 
Professional activities: 

Editorial Board Member
Journal of Experimental Child Psychology

Selected talks and presentations: 

Wen, R.,* & Dubé, A. K. (2019, October). A view of evolution for educational technology from 2011 to 2017. Paper presented at the 2019 Technology, Mind and Society Conference, Washington, DC, USA.

Alam, S. S.,* & Dubé, A. K. (2019, October). Developing a mathematics application to improve children’s magnitude comparison skill. Paper presented at the 2019 Technology, Mind and Society Conference, Washington, DC, USA.

Alam, S. S.,* & Dubé, A. K. (2019, August). Developing the digital home numeracy practice inventory scale (DHNP-i). Poster presented at the 2019 American Psychological Association Annual Convention, Chicago, Illinois, USA.

Dubé, A. K., Wen, R.,* Xu, C.,* Kacmaz, G.,* Montazam, A.,* Nair, A.,* & Alam, S. S.* (June, 2019). Are math games helping or hurting children’s flexible mathematical thinking? Testing the role of attention in flexible strategy use. In J. Lee (Chair), Is Touch screen technology a double-edged sword in mathematics education? Symposia conducted at the Mathematical Cognition and Learning Society Conference, Carleton University, Ottawa, Ontario.

Television Interview: How to help your child learn and navigate online in a time of Facebook and Fake news. CityTV Breakfast Television (March 29, 2018). http://www.btmontreal.ca/videos/strategies-for-modern-parenting/

Dubé, A. K., Alam, S. S., Wen, R., Xu, C., & Kacmaz, G. (2018, July). Are math games helping or hurting flexible mathematical thinking: Testing the role of attention in flexible strategy use. Poster presented at the Canadian Society for Brain, Behaviour, and Cognitive Science 28th annual meeting, St. John’s, Newfoundland.

Dubé, A. K., Wen, R., Kacmaz, G., Xu, C., Alam, S. S. (2018, July). A scan of the mathematics educational apps in the App Store: What information are developers providing to parents? Poster presented at the Canadian Society for Brain, Behaviour, and Cognitive Science 28th annual meeting, St. John’s, Newfoundland.

Dubé, A. K. (June, 2018). Putting the ‘Game’ at the centre of educational games: Implications for both research and development. Invited workshop presented at the International Conference on Intelligent Tutoring Systems. Montreal, Quebec.

Alam, S. S., & Dubé, A. K. (2018, June). Mathematics education for developing mathematics competence: Challenges & implications. Paper presented at the Canada International Conference on Education (CICE), University of Toronto, Mississauga.

Dubé, A. K., McEwen, R., & Alam, S. (2017, June). Child-touchscreen communication: What happens when children learn using tablet computers? Paper presented at the biennial meeting of the Jean Piaget Society, San Francisco.

Dubé, A. K., & Keenan, A. (2016, October) Studying the 'game' in educational video games Poster presented at the Society for Research in Child Development’s Special Topic Meeting: Technology and Media in Children’s Development, University of California, Irvine, California.

Dubé, A. K., & McEwen, R. (2016, June) How do tablet computers mitigate the video deficit effect? Poster presented at the Canadian Society for Brain, Behaviour, and Cognitive Science 26rd annual meeting, University of Ottawa, Ottawa, Ontario. DOI: 10.13140/RG.2.1.5104.0881

Robinson, K. M., Dubé, A. K., (2015, March). Children's understanding of multiplication and division: Novel effects identified through a meta-analysis of 7 studies. Poster presented at the biannual meeting of the Society for Research in Child Development, Philadelphia, Pensilvania.

McEwen, R., & Dubé, A. K. (2014, November). Intuitive or idiomatic? An information-cognitive psychology study of child-tablet computer interaction. Paper presented at  Association for Information Science and Technology 77th Annual Meeting, Seattle, Washington.

Dubé, A. K., & LeFevre, J-A. (2014, July). WINC 2: Workshop in numerical cognition. University of Toronto, Toronto, Ontario.

Dubé, A. K., & McEwen, R. (2014, July). Do gestures matter: The implications of learning mathematics on a tablet computer. Paper presented at the Canadian Society for Brain, Behaviour, and Cognitive Science 24rd annual meeting, Ryerson University, Toronto, Ontario. Paper also presented by co-author at the International Communication Association Annual Conference in San Juan, Puerto Rico (2015, may).

Dubé, A. K. & McEwen, R. (2014, May). Engaging or distracting? An eye tracking study of Grade 2 children’s use of mathematics applications on the iPad and LeapPad. In E. Maloney (Chair), Factors that influence performance in mathematics. Symposium conducted at Development 2014: A Canadian Conference on Development, Carleton University, Ottawa, Ontario.

Robinson, K. M., Dubé, A. K., & Harrison, J. (2013, August). Children’s understanding of addition and subtraction concepts. In J. Torbeyns (Chair), Conceptual understanding and procedural knowledge in mathematics: Developmental trends and interplay. Symposia conducted at the 15th biennial EARLI conference, Munich, Germany.

Dubé, A. K., & McEwen, R. (2013, June). Can tablet computers facilitate children’s understanding of mathematics? Paper presented at the Canadian Society for Brain, Behaviour, and Cognitive Science 23rd annual meeting, University of Calgary, Calgary, Alberta.

Dubé, A. K., Robinson, K. M., & Harrison, J. (2013, April). Children’s understanding of additive concepts. Poster presented at the biannual meeting of the Society for Research in Child Development, Seattle, Washington.

Riegel, C. R., Robinson, K. M., LeFevre, J-A., Herdman, C., Demyen, B., & Dubé, A. K.  (2012, June). Literary language, new media technology, and eye tracking. Poster presented at the Canadian Society for Brain, Behaviour, and Cognitive Science 22th annual meeting, Queen’s University, Kingston, Ontario.

Robinson, K. M., Dubé, A. K., & Harrison, J. (2012, June). Children’s understanding of multiple additive concepts. Paper presented at the Canadian Society for Brain, Behaviour, and Cognitive Science 22th annual meeting, Queen’s University, Kingston, Ontario.

Quote: 

inveniam viam aut faciam

Find a way or make one