Elizabeth Rowe

• Game-based learning and assessment
• Innovative integration of technology in STEM education
• Quantitative research methods
• Multimodal analytics and data mining
• Data literacy education

Elizabeth, a senior researcher at TERC, studies and develops innovative uses of technology in and out of schools with a current focus on game-based learning. Dr. Rowe is currently the Director of Researcher for the Educational Gaming Environments group at TERC where she oversees the research design, data collection, and analysis for several NSF projects including CodePlay, Zoombinis Implementation Study, Leveling Up, Taking Games to School, SportsLab 2020, Revealing the Invisible, and the Finnish-US Network.

• Ph.D. in Human Development and Family Studies, Cornell University, May 2000
• M.A. in Human Development and Family Studies, Cornell University, August 1994
• B.A. in Mathematics, University of the Pacific, May 1991

• American Education Research Association
• Society of Learning Analytics Research
• International Educational Data Mining Society
• International Society of the Learning Sciences
• Association of Computer Machinery

• 2015: Emerging Scholar Award from the AERA Applied Research in Immersive Environments for Learning (ARIEL) special interest group for Hamari, Shernoff, Rowe, Coller, Asbell-Clarke, & Edwards (2015).
• 2011: Emerging Scholar Award from the AERA Applied Research in Virtual Environments for Learning (ARVEL) special interest group for Asbell-Clarke, Edwards, Hewitt, Larsen, Rowe & Sylvan (2011).
• 1995: Robert Chin Memorial Award from the Society for the Psychological Study of Social Issues (SPSSI) for Eckenrode, Rowe, Laird, & Brathwaite (1995)

Rowe, E., Asbell-Clarke, J., Baker, R., Eagle, M., Hicks, A., Barnes, T., Brown, R., & Edwards, T., (2017). Assessing implicit science learning in digital games. Computers in Human Behavior, 76, 617-630. DOI: 10.1016/j.chb.2017.03.043

Hamari, J., Shernoff, D. J., Rowe, E., Coller. B., & Asbell-Clarke, J., Edwards, T. (2015). Challenging games help students learn: An empirical study on engagement, flow and immersion in game-based learning. Computers in Human Behavior, 54, 170-179. DOI: 10.1016/j.chb.2015.07.045

Rowe, E., Asbell-Clarke, J. & Baker, R. (2015). Serious game analytics to measure implicit science learning. In C.S. Loh, Y. Sheng, & D. Ifenthaler Serious Game Analytics: Methodologies for Performance Measurement, Assessment, and Improvement (343-360). Springer Science+Business.