Regina Kaplan-Rakowski, Assistant Professor

 

 

 

 

 

 

 

 

 

 

Education

PhD, Southern Illinois University, Carbondale, 2016

  • Major: Curriculum and Instruction, Learning Systems Design & Technology

MA, Southern Illinois University, Carbondale, 2006

  • Major: Foreign Languages and Literatures

MEd, Pedagogical University, Cracow, 2001

  • Major: European Studies

Research Interests

  • Immersive Learning Environments: Virtual Reality, Augmented Reality, Mixed Reality, Virtual Worlds
  • Online Teaching and Learning
  • Artificial Intelligence (AI)
  • Computer-Assisted Language Learning
  • Mobile Learning
  • 3D Visualizations of Learning Content
  • Multimedia Learning
  • Emerging Technologies
  • Performance Anxiety
  • Second Language Acquisition
  • Vocabulary Teaching/Learning and Wellness/Mindfulness 

Contact

Links

Recent Selected Publications 

Baumgartner, E., Kaplan-Rakowski, R., Ferdig, R. E., Hartshorne, R., & Mouza, C. (2022). (Eds.) A retrospective of teaching, technology, and teacher education during the COVID-19 pandemic. Association for the Advancement of Computing in Education (AACE). https://www.learntechlib.org/p/221522/ 

Kaplan-Rakowski, R., Lin L., & Wojdynski, T. (2022). Learning vocabulary using 2D pictures is more effective than using immersive 3D stereoscopic pictures. International Journal of Human-Computer Interaction, 38(4), 299–308. https://doi.org/10.1080/10447318.2021.1938394 

Khukalenko, I., Kaplan-Rakowski, R., An, Y., & Iushina, V. (2022). Teachers’ perceptions of using virtual reality technology in classrooms: A large-scale survey. Education and Information Technologies. https://doi.org/10.1007/s10639-022-11061-0. 

Dhimolea, T. K., Kaplan-Rakowski, R., & Lin, L. (2022). A systematic review of research on high-immersion virtual reality for language learning. TechTrends, 3. https://doi.org/10.1007/s11528-022-00717-w 

Papin, K., & Kaplan-Rakowski, R. (2022). A study on vocabulary learning using immersive 360° pictures. Computer Assisted Language Learning, 35. https://doi.org/10.1080/09588221.2022.2068613 

Bartolic, S., Matzat, U., Tai, J., Burgess, J.-L., Boud, D., Craig, H., Archibald, A., De Jaeger, A., Kaplan-Rakowski, R., Lutze-Mann, L., Polly, P., Roth, M., Heap, T., Agapito, J., & Guppy, N. (2022). Student vulnerabilities and confidence in learning in the context of the COVID-19 pandemic. Studies in Higher Education. https://doi.org/10.1080/03075079.2022.2081679 

Mouza, C., Hartshorne, R., Baumgartner, E., & Kaplan-Rakowski, R. (2022). Special issue editorial: A 2025 vision for technology and teacher education. Journal of Technology and Teacher Education, 30(2), 107–115. https://www.learntechlib.org/primary/p/221464/ 

Dhimolea, T.K., Kaplan-Rakowski, R., & Lin, L. (2022). Supporting social and emotional well-being with artificial intelligence. In V. M. Albert, L. Lin, & J. M. Spector (Eds.), Bridging Human and Artificial Intelligence (pp. 125–138). Springer. https://doi.org/10.1007/978-3-030-84729-6_8 

Kaplan-Rakowski, R., Johnson, K., & Wojdynski, T.  (2021). The impact of virtual reality meditation on college students’ test performance. Smart Learning Environments, 8(21). https://doi.org/10.1186/s40561-021-00166-7 

Kaplan-Rakowski, R. (2021). Addressing students’ emotional needs during the COVID-19 pandemic: A perspective on text versus video feedback in online environments. Educational Technology Research and Development, 69(1), 133–136. https://doi.org/10.1007/s11423-020-09897-9 

An, Y., Kaplan-Rakowski, R., Yang, J., Conan, J., Kinard, W., & Daughrity, L.  (2021). Examining K-12 teachers’ feelings, experiences, and perspectives regarding online teaching during the early stage of the COVID-19 pandemic. Educational Technology Research and Development, 69(2), 2589–2613. https://doi.org/10.1007/s11423-021-10008-5  

Kaplan-Rakowski, R., & Gruber, A. (2021). One-on-one foreign language speaking practice in high-immersion virtual reality. In Y.J. Lan, & S. Grant (Eds.), Contextual Language Learning - Real Language Learning on the Continuum from Virtuality to Reality (pp. 187–202). Springer. http://doi.org/10.1007/978-981-16-3416-1 

Ferdig, R. E., Baumgartner, E., Mouza, C., Kaplan-Rakowski, R., & Hartshorne, R. (2021). Editorial: Rapid publishing in a time of COVID-19: How a pandemic might change our academic writing practices. Contemporary Issues in Technology and Teacher Education, 21(1).  

Ferdig, R. E., Baumgartner, E., Hartshorne, R., Kaplan-Rakowski, R., & Mouza, C. (2020). (Eds.) Teaching, technology, and teacher education during the COVID-19 pandemic: Stories from the field. Association for the Advancement of Computing in Education (AACE). https://www.learntechlib.org/p/216903/ 

Hartshorne, R., Baumgartner, E., Kaplan-Rakowski, R., Mouza, C., & Ferdig, R. E. (2020). Special issue editorial: Preservice and inservice professional development during the COVID-19 pandemic. Journal of Technology and Teacher Education, 28(2), pp. 137–147. https://www.learntechlib.org/primary/p/216910/ 

Gruber, A., & Kaplan-Rakowski, R.  (2020).  User experience of virtual reality public speaking practice.  In R. Zheng (Ed.), Cognitive and affective perspectives on immersive technology in education (pp. 235–249).  IGI Global. https://doi.org/10.4018/978-1-7998-3250-8