Professor Profiles


Jason Harley

Assistant Professor


Educational Psychology

About Me


Postdoctoral fellow, Computer Science, Université de Montréal

Research Associate, Educational Psychology, McGill University

Ph.D., Educational Psychology, McGill University

M.A., Educational Psychology, McGill University

B.A., Psychology, McGill University


Dr. Harley’s research focuses on advancing knowledge on dynamic cognitive, affective and metacognitive processes related to users’ interaction with technology. His primary area of research, the design and evaluation of technology-rich learning environments, serves as a multidisciplinary nexus between psychology, education, and computer science theories, research methods, and analytics. Dr. Harley’s research has examined cognitive, affective, and metacognitive (CAM) processes in intelligent tutoring systems, serious games, commercial games, mobile lightly-augmented reality applications, and medical simulations. He is particularly interested in continuing to explore temporal patterns in learners’ CAM processes through the use of multimodal methodologies that involve collecting continuous streams of data from automatic facial expression software, electrodermal activation (EDA) and heart rate (HR) bracelets, electroencephalography (EEG) headsets, eye-tracking monitors and headsets, and log files, in addition to more traditional trait-based, concurrent, and retrospective questionnaires.

Dr. Harley has published ~ 20 handbook chapters, journal articles, and conference proceedings and presented or co-authored ~ 40 conference papers in peer-reviewed, international venues in education, psychology, and computer science. He has contributed to numerous research projects that have been funded by American and Canadian funding agencies, and has been awarded doctoral and postdoctoral fellowships from the Fonds de recherche du Québec – Société et culture (FRQSC), and a Joseph-Armand Bombardier Canadian Graduate Scholarship (CGS) from the Social Science and Humanities Research Council of Canada (SSHRC). He is a member of the Artificial Intelligence in Education (AIED) Society and the American Educational Research Association (AERA), having chaired sessions at both conferences, and has been invited to contribute editorially to numerous international journals and conference program committees. Recently, he joined an interdisciplinary team of educators, psychologists, computer scientists, engineers, physicians, and historians from 18 different universities as a co-investigator on a 2.5 million dollar Social Sciences and Humanities Research Council of Canada (SSHRC) Partnership Research Grant (Susanne P. Lajoie, McGill University – PI): Learning Environments Across Disciplines Group (LEADS), joining fellow U. of A. Ed. Psyc. member, Dr. Jacqueline Leighton (assessment theme leader).

Key Words Associated with Dr. Harley’s Research

Affect, emotions, emotion regulation, engagement, self-regulated learning, co-regulated learning, metacognition, human-computer interaction, user/learner modeling, intelligent tutoring systems, serious games, commercial games, mobile augmented reality applications, medical simulations, trace data, behavioral data, and physiological data.


EDIT 488: Instructional Technology and Communication (University of Alberta)

EDPT 204: Educational Media (McGill University)

EDPE 668: Foundations of Computer-based Learning Environments (McGill University)