Jason Harley
Dr. Harley completed their FRQSC and SSHRC CGS-funded Ph.D. in Educational Psychology at 不良研究所 in 2014. They held concurrent postdoctoral fellow positions in the Department of Computer Science at the University of Montr茅al (FRQSC postdoc award) and in the Department of Educational and Counselling Psychology at 不良研究所 from 2014-2015 (SSHRC). Before returning to 不良研究所, Dr. Harley was a tenure-track assistant professor in the Department of Educational Psychology at the University of Alberta and Director of the Computer-Human Interaction: Technology, Education, and Affect (CHI-TEA) Laboratory (2016-2019). In 2018, they won the Outstanding Early Career Researcher Award sponsored by the Technology, Instruction, Cognition, and Learning (TICL) SIG of the American Educational Research Association (AERA). As a faculty member and principle investigator, their research has been supported by multiple grants from the Social Sciences and Humanities Research Council of Canada (SSHRC), the Killam Research Foundation, and MITACS. To-date, Dr. Harley鈥檚 research productivity includes 36 peer reviewed publications: 14 journal articles, 4 handbook chapters, and 18 refereed conference proceedings. Dr. Harley serves on the editorial board of the journal, Educational Technology Research and Development, as well as on program committees for Intelligent Tutoring Systems and Artificial Intelligence in Education. Their research and teaching have led to appearances in The Guardian, CBC News, Global News, Radio-Canada: Le T茅l茅journal, CTV News, The Toronto and Edmonton Star, The Edmonton Journal, and other broadcast and print media.
Surgical education, simulations, emotion regulation, burnout, medical technology, team training (e.g., communication, collaboration, leadership). Area of Research: The overall goal of Dr. Harley鈥檚 research is to enhance surgical and medical education by applying psychological and educational theories, interdisciplinary research methods, and leveraging advanced technologies. Their research is primarily informed by theories of affective and cognitive regulation in educational and training environments, including their recently published integrated model of emotion regulation in achievement situations.
Methodologically, Dr. Harley鈥檚 mixed-methods (quantitative and qualitative) research draws on both objective (e.g., skin conductance, facial recognition software, eyetracking) and subjective (self-report instruments, semi-structured interviews) measures of emotion and cognition. Their program of research aims to maximize the success of surgical outcomes by reducing adverse events and inefficiencies, especially those associated with the incidence of undesirable and un-regulated emotions and burnout. Dr. Harley also aims to enhance surgical training with emerging technologies, including robotics, AR/VR, AI, and games.
They are currently working to improve health and media literacy by developing educational interventions in a SSHRC-funded research project. These interventions will teach people about media literacy principles and strategies to help them regulate their emotions while consuming health-related information. The project therefore aims to help people make responsible and informed decisions about their health (e.g., choosing surgical procedures and post-operative care) in anxiety-provoking contexts and a time where fake news and misinformation is ubiquitous.
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Website: /sails-lab