Dr. Adam Dubé
Director, Technology, Learning, & Cognition (TLC) Lab
- Educational Technology
- Cognition
- Cognitive Development
- Child-Tablet Computer Interaction
- Conceptual Knowledge Acquisition and Application
- Development of Mathematical Cognition, Problem-Solving
Adam Kenneth Dubé is an Associate Professor of Learning Sciences and Director for the Faculty of Education Office of EdTech at McGill University. He is the Director of the Technology, Learning, & Cognition (TLC) Lab, a McGill Faculty of Education Distinguished Teacher award recipient, 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 the 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.
- Postdoctoral Research Fellow, University of Toronto
- PhD in Psychology, University of Regina
- MA in Psychology, University of Regina
- Dubé, A. K. (PI)., (2021) Are math apps effective? Studying how they are made and used to improve children’s mathematics achievement and attitudes. SSHRC Insight Grant.
- Dubé, A. K. (PI) & Ubisoft Montreal. (2020-2021) Creating and testing effective teacher curriculum guides for the educational versions of Ubisoft’s Assassin’s Creed games. MITACS Accelerate.
- Dubé, F. (P.I), Dubé, A. K. (CI), Begon, M., Comeau, G., Creech, A., Després, J-P., & Laruendeau, D. (2020-2021) Élaboration, implantation et évaluation d'une plateforme numérique gamifiée pour aider de jeunes pianistes à acquérir les attitudes posturales inhérentes au jeu pianistique. SSHRC Insight.
- Muis, K. R., & Dubé, A.K. (CI). (2020-2021) Fostering digital literacy in a post-truth era: A mixed-method investigation and pilot intervention. SSHRC Insight Development Grant.
- Dubé, A. K. (PI), Talwar, V., & Patitsas, E. (2019-2022) Effect of digital assistant use on children's theories of artificial minds. SSHRC Insight Development Grant.
Liptrot, E.,* Pearson, H. A.,* Montazami, A.,* & Dubé, A. K. (2024). Why this app? How user ratings and app store rankings impact educators' selection of educational apps. Computers & Education, 218, 105080.https://doi.org/10.1016/j.compedu.2024.105080 Sharma, R.,* Tan, C.,* Gomez, D.,* Xu, C.,* & Dubé, A. K. (2024). Guiding teachers’ game-based learning: How user experience of a digital curriculum guide impacts teachers’ self-efficacy and acceptance of educational games. Teaching and Teacher Education, 155. https://doi.org/10.1016/j.tate.2024.104915
Gao, J., Wei, S.,* & Dubé, A. K. (2024). Evaluating learners' online learning experience of informal learning environments: a LIWC analysis. The Journal of Applied Instructional Design,13(2). https://doi.org/10.59668/1269.15691
Orsoni, M., Dubé, A., Prandi, C., Giovagnoli, S., Benassi, M., Mazzoni, E., & Benvenuti, M. (2023). Learning Landscape in Gamification: The Need for a Methodological Protocol in Research Applications. Perspectives on Psychological Science, https://doi.org/10.1177/17456916231202489
Alam, S. S.,* & Dubé, A.K. (2023). Measuring digital home numeracy practice: A scale development and validation study. Journal of Research in Childhood Education. https://doi.org/10.1080/02568543.2022.2100021
Alam. S. S.,* & Dubé, A. K., (2023). How does the modern home environment impact children’s mathematics knowledge? Evidence from Canadian elementary children’s digital home numeracy practice (DHNP). Journal of Computer Assisted Learning, 1-31. https://doi.org/10.1111/jcal.12795
Pearson, H.,* Montazami, A.,* & Dubé, A. K. (2022). Why this app: Can a video-based intervention help parents identify quality educational apps? British Journal of Educational Technology, https://doi.org/10.1111/bjet.13284
Denton, C.*, Muis, K. R., Dubé, A. K., & Armstrong, S. (2022). En-grade: Source evaluations in the digital
age. Advances in Social Sciences Research Journal, 9(9), 320-360. https://doi.org/10.14738/assrj.99.13066
Wen, R.,* & Dubé, A.K. (2022). A systematic review of secondary students’ attitudes towards mathematics and its relations with math achievement. Journal of Numerical Cognition,8 (2), https://doi.org/10.5964/jnc.7937
Muis, K. R., Denton, C.,* & Dubé, A. K. (2022). Identifying CRAAP on the internet: A source evaluation
intervention. Advances in Social Sciences Research Journal, 9(7), 239–265. https://doi.org/10.14738/assrj.97.12670
Montazami, A.,*Pearson, H.,* Dubé, A. K., Kacmaz, G., Wen, R., & Alam, S. S. (2022). How educators choose a good educational app. Computers & Education, 184, 104513, https://doi.org/10.1016/j.compedu.2022.104513
Montazami,A.,*Pearson,H.,* Dubé, A. K., Kacmaz, G.,* Wen, R.,* & Alam, S. A.* (2022). How parents choose good educational apps from app stores. British Journal of Educational Technology, https://doi.org/10.1111/bjet.13213
Alam, S. S., * & Dubé, A. K. (2022). Theoretically driven educational app design: the creation of a mathematics app. Educational Technology Research & Development. https://doi.org/10.1007/s11423-022-10109-9
Kacmaz, G.,* & Dubé, A. K. (2022) Examining pedagogical approaches and types of mathematics knowledge in educational games: A meta-analysis and critical review. Educational Research Review, 35, https://doi.org/10.1016/j.edurev.2021.100428
Pearson, H., * & Dubé, A. K. (2021). 3D printing as an educational technology: Theoretical perspectives, learning outcomes, and recommendations for practice. Education and Information Technologies, 2021, https://doi.org/10.1007/s10639-021-10733-7
Dubé, A. K. & Wen, R.* (2021). The (un)changing role of technology in education. Psynopsis, 43 (3),8-9.
Dubé, A. K., & Wen, R.,* (2021). Identification and evaluation of technology trends in K-12 education from 2011 to 2021. Education and Information Technologies (2021). https://doi.org/10.1007/s10639-021-10689-8
Sharma, R.,* & Dubé, A. K. (2021). Towards the use of commercial games as educational tools. The Blue DOT, 13. https://bit.ly/3qBFPcK (a peer-reviewed magazine for UNESCO)
Dubé, A., K., & Dubé, N. J. (2020). Policies to guide the adoption of educational games into classrooms. Educational Technology Research and Development, 69, 167-171 https://doi.org/10.1007/s11423-020-09835-9
Dubé, A. K., Kacmaz, G.,* Wen, R.,* Xu, C.,* & Alam, S. S.* (2020). Identifying quality educational apps: Lessons from ‘top’ mathematics apps in the Apple App Store. Education and Information Technologies, 25, 5389-5404 https://doi.org/10.1007/s10639-020-10234-z
- M.A. Health Professions Education
- M.A. Learning Sciences
- M.Ed. Learning Sciences
- Ph.D. Learning Sciences
Not accepting Master's and Ph.D. students for 2023-24
