Faculty Profile

Regina Kaplan-Rakowski

Title
Assistant Professor
Department
Learning Technologies
College
College of Information

    

Education

PhD, Southern Illinois University, 2016.
Major: Education (Curriculum & Instructions)
Degree Specialization: Instructional Technology and Design
Dissertation Title: The effect of stereoscopic three-dimensional images on recall of second language vocabulary
MA, Southern Illinois University, 2006.
Major: Foreign Languages and Literatures
Degree Specialization: French
Dissertation Title: The Keyword Method used for foreign language vocabulary teaching
MEd, Pedagogical University, 2001.
Major: European Studies
Dissertation Title: The attitude of the USA towards the admission of Poland to the North Atlantic Treaty Organization and to the European Union
BEd, Pedagogical University, 1996.
Major: Teaching English as a Second Language
Dissertation Title: The teaching of the Present Perfect Tense to high school students

Current Scheduled Teaching*

LTEC 5580.020, LTEC Capstone: Integrated Portfolios, Spring 2024
LTEC 5510.020, Technology Based Learning Environments, Spring 2024
LTEC 5610.020, Analysis of Research in Learning Technologies, Fall 2023
LTEC 5580.020, LTEC Capstone: Integrated Portfolios, Fall 2023

* Texas Education Code 51.974 (HB 2504) requires each institution of higher education to make available to the public, a syllabus for undergraduate lecture courses offered for credit by the institution.

Previous Scheduled Teaching*

LTEC 5900.020, Special Problems, Spring 2023
LTEC 6210.030, Theory and Design of Interactive Multimedia Systems, Spring 2023 SPOT
LTEC 6030.001, Emerging Technologies in Education, Fall 2022 SPOT
LTEC 6030.030, Emerging Technologies in Education, Fall 2022 SPOT
LTEC 5703.020, Artificial Intelligence Technologies for Learning and Performance, Spring 2022 SPOT
LTEC 5211.020, Instructional Systems Design II, Spring 2022 SPOT
LTEC 5040.020, Online Design and Pedagogy, Spring 8W1 2022 SPOT
LTEC 5580.020, Readings Seminar in Learning Technologies, Spring 8W2 2022 SPOT
LTEC 5610.020, Analysis of Research in Learning Technologies, Fall 8W2 2021 Syllabus SPOT
LTEC 4210.020, Digital Multimedia in Education and Training, Fall 2021 Syllabus SPOT
LTEC 5111.020, Introduction to Video Technology, Fall 2021 Syllabus SPOT
LTEC 5040.020, Online Design and Pedagogy, Fall 8W1 2021 SPOT
LTEC 5040.026, Online Design and Pedagogy, Fall 8W1 2021 SPOT
LTEC 5580.020, Readings Seminar in Learning Technologies, Fall 8W2 2021 Syllabus SPOT
LTEC 5580.026, Readings Seminar in Learning Technologies, Fall 8W2 2021 SPOT
LTEC 5211.020, Instructional Systems Design II, Spring 2021 Syllabus SPOT
LTEC 5580.020, Readings Seminar in Learning Technologies, Spring 8W2 2021 Syllabus SPOT
LTEC 5260.020, Computer Graphics for Mediated Communications, Fall 2020 Syllabus SPOT
LTEC 3220.020, Computer Graphics in Education and Training, Fall 2020 Syllabus SPOT
LTEC 4210.020, Digital Multimedia in Education and Training, Fall 2020 Syllabus SPOT
LTEC 5111.020, Introduction to Video Technology, Fall 2020 Syllabus SPOT
LTEC 5510.020, Technology Based Learning Environments, Fall 2020 Syllabus SPOT
LTEC 5510.080, Technology Based Learning Environments, Fall 2020 Syllabus SPOT
LTEC 3260.020, Web Authoring, Fall 2020 Syllabus SPOT
LTEC 5420.020, Web Authoring, Fall 2020 Syllabus SPOT
LTEC 5420.026, Web Authoring, Fall 2020 Syllabus SPOT
LTEC 5420.080, Web Authoring, Fall 2020 Syllabus SPOT
LTEC 5610.020, Analysis of Research in Learning Technologies, Spring 8W2 2020
LTEC 5610.080, Analysis of Research in Learning Technologies, Spring 8W2 2020
LTEC 5210.020, Instructional Systems Design I, Spring 2020
LTEC 5210.080, Instructional Systems Design I, Spring 2020
LTEC 5211.020, Instructional Systems Design II, Spring 2020
LTEC 5220.020, Multimedia in Technology Applications, Spring 2020
LTEC 5220.080, Multimedia in Technology Applications, Spring 2020
LTEC 4210.020, Digital Multimedia in Education and Training, Fall 2019 Syllabus SPOT
LTEC 5210.020, Instructional Systems Design I, Fall 2019 SPOT
LTEC 5210.080, Instructional Systems Design I, Fall 2019 SPOT
LTEC 5111.020, Introduction to Video Technology, Fall 2019 SPOT
LTEC 5111.026, Introduction to Video Technology, Fall 2019 SPOT
LTEC 5200.020, New Technologies of Instruction, Fall 8W1 2019 SPOT
LTEC 5200.080, New Technologies of Instruction, Fall 8W1 2019 SPOT
LTEC 5200.086, New Technologies of Instruction, Fall 8W1 2019 SPOT
LTEC 3260.020, Web Authoring, Fall 2019 Syllabus SPOT

* Texas Education Code 51.974 (HB 2504) requires each institution of higher education to make available to the public, a syllabus for undergraduate lecture courses offered for credit by the institution.

Published Publications

Published Intellectual Contributions

Book
Ferdig, R. E., Hartshore, 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. 452. Association for the Advancement of Computing in Education (AACE). https://learntechlib.org/p/222690/
Cockerham, D. P., Kaplan-Rakowski, R., Foshay, W., Spector, J. M. Reimagining Education: Stories and Studies to Spark Effective Learning Practices in a Changing Digital Society. Springer.
Baumgartner, E., Kaplan-Rakowski, R., Ferdig, R. E., Hartshore, R., Mouza, C. (2022). A Retrospective of Teaching, Technology, and Teacher Education During the COVID-19 Pandemic. 238. Association for the Advancement of Computing in Education (AACE). https://www.learntechlib.org/p/216903/
Ferdig, R., Baumgartner, E., Hartshore, R., Kaplan-Rakowski, R., Mouza, C. (2020). Teaching, Technology, and Teacher Education during the COVID-19 Pandemic: Stories from the Field. 851. Association for the Advancement of Computing in Education (AACE). https://www.learntechlib.org/p/216903/
Book Chapter
Kaplan-Rakowski, R., Gruber, A. (2022). Motivation and reading in high-immersion virtual reality. 208-213. Research-publishing.net.
Kaplan-Rakowski, R., Gruber, A. (2022). Verbal and nonverbal communication in VR for language learners.
Dhimolea, T. K., Kaplan-Rakowski, R., Lin, L. (2022). Supporting social and emotional well-being with artificial intelligence. Springer. https://link.springer.com/chapter/10.1007/978-3-030-84729-6_8#:~:text=AI%2Dbased%20systems%20such%20as,with%20social%20and%20emotional%20development.
Kaplan-Rakowski, R., Gruber, A. (2021). One-on-one foreign language speaking practice in high-immersion virtual reality. Contextual Foreign Language Learning: Real Language Learning on the Continuum from Virtuality to Reality. 187-202. Springer.
Papin, K., Kaplan-Rakowski, R. (2020). An exploratory analysis of the impact of learners’ first language on vocabulary recall using immersive technologies.
Gruber, A., Kaplan-Rakowski, R. (2020). User experience of virtual reality public speaking practice. IGI Global. Hershey, PA: Information Science Reference.
Kaplan-Rakowski, R., Meseberg, K. (2019). Immersive media and their future. Educational Media and Technology Yearbook: (Vol. 42). Springer, New York, NY.. 42, 143-153. Champaign: Springer.
Kaplan-Rakowski, R., Wojdynski, T. (2018). Students’ attitudes towards high-immersion virtual reality assisted language learning.
Kaplan-Rakowski, R., Loranc-Paszylk, B. (2017). Students’ views on the helpfulness of multimedia components of digital flashcards in mobile-assisted vocabulary learning.
Kaplan-Rakowski, R. (2011). Foreign language instruction in a virtual environment: An examination of potential activities.
Kaplan-Rakowski, R., Rakowski, D. (2011). Educational technologies for the neomillenial generation.
Kaplan-Rakowski, R. (2011). Teaching foreign languages in a virtual world: Lesson plans.
Kaplan-Rakowski, R., Loh, C. (2010). Modding and rezzing in games and virtual environments for education.
Conference Proceeding
Kaplan-Rakowski, R., Gruber, A. (2019). Low-immersion versus high-immersion virtual reality: Definitions, classification, and examples with a foreign language focus. Innovation in language learning.
Journal Article
Kaplan-Rakowski, R., Gruber, A. (2023). An experimental study on reading in high-immersion virtual reality. British Journal of Educational Technology.
Kaplan-Rakowski, R., Gruber, A. (2023). The impact of high-immersion virtual reality on foreign language anxiety. Smart Learning Environments.
Kaplan-Rakowski, R., Grotewold, K., Hartwick, P., Papin, K. (2023). Generative AI and teachers’ perspectives on its implementation in education. Journal of Interactive Learning Research. 34(2), 313–338.
Kaplan-Rakowski, R., Dhimolea, T. K., Khukalenko, I. S. (2023). Foreign language teachers’ beliefs about using immersive virtual reality. Education and Information Technologies.
Kaplan-Rakowski, R., Papin, K., Hardwick, P. (2023). Language teachers’ perceptions and use of extended reality. CALICO Journal. 40(1), . Equinox.
Hayes, A., Kaplan-Rakowski, R., D., Archibald, A., Lucke, H., Heap, T., Taylor, D. (2022). Implementing low-cost 360° video technology to promote core skills in journalism courses. Journalism & Mass Communication Educator. AECT.
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/216910/
Bartolic, S., Guppy, N., Archibald, A., Kaplan-Rakowski, R., Boud, D., Heap, T. (2022). COVID-19, student vulnerabilities, and confidence in learning: Evidence from higher education. Higher Education. Routeledge.
Khukalenko, J., 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. 27, 11591–11613. Springer. https://link.springer.com/article/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. Springer.
Papin, K., Kaplan-Rakowski, R. (2022). A study of vocabulary learning using annotated 360° pictures. Computer Assisted Language Learning. Taylor & Francis.
Kaplan-Rakowski, R., Johnson, K. R., Wojdynski, T. (2021). The impact of virtual reality meditation on college students’ test performance. Smart Learning Environments.
Kaplan-Rakowski, R., Lin, L., Wojdynski, T. (2021). Learning vocabulary using 2D pictures is more effective than using immersive 3D stereoscopic pictures. International Journal of Human-Computer Interaction. Taylor & Francis Online.
An, Y., Kaplan-Rakowski, R., Yang, J., Connan, 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. Springer.
Ferdig, R. E., Baumgartner, E., Mouza, C., Kaplan-Rakowski, R., Hartshorne, R. (2021). Rapid publishing in a time of COVID-19: How a pandemic might change our thoughts on academic writing. Contemporary Issues in Technology and Teacher Education.
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. 133–136.
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), 137-147. https://www.learntechlib.org/primary/p/216910/
Kaplan-Rakowski, R. (2019). The effect of stereoscopic three-dimensional images on vocabulary learning.
Kaplan-Rakowski, R., Loranc-Paszylk, B. (2019). The impact of verbal and nonverbal auditory resources on explicit foreign language vocabulary learning. System. 85(5), . Pergamon. https://www.sciencedirect.com/science/article/abs/pii/S0346251X18310388

Awarded Grants

Contracts, Grants and Sponsored Research

Fellowship
Kaplan-Rakowski, R., "UNT Washington DC Fellowship," Sponsored by UNT, University of North Texas, $5000 Funded. (November 11, 2022 – Present).
Grant - Research
Kaplan-Rakowski, R. (Principal), Zhang, X. (Co-Principal), "Implementing biometric measures as a novel approach to assess foreign language anxiety," Sponsored by Division of Research and Innovation, University of North Texas, $9477 Funded. (February 24, 2023 – Present).
Kaplan-Rakowski, R. (Co-Principal), Gruber, A. (Principal), "Improving the integration of foreign students through innovative learning and teaching formats," Sponsored by Stifterverband, European Commission, International, $16663 Funded. (January 01, 2020 – Present).
Thrasher, T. (Principal), Sadler, R. (Co-Principal), Kaplan-Rakowski, R. (Co-Principal), Chun, D. (Co-Principal), "Language learning using Immerse in high-immersion virtual reality," Sponsored by Facebook / Meta / Oculus / Immerse, International, $350000 Funded. (November 15, 2022May 30, 2024).
Kaplan-Rakowski, R. (Principal), "Fostering STEAM Learning in Extended Reality," Sponsored by College of Information, University of North Texas, $2000 Funded. (January 24, 2023January 23, 2024).
Kaplan-Rakowski, R., "Exploring mixed reality technologies for teaching and learning," Sponsored by College of Information, University of North Texas, $4900 Funded. (November 14, 2020November 13, 2021).
Gruber, A. (Principal), Kaplan-Rakowski, R. (Co-Principal), "Improving the integration of foreign students through innovative learning and teaching formats," Sponsored by Stifterverband, European Commission, International, $16661 Funded. (January 1, 2019January 1, 2020).
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Overall
Summative Rating
Challenge and
Engagement Index
Response Rate

out of 5

out of 7
%
of
students responded
  • Overall Summative Rating (median):
    This rating represents the combined responses of students to the four global summative items and is presented to provide an overall index of the class’s quality. Overall summative statements include the following (response options include a Likert scale ranging from 5 = Excellent, 3 = Good, and 1= Very poor):
    • The course as a whole was
    • The course content was
    • The instructor’s contribution to the course was
    • The instructor’s effectiveness in teaching the subject matter was
  • Challenge and Engagement Index:
    This rating combines student responses to several SPOT items relating to how academically challenging students found the course to be and how engaged they were. Challenge and Engagement Index items include the following (response options include a Likert scale ranging from 7 = Much higher, 4 = Average, and 1 = Much lower):
    • Do you expect your grade in this course to be
    • The intellectual challenge presented was
    • The amount of effort you put into this course was
    • The amount of effort to succeed in this course was
    • Your involvement in course (doing assignments, attending classes, etc.) was
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