Dr. Victor Law received his PhD in Educational Psychology from the University of Oklahoma. His primary research interests include game-based and simulation-based learning, scaffolding, self-regulation, ill-structured problem-solving, and computer-supported collaborative learning. He has been conducting studies examining the effect of different scaffolding approaches, including massively multiplayer online games, computer-based simulation, and dynamic modeling, on students' complex problem-solving learning outcomes; the research results have been presented at prestigious national and international conferences, such as Annual Meeting of the American Educational Research Association, Association for Educational Communications and Technology, and International Conference of Learning Sciences. Dr. Law has published empirical studies in national and international refereed journals such as Educational Technology Research and Development, British Journal of Educational Technology, Computers and Education, Computers in Human Behaviors. Journal of Educational Technology & Society, Interactive Learning Environments, Interdisciplinary Journal of Problem-Based Learning, and Journal of Educational Computing Research.

Selected Publications

• Chen, C.-H., &  Law, V. (online first). The role of help-seeking tendencies in seeking help from ChatGPT in a digital game-based learning. Educational Technology Research and Development. https://doi.org/10.1007/s11423-025-10464-3
• Law, V. Jimenez, M., Kittinger, L. & Lopez, B. (2024). A meta-analysis on the implementation of digital badges in educational settings. Journal of Educational Technology & Society, 27(3), 29-45. https://doi.org/10.30191/ETS.202407_27(3).RP02
• Huang, K., Law, V., & Lee-Post, A. (2024). Relationships among class climate, students’ internal help-seeking factors, participation in peer help, and achievement in an online class. British Journal of Educational Technology. 55(5), 2132-2150. https://doi.org/10.1111/bjet.13437
• Moore, S, Hedayati, A., Law, V., & Kang, S. P. (2024).  The change we work: Professional agency and ethics in emerging AI technologies.  TechTrends, 68(1), 27-36. https://doi.org/10.1007/s11528-023-00895-1
• Chen, C-H. K., Shih, C-C, Law, V. (2020). The effects of competition in digital game-based learning (DGBL): A meta-analysis. Educational Technology Research and Development, 68(4), 1855-1873. https://doi.org/10.1007/s11423-020-09794-1 (SSCI Indexed: Impact Factor = 3.565)
• Law, V., Ge, X., & Huang, K. (2020). Understanding learners’ challenges and scaffolding their ill-structured problem solving in a technology-supported self-regulated learning environment. In M. J. Bishop, E. Boling, J. Elen, & V. Svihla (Eds.), Handbook of research in educational communications and technology: Learning design (pp. 321-343). Cham: Springer International Publishing.
• Xie, K., Hensley, L.C., Law, V., & Sun, Z. (2019). Self-regulation as a function of perceived leadership and cohesion in small group online collaborative learning. British Journal of Educational Technology, 50(1), 456-468. https://doi.org/10.1111/bjet.12594 (SSCI Indexed: Impact Factor = 2.951)
• Tawfik, A.A., Law, V., Ge, X., Xing, W., & Kim, K. (2018). The effect of sustained vs. faded scaffolding on students’ argumentation in ill-structured problem solving. Computers in Human Behavior, 87, 436-449. https://doi.org/10.1016/j.chb.2018.01.035 (SSCI Indexed: Impact Factor = 4.306; Outstanding Empirical Journal Article Award, Research and Theory Division of the Association for Educational Communications and Technology)
• Law, V. & Chen, C-H. K. (2016). Prompting science learning in game-based learning with question prompts and feedback. Computers & Education, 103, 134-143. https://doi.org/10.1016/j.compedu.2016.10.005 (SSCI Indexed: Impact Factor = 3.819)
• Ge, X., Law, V., & Huang, K. (2016). Detangling the interrelationships between self-regulation and ill-structured problem solving in problem-based learning. The Interdisciplinary Journal of Problem-based Learning, 10(2). https://doi.org/10.7771/1541-5015.1622 (Journal acceptance rate: 10–20%).
• Chen, C-H. K. & Law, V. (2016). Scaffolding individual and collaborative game-based learning in learning performance and intrinsic motivation. Computers in Human Behavior, 55, Part B, 1201-1212. https://doi.org/10.1016/j.chb.2015.03.010 (SSCI Indexed: Impact Factor = 3.435)