Øster Farimagsgade 2A, 1353 København K, Bygning: 03-0-016
I joined the Department of Psychology, Faculty of Social Sciences, at the University of Copenhagen in January 2018, where I am the leader of the Virtual Learning Lab (virtuallearninglab.net)
My main research interests include the areas of Educational Psychology, and Work and Organizational Psychology. I am particularly interested in research on learning within immersive environments including virtual and augmented reality, multimedia learning, instructional design, motivation, self-efficacy, process measures of learning, presence, training, psychometrics, and psychological and educational measurement.
My current research focuses on understanding the mechanisms of learning in immersive learning environments (including but not limited to virtual and augmented reality). In order to take a significant step towards truly understanding how people learn I focus on combining laboratory research with experiments in classrooms using theories from cognitive psychology and modern methodology. At the VR Learning Lab we can assess the learning process by measuring cognitive and emotional activity in real time with measures such as EEG, GSR, and eye tracking. We also collaborate with some of the leading educational technology companies and teachers to investigate how immersive technology influences learning, motivation, and interest in classroom settings. The goal of my research is to develop evidence-based knowledge that can guide instructional designers to develop learning material more optimally, and to inspire further innovative research in this field. For more information see virtuallearninglab.net.
Makransky, G., Terkildsen, T. S., & Mayer, R. E. (2019). Adding immersive virtual reality to a science lab simulation causes more presence but less learning. Learning and Instruction. 60. 225-236. https://doi.org/10.1016/j.learninstruc.2017.12.007
Makransky, G., Petersen G. B. (2019). Investigating the process of learning with desktop virtual reality: A structural equation modeling approach. Computers & Education. https://doi.org/10.1016/j.compedu.2019.02.002
Makransky, G., Terkildsen, T. S., & Mayer. R. E. (2019). Role of subjective and objective measures of cognitive processing during learning in explaining the spatial contiguity effect. Learning and Instruction. https://doi.org/10.1016/j.learninstruc.2018.12.001
Makransky G, Mayer RE, Veitch N, Hood M, Christensen KB, Gadegaard H (2019). Equivalence of using a desktop virtual reality science simulation at home and in class. PLoS ONE 14(4): e0214944. https://doi.org/10.1371/journal.pone.0214944
Makransky, G., Wismer, P. Mayer, R. E. (2018). A Gender Matching Effect in Learning with Pedagogical Agents in an Immersive Virtual Reality Science Simulation. Journal of Computer Assisted Learning. https://doi.org/10.1111/jcal.12335
Makransky, G., Lilleholt, L., & Aaby, A. (2017). Development and validation of the Multimodal Presence Scale for virtual reality environments: A confirmatory factor analysis and item response theory approach. Computers in Human Behavior, 72, 276-285. http://doi.org/10.1016/j.chb.2017.02.066
2017: Grant from Marked Development Fund: Revolutionary science teaching tools based on Virtual Reality (5,000,000 DKK)
2016-2020: Grant from Innovation Fund Denmark: SIPROS: Virtual Laboratory Simulations for Increased Productivity and Occupational Standards in the Biotechnology Industry (23,500,000 DKK)
2014-2017: Grant from Innovation Fund Denmark: Advanced Technology Foundation: Next-generation adaptive medical laboratory simulations based on educational measurement research (9,184,000 DKK).
2014-2016: Grant from Eurostars: Novel technology for automatic detection of emotions for cutting-edge adaptive learning solutions (1,175,000 Euros).