Jeremy Riel, PhD
Visiting Assistant Professor
Educational Psychology
Pronouns: He/Him/His
Contact
Building & Room:
3343 ETMSW
Office Phone:
Personal Zoom Room
Email:
Related Sites:
About
Dr. Jeremy Riel is a technologist and learning design researcher. At UIC, Dr. Riel conducts an interdisciplinary research program with three tracks of inquiry: (1) investigating the potential of new technologies and game-based approaches for learning, (2) improving processes of learning within digital experiences, and (3) promoting technology skills education to develop technology and digital literacies, as well as agency and and the ability to affect positive change with digital tools.
Dr. Riel's work investigates emerging and disruptive technologies and their effects on human behavior and learning, with an eye for how new technologies might be used to maximize the learning of digital literacy and critical reasoning skills for use in the tech-ubiquitous world. In this regard, Dr. Riel's recent work has focused on games, simulations, generative artificial intelligence, machine learning, chat apps (e.g., Discord), online and distance learning, social media, and video streaming. Furthermore, Dr. Riel investigates the implementation of technology-enhanced learning interventions and how to support teachers and facilitators via professional development programs.
Dr. Riel also promotes technological and digital literacy at all ages across the disciplines. As a technology skills educator, his work emphasizes the important "T" part of STEM/STEAM as a mechanism for agency and social change in today's tech-ubiquitous society. People with a high degree of technology fluency, digital literacy, and interest and self-efficacy in technology are empowered to make an impact in today's world where diverse technologies and information streams are integrated into virtually every action and decision in every aspect of life. Dr. Riel's projects aim to develop technology fluency and digital literacy in both school-based and active workforce learning, and particularly those from communities who are underrepresented in technology-based academics and careers.
Courses Taught
Dr. Riel teaches courses for the Instructional Design and Training (IDT) Minor (https://go.uic.edu/idt) and the Human Development and Learning BA programs in the Educational Psychology Department.
- EPSY 380 - Instructional Design and Training
- EPSY 430 - Interactive Online Instruction: Design and Development
- EPSY 440 - Engaging Multimedia Learning: Design and Development
- EPSY 450 - Assessment and Evaluation of Learning Outcomes and Educational Products
Office Hours
By appointment. Schedule a meeting with me: https://go.uic.edu/RielSchedule
Selected Grants
CME Group Foundation, The Ready Child - A Public Awareness Campaign (2023-2025), Co-PI
National Science Foundation DRK12, Collaborative Research: Supporting Instructional Decision Making: The Potential of An Automatically Scored Three-dimensional Assessment System (2021-2025), Senior Investigator
Institute of Education Sciences, Refinement of GlobaleEd2 and Testing New Intervention Impact (2017-2022), Project Manager
Selected Publications
Riel, J., & Monahan, R. (2024). Learning from ludemes: An inventory of common player actions within tabletop role-playing games (TTRPGs) to inform principled design of game-based learning experiences. International Journal of Role-Playing, 15, 178-210. https://doi.org/10.33063/ijrp.vi15.325.
Riel, J., Lawless, K. A., & Oren, J. (2022). Comparisons of synchronous and asynchronous discussions in an online roleplaying simulation to teach middle school written argumentation skills. Online Learning Journal, 26(4), 1-26. http://dx.doi.org/10.24059/olj.v26i4.3468.
Riel, J., & Lawless, K. A. (2022). Developing written argumentation skills with an educational simulation game (ESG): The design and implementation of the GlobalEd ESG. In P. Sullivan, B. Sullivan, & J. Lantz (Eds.), Cases on Innovative and Successful Uses of Digital Resources for Online Learning. Hershey, PA: IGI Global. https://doi.org/10.4018/978-1-7998-9004-1.ch007.
Riel, J., & Lawless, K. A. (2021). Enhancing student affect from multi-classroom simulation games via teacher professional development: Supporting game implementation with the ROPD model. International Journal of Gaming and Computer-Mediated Simulations. 13(1), 34-54. http://doi.org/10.4018/IJGCMS.20210101.oa3.
Riel, J. (2021). Essential features and critical issues with educational chatbots: Toward personalized learning via digital agents. In M. Khosrow-Pour (Ed.), Handbook of Research on Modern Educational Technologies, Applications, and Management. 246-262. IGI Global. http://doi.org/10.4018/978-1-7998-3476-2.ch015.
Riel, J., Lawless, K. A., & Brown, S. W. (2018). Timing matters: Approaches for measuring and visualizing behaviours of timing and spacing of work in self-paced online teacher professional development courses. Journal of Learning Analytics. 5(1), 25-40. https://doi.org/10.18608/jla.2018.51.3
Riel, J., Lawless, K. A., & Brown, S. W. (2017). Defining and designing responsive online professional development (ROPD): A framework to support curriculum implementation. In Kidd, T. & Morris, L. R. (Eds.), Encyclopedia of Instructional Systems and Technology. 104-115. Hershey, PA: IGI Global. http://doi.org/10.4018/978-1-5225-2399-4.ch010.
Professional Leadership
Communications Director, 2023-2025, AERA Division C
Web Manager, 2021-2025, AERA Division C
Notable Honors
2024, UIC Faculty Open Educational Resources Leadership Award, UIC USG
Education
Ph.D. - University of Illinois Chicago
M.A. - Georgetown University
B.A. - University of Oregon
A.A. - Lane Community College
Professional Memberships
American Educational Research Association (AERA): Division C, SIG Online Teaching and Learning (OTL), SIG Technology, Instruction, Cognition, and Learning (TICL).
Society for Technology and Teacher Education (SITE)
International Technology and Engineering Educators Association (ITEEA)
Computer Science Teachers Association (CSTA)
Online Learning Consortium (OLC)