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The Learning Technologies Research Collaborative (LTRC)

About LTRC

The Learning Technologies Research Collaborative (LTRC) is Dr. Richard Ferdig’s research lab at Kent State University. As Summit Professor of Learning Technologies, Dr. Ferdig leads an interdisciplinary collaborative that brings together researchers, educators, and students to explore how emerging technologies can transform teaching and learning across the lifespan. Our mission is to combine cutting-edge technologies with current pedagogic theory to create innovative learning environments. We conduct rigorous research, develop practical applications, and disseminate findings that connect research, policy, and practice. Research areas currently include artificial intelligence (AI) in education, faith and technology, immersive learning technologies, and online learning.

Research Areas

learning technologies research collaborative; picture of a computer with an ai image on itArtificial Intelligence in Education

The Learning Technologies Research Collaborative (LTRC) explores the educational applications, implications, and societal impacts of artificial intelligence and generative AI tools (i.e., Claude, ChatGPT, Gemini, etc.). Our research examines both the opportunities and challenges AI presents for teaching, learning, and educational equity.

Selected Recent Publications:

  • Lampropoulos, G., Ferdig, R.E., & Kaplan-Rakowski, R. (2025). A social media data analysis of general and educational use of ChatGPT: Understanding emotional educators through Twitter data. Educational Technology & Society, 28(3), 51-65. https://doi.org/10.30191/ETS.202507_28(3).SP05
  • Ferdig, R.E., Baumgartner, E., Gandolfi, E., Ferdig, E.C., Ferdig, O.C., & Gandolfi, S. (2023). Editorial – The importance of having K-12 students explore artificial intelligence: A working conversation about AI-based image generation. Journal of Interactive Learning Research, 34(2), 185-212. http://doi.org/10.70725/089633hxuydi
  • Ferdig, R. E., Gandolfi, E., & Ling, E. (2023). The preK–12 educational benefits of AI-based image generation. In R. E. Ferdig, R. Hartshorne, E. Baumgartner, R. Kaplan-Rakowski, & C. Mouza (Eds.) What PreK–12 teachers should know about educational technology in 2023: A research-to-practice anthology (pp. 81–95). AACE.
  • Ling, E., Gandolfi, E., Ferdig, R. (2023). Helping PreK–12 teachers overcome the fear of artificial intelligence. In R. E. Ferdig, R. Hartshorne, E. Baumgartner, R. Kaplan-Rakowski, & C. Mouza (Eds.) What PreK–12 teachers should know about educational technology in 2023: A research-to-practice anthology (pp. 71–79). AACE.

Selected Recent Grants:

  • Ferdig, R.E., Gandolfi, E., Crowe, A.R., Kratcoski., A., & Cenker, M. (2025). PI for funded grant proposal ($590,077.56) titled, “KSU TeachCS 3.0: Innovative methods for preparing a new generation of CS teachers and students in Ohio.” Ohio Department of Higher Education.
  • Ferdig, R.E., Khan, J., Gandolfi, E., Guercio, A., Crowe, A.R., Kratcoski, A., Allouzi, M., & Cenker, M. (2024). PI for funded grant proposal ($725,579) titled, “KSU TeachCS 2.0: Innovative methods for preparing a new generation of CS teachers and students in Ohio.” Ohio Department of Higher Education.
  • Ferdig, R.E., Khan, J., Gandolfi, E., Guercio, A., Crowe, A.R., Kratcoski, A., Allouzi, M., & Cenker, M. (2024). PI for funded grant proposal ($1,010,000) titled, “KSU TeachCS: Innovative methods for preparing a new generation of CS teachers and students in Ohio.” Ohio Department of Higher Education.

Selected Free Resources:

  • Ferdig, R.E., Hartshorne, R., Baumgartner, E., Kaplan-Rakowski, R. & Mouza, C. (2023). What PreK-12 teachers should know about educational technology in 2023: A research-to-practice anthology. Association for the Advancement of Computing in Education (AACE).  https://www.learntechlib.org/p/222690/

learning technologies research collaborative; image of a computer with a cross in it showing Faith and TechnologyFaith, Technology, and a Deeper Psychology of Technology

The Learning Technologies Research Collaborative (LTRC) explores the often-overlooked intersection of faith, values, and technology in learning. This unique research area examines how religious perspectives shape technology use, how games and digital media address spiritual themes, and how we can develop a more nuanced understanding of the psychological and philosophical dimensions of technology use across the lifespan.

Selected Recent Publications:

  • Kosko, K. W., Zolfaghari, M., Ferdig, R. E., Gandolfi, E., Austin, C. K., Pavlic, C., & Guan, Q. (in press). Effects of perceptual and cognitive factors on preservice teachers’ professional noticing: A grounded cognitive perspective of professional noticing. ZDM. https://doi.org/10.1007/s11858-025-01734-8
  • Ferdig, R.E., Soyturk, I., Baumgartner, E., Gandolfi, E. (2024). Computer science in PK-12: Attitudes, beliefs, and self-efficacy of inservice teachers. Journal of Technology and Teacher Education, 32(4), 495-519.
  • Gandolfi, E., Ferdig, R.E., Krause, K., Soyturk, I., Morris, G., & Delahanty, S. (2023). An exploration of why gaming communities may make younger and non-normative gamers vulnerable to Internet Gaming Disorder. New Media & Society. https://doi.org/10.1177/14614448231215348
  • Ferdig, R.E. (2014). Developing a framework for understanding the relationship between religion and videogames. Online – Heidelberg Journal of Religions on the Internet, 5, 68-85.
  • Ferdig, R.E., & Mishra, P. (2004). Emotional responses to computers: Experiences in unfairness, anger, and spite. Journal of Educational Multimedia and Hypermedia, 13(2), 143-161.
  • Ferdig, R.E., & Weiland, S. (2002). A deeper psychology of technology: A case study of a girl and her eMate. Journal of Technology and Teacher Education, 10(3), 423-430.

Selected Recent Grants:

  • Ferdig, R.E., Clements, R., Gandolfi, R., Kratcoski, A, & Lu, C.C. (2020). PI for funded grant proposal ($175,000) titled “Social Engagement in Layers of History: Instant Creation of Universal Access to Humanities Content.” National Endowment for the Humanities: Digital Projects For the Public.

Selected Free Resources:

  • Ferdig, R.E. (2018). Society, culture, and technology: Ten lessons for educators, developers, and digital scientists. ETC Press. Click to download.

learning technologies research collaborative; picture of a computer with an immersive headset on itImmersive Learning Technologies (XR/VR/AR, 360, Gaming, Simulations, M-Learning)

The Learning Technologies Research Collaborative (LTRC) investigates how extended reality (XR), virtual reality (VR), augmented reality (AR), educational games, and simulations can enhance learning outcomes. Our work spans teacher education, K-12 classrooms, and informal learning environments.

Selected Recent Publications:

  • Dhimolea, T.K., Kaplan-Rakowski, R. & Ferdig, R.E. (2025). An empirical analysis of the use of virtual reality for coping with social isolation. Journal of Technology in Behavioral Science. https://doi.org/10.1007/s41347-025-00509-y
  • Gandolfi, E., & Ferdig, R.E. (2025). Exploring the relationship between motivation and augmented reality presence using the augmented reality presence scale (ARPS). Educational Technology Research & Development. https://doi.org/10.1007/s11423-025-10446-5
  • Gandolfi, E., Ferdig, R. E., & Kosko, K. W. (2024). Evaluating how extended reality delivery device and preservice teacher major impact presence in immersive learning environments. British Journal of Educational Technology, 55(5), 2296–2314. https://doi.org/10.1111/bjet.13446
  • Ferdig, R.E., Gandolfi, E., Lenart, C., & Clements, R. (2023). Building an augmented reality system for consumption and production of hybrid gaming and storytelling. Interaction Design and Architecture(s) Journal – IxD&A, 56, 53-68. http://dx.doi.org/10.55612/s-5002-056-003
  • Ferdig, R.E., Kosko, K.W., & Gandolfi, E. (2023). Exploring the relationships between teacher noticing,
    ambisonic audio, and variance in focus when viewing 360 video. Educational Technology Research & Development, 71, 881–899. https://doi.org/10.1007/s11423-023-10215-2

Selected Recent Grants:

  • Kosko, K. W., Guan, Q., & Ferdig, R. E. (January 2023). Co-PI for funded grant proposal ($101,928.67) titled, “Designing a machine learning tool to assess children’s fraction arithmetic.” Jaffe Foundation.
  • Kosko, K., Ferdig, R.E., & Lu, C.C. (2019). Co-PI for funded grant proposal ($1,488,759.00) titled “Design and Implementation of Immersive Representations of Practice.” National Science Foundation: Discovery Research K-12 (#1908159).
  • Ferdig, R.E., Bedesem, P., Harjusola-Webb, S., Sansosti, F., and Lu, C.C. (2015). Principal Investigator for funded grant proposal ($198,432) titled “Exploring Mobile Apps for Special Education STEAM Teaching and Learning.” AT&T Foundation.
  • Ferdig, R.E., Lu, C.C., Lorch, P. & Kratcoski, A. (2014). Principal Investigator for funded grant proposal ($951,808) titled “Innovations in Development: The Use of Mobile Applications for Informal Learning in the Cuyahoga Valley National Park.” National Science Foundation: Advancing Informal Science Learning (#1422764).

Selected Free Resources:

  • Extended Reality Initiative – University-wide initiative promoting XR in education (https://xr.kent.edu/)
  • May 4th AR Experience – Augmented reality application exploring the May 4, 1970 Kent State shootings (https://may4thxr.kent.edu)

learning technologies research collaborative; picture of a computer with an online learning on itOnline & Virtual Learning

The Learning Technologies Research Collaborative (LTRC) has been at the forefront of K-12 online and blended learning research for over two decades. Our work examines effective practices, student outcomes, teacher preparation, and the rapid shift to remote learning during the COVID-19 pandemic.

Selected Recent Publications:

  • Black, E.W., Ferdig, R.E., Fleetwood, A., & Thompson, L.A. (2022). Hospital homebound students and K-12 online schooling. PLoS ONE, 17(3): e0264841. https://doi.org/10.1371/journal.pone.0264841
  • Ferdig, R.E., Kosko, K.W. & Gandolfi, E. (2022). Using the COVID-19 pandemic to create a vision for XR-based teacher education field experiences. Journal of Technology and Teacher Education, 30(2), 239-252.
  • Hodges, C.B., Barbour, M. & Ferdig, R. (2022). A 2025 vision for building access to K-12 online and blended learning in pre-service teacher education. Journal of Technology and Teacher Education, 30(2), 201-216.
  • Black, E., Ferdig, R.E., & Thompson, L. A. (2021). K-12 virtual schooling, COVID-19, and student success. JAMA Pediatrics, 175(2), 119-120.

Selected Recent Grants:

  • Ferdig, R.E. (2006). Principal Investigator for funded grant proposal ($600,000) titled, “Establishing a framework to strengthen virtual high schools: A collaborative initiative to improve student performance and quality of instruction.” BellSouth Foundation.

Selected Free Resources:

Affiliated Faculty & Researchers

Enrico Gandolfi, PhD – Kent State University, Emerging Media And Technology (EMAT)

Karl W. Kosko, PhD – Kent State University, Mathematics Education

Joel Hughes, PhD – Kent State University, Department of Psychological Sciences

Janet M. Reed, PhD, RN, CMSRN – Kent State University, College of Nursing

Opportunities

For Graduate Students

LTRC welcomes doctoral students interested in learning technologies research that is both interdisciplinary and across the lifespan. We offer opportunities to:

  • Collaborate on funded research projects
  • Co-author publications
  • Present at national and international conferences
  • Develop expertise in emerging technologies

For Researchers & Educators

We seek partnerships with:

  • K-12 schools and districts
  • Educational technology developers
  • Researchers at other institutions
  • Community organizations

Contact

Richard E. Ferdig, PhD
Summit Professor of Learning Technologies
Kent State University
Email: rferdig (at) gmail.com / rferdig (at) kent.edu

The Learning Technology Research Collaborative is committed to conducting rigorous, impactful research that transforms educational practice and improves learning outcomes for all students.

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