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Regina Kaplan-Rakowski

Title: Assistant Professor

Department: Learning Technologies

College: College of Information

Curriculum Vitae

Curriculum Vitae Link

Education

  • PhD, Southern Illinois University, 2016
    Major: Education (Curriculum & Instructions)
    Specialization: Instructional Technology and Design
    Dissertation: The effect of stereoscopic three-dimensional images on recall of second language vocabulary
  • MA, Southern Illinois University, 2006
    Major: Foreign Languages and Literatures
    Specialization: French
    Dissertation: The Keyword Method used for foreign language vocabulary teaching
  • MEd, Pedagogical University, 2001
    Major: European Studies
    Dissertation: 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: The teaching of the Present Perfect Tense to high school students

Current Scheduled Teaching

LTEC 3100.420New Horizons for Learning Technologies in STEMSpring 2025
LTEC 5200.420New Technologies of InstructionSpring 8W1 2025
LTEC 6950.459Doctoral DissertationFall 8W2 2024
LTEC 6030.430Emerging Technologies in EducationFall 2024
LTEC 5200.420New Technologies of InstructionFall 8W1 2024
LTEC 6900.481Special Problems in Learning TechnologiesFall 8W1 2024

Previous Scheduled Teaching

LTEC 6900.750Special Problems in Learning TechnologiesSummer 10W 2024
LTEC 5580.020LTEC Capstone: Integrated PortfoliosSpring 8W2 2024 SPOT
LTEC 5510.020Technology Based Learning EnvironmentsSpring 2024 SPOT
LTEC 5610.020Analysis of Research in Learning TechnologiesFall 8W2 2023 SPOT
LTEC 5580.020LTEC Capstone: Integrated PortfoliosFall 8W2 2023 SPOT
LTEC 5900.020Special ProblemsSpring 2023
LTEC 6210.030Theory and Design of Interactive Multimedia SystemsSpring 2023 SPOT
LTEC 6030.001Emerging Technologies in EducationFall 2022 SPOT
LTEC 6030.030Emerging Technologies in EducationFall 2022 SPOT
LTEC 5703.020Artificial Intelligence Technologies for Learning and PerformanceSpring 2022 SPOT
LTEC 5211.020Instructional Systems Design IISpring 2022 SPOT
LTEC 5040.020Online Design and PedagogySpring 8W1 2022 SPOT
LTEC 5580.020Readings Seminar in Learning TechnologiesSpring 8W2 2022 SPOT
LTEC 5610.020Analysis of Research in Learning TechnologiesFall 8W2 2021 SPOT
LTEC 4210.020Digital Multimedia in Education and TrainingFall 2021 Syllabus SPOT
LTEC 5111.020Introduction to Video TechnologyFall 2021 SPOT
LTEC 5040.020Online Design and PedagogyFall 8W1 2021 SPOT
LTEC 5040.026Online Design and PedagogyFall 8W1 2021 SPOT
LTEC 5580.020Readings Seminar in Learning TechnologiesFall 8W2 2021 SPOT
LTEC 5580.026Readings Seminar in Learning TechnologiesFall 8W2 2021 SPOT
LTEC 5211.020Instructional Systems Design IISpring 2021 SPOT
LTEC 5580.020Readings Seminar in Learning TechnologiesSpring 8W2 2021 SPOT
LTEC 5260.020Computer Graphics for Mediated CommunicationsFall 2020 SPOT
LTEC 3220.020Computer Graphics in Education and TrainingFall 2020 Syllabus SPOT
LTEC 4210.020Digital Multimedia in Education and TrainingFall 2020 Syllabus SPOT
LTEC 5111.020Introduction to Video TechnologyFall 2020 SPOT
LTEC 5510.020Technology Based Learning EnvironmentsFall 2020 SPOT
LTEC 5510.080Technology Based Learning EnvironmentsFall 2020 Syllabus SPOT
LTEC 3260.020Web AuthoringFall 2020 Syllabus SPOT
LTEC 5420.020Web AuthoringFall 2020 SPOT
LTEC 5420.026Web AuthoringFall 2020 SPOT
LTEC 5420.080Web AuthoringFall 2020 SPOT
LTEC 5610.020Analysis of Research in Learning TechnologiesSpring 8W2 2020
LTEC 5610.080Analysis of Research in Learning TechnologiesSpring 8W2 2020
LTEC 5210.020Instructional Systems Design ISpring 2020
LTEC 5210.080Instructional Systems Design ISpring 2020
LTEC 5211.020Instructional Systems Design IISpring 2020
LTEC 5220.020Multimedia in Technology ApplicationsSpring 2020
LTEC 5220.080Multimedia in Technology ApplicationsSpring 2020
LTEC 4210.020Digital Multimedia in Education and TrainingFall 2019 Syllabus SPOT
LTEC 5210.020Instructional Systems Design IFall 2019 SPOT
LTEC 5210.080Instructional Systems Design IFall 2019 SPOT
LTEC 5111.020Introduction to Video TechnologyFall 2019 SPOT
LTEC 5111.026Introduction to Video TechnologyFall 2019 SPOT
LTEC 5200.020New Technologies of InstructionFall 8W1 2019 SPOT
LTEC 5200.080New Technologies of InstructionFall 8W1 2019 SPOT
LTEC 5200.086New Technologies of InstructionFall 8W1 2019 SPOT
LTEC 3260.020Web AuthoringFall 2019 Syllabus SPOT

Published Intellectual Contributions

    Book

  • Cockerham, D.P., Kaplan-Rakowski, R., Foshay, W., Spector, J.M. (2023). Reimagining Education: Stories and Studies to Spark Effective Learning Practices in a Changing Digital Society. Springer. https://link.springer.com/book/10.1007/978-3-031-25102-3
  • 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/
  • 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

  • Lund, B., Harker, K.R., Kaplan-Rakowski, R. (2024). Using AI to support the transition from schooling to employment for autistic individuals. In A. Walters (Ed.), Transforming special education through artificial intelligence. (pp. 379–400). IGI Global.
  • Kaplan-Rakowski, R., Ye, Y. (2023). Listening tasks in virtual reality: A pilot study. In B. Bédi, Y. Choubsaz, K. Friðriksdóttir, A. Gimeno-Sanz, S. Björg Vilhjálmsdóttir., & S. Zahova (Eds.), CALL for all Languages - EUROCALL 2023 Short Papers.
  • Thrasher, T., Kaplan-Rakowski, R., Chun, D., Sadler, R. (2023). Virtual reality: ”Awesome”, ”OK”, or ”Not so good” for language learning?. In B. Bédi, Y. Choubsaz, K. Friðriksdóttir, A. Gimeno-Sanz, S. Björg Vilhjálmsdóttir., & S. Zahova (Eds.), CALL for all Languages - EUROCALL 2023 Short Papers.
  • Kaplan-Rakowski, R., Heap, T. (2023). Emerging technologies for blind and visually impaired learners: A case study. Springer.
  • 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

  • Thrasher, T., Kaplan-Rakowski, R., Ovsiannikova, U., Yuan, Y., Meyr, J. (2024). “I can talk to Spanish speakers in Illinois!”: Student perspectives on AI-avatar role plays in virtual reality.. WorldCALL Conference Proceedings.
  • 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

  • An, Y., Kaplan-Rakowski, R. (2024). Examining adults’ enjoyment, challenges, and cognitive load in informal learning with high-immersion virtual reality. TECH Trends.
  • Ye, Y., Kaplan-Rakowski, R. (2024). Practicing listening comprehension skills in high-immersion virtual reality. British Journal of Educational Technology. https://bera-journals.onlinelibrary.wiley.com/doi/abs/10.1111/bjet.13481
  • Kaplan-Rakowski, R., Cockerham, D.P., Ferdig, R.E. (2023). The impact of sound and immersive experience when using virtual reality and tablet: A mixed-methods study. British Journal of Educational Technology. Wiley. https://bera-journals.onlinelibrary.wiley.com/doi/10.1111/bjet.13417
  • 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. 10 (46) https://slejournal.springeropen.com/articles/10.1186/s40561-023-00263-9
  • 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. The Journal of Applied Instructional Design. 11 (4) AECT. https://edtechbooks.org/jaid_11_4/nQbhDXCE
  • 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. Studies in Higher Education. 47 (12) 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.
  • 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.
  • 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
  • Other

  • 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.
  • Special Issue Editorial

  • 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/
  • 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/

Contracts, Grants and Sponsored Research

    Fellowship

  • Kaplan-Rakowski, R., "UNT Washington DC Fellowship," sponsored by UNT, University of North Texas, $5000 Funded. (2022).
  • 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. (2023).
  • 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. (2022 - 2024).
  • Kaplan-Rakowski, R. (Principal), "Fostering STEAM Learning in Extended Reality," sponsored by College of Information, University of North Texas, $2000 Funded. (2023 - 2024).
  • Kaplan-Rakowski, R., "Exploring mixed reality technologies for teaching and learning," sponsored by College of Information, University of North Texas, $4900 Funded. (2020 - 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. (2019 - 2020).
  • 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, Funded. (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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