- Equity and Inclusion
- Prospective Students
- Clinical Psychology Center
Education & Training
- PhD in Cognitive Psychology, University of Pittsburgh
- MS in Cognitive Psychology, University of Pittsburgh
- BS, BA in Psychology University of Pittsburgh
- BS, BA in English Writing University of Pittsburgh
- BS, BA in Religious Studies, University of Pittsburgh
- Minor in French, University of Pittsburgh
I conduct learning sciences research, with particular interests in educational technology, motivation, example-based learning, explanation, collaboration, and belonging. Through laboratory experiments and classroom studies, I examine cognitive, metacognitive, and motivational factors that influence math and science learning from middle school through college.
Nguyen, H. A., Hou, X., Richey, J. E., & McLaren, B. M. (2022). The impact of gender in learning with games: A consistent effect in a math learning game. International Journal of Game-Based Learning, 12(1), 1-29.
Hou, X.; Nguyen, H. A., Richey, J. E., Harpstead, E., Hammer, J. & McLaren, B. M. (2022). Assessing the Effects of Open Models of Learning and Enjoyment in a Digital Learning Game. International Journal of Artificial Intelligence in Education, 32(1), 120-150.
McLaren, B. M., Richey, J. E., Nguyen, H. A., & Hou, X. (2022). How instructional context can impact learning with educational technology: Lessons from a study with a digital learning game. Computers & Education, 178, 104366.
Richey, J. E., Andres-Bray, M., Mogessie, M., Scruggs, R., Andres, J. M. A. L., Star, J. R., Baker, R. S., & McLaren, B. (2019). More confusion and frustration, better learning: The impacts of erroneous examples. Computers & Education, 139, 173-190. doi:10.1016/j.compedu.2019.05.012
Richey, J. E., Bernacki, M. L., Belenky, D. M., & Nokes-Malach, T. J. (2018). Comparing class- and task-level measures of achievement goals. The Journal of Experimental Education, 86(4), 560-578. doi:10.1080/00220973.2017.1386155
Richey, J. E., Nokes-Malach, T. J., & Cohen, K. (2018). Collaboration facilitates abstract category learning. Memory and Cognition, 46(5), 685-698. doi:10.3758/s13421-018-0795-7