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

• Huang, K, & Law, V. (2022).  Help seeking from peers in an online class: roles of students’ help-seeking profiles and epistemic beliefs. Journal of Educational Technology & Society, 25(3), 1-14.
• Law, V., Ge, X. & Huang, K. (2020). Ill-structured problem solving in technology-supported learning environments. In M.J. Bishop, E. Boling, J. Elen, & V. Svihla (Ed.), Handbook of research on educational communications and technology (5th ed.). (pp. 321-343).  Springer
• 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. Doi: 10.1007/s11423-020-09794-1 (SSCI Indexed: Impact Factor = 3.565)
• Huang, K., Law, V., & Lee, S.J. (2019). Role of learners’ epistemic beliefs in an online community of inquiry. British Journal of Educational Technology, 50(4), 1882-1895. https://doi.org/10.1111/bjet.12684  (SSCI Indexed: Impact Factor = 2.951)
• Chen, C-H. K., Law, V., & Huang, K. (2019).  The roles of engagement and competition on learner’s performance and motivation in game-based science learning. Educational Technology Research and Development, 67(4),1003–1024. https://doi.org/10.1007/s11423-019-09670-7 (SSCI Indexed: Impact Factor = 2.303)
• 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. doi: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)
• Chen, C.-H., Law, V., & Chen, W.-Y. (2018). The effects of peer competition-based science learning game on secondary students’ performance, achievement goals, and perceived ability. Interactive Learning Environments, 26(2), 235-244. https://doi.org/10.1080/10494820.2017.1300776 (SSCI Indexed: Impact Factor = 1.929)
• Huang, K., Ge, X., & Law, V. (2017). Deep and surface processing of instructor’s feedback in an online course. Journal of Educational Technology & Society, 20(4), 247-260. (SSCI Indexed: Impact Factor = 1.767)
• Law, V. & Chen, C-H. K. (2016). Prompting science learning in game-based learning with question prompts and feedback. Computers and 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/7771/1541-5015.1622 (Journal acceptance rate: 10–20%).
• Law, V., Ge, X., & Eseryel, D. (2016).  Development of a self-regulation in a social context scale in a collaborative problem-solving environment. Technology, Knowledge and Learning, 21(2), 243-253. Https://doi.org/10.1007/s10758-016-9274-z (SCImago Journal Rank: 0.64)
• 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)
• Eseryel, D., Law, V., Ifenthaler, D., Ge, X., & Miller, R. (2014).  An investigation of the interrelationships between motivation, engagement, and complex problem solving in game-based learning. Journal of Educational Technology & Society, 17(1), 42-53. (SSCI Indexed: Impact Factor = 1.018)
• Boverie, P., Grassberger, R., & Law, V. (2013). Leading individual development and organizational change around learning, meaning, and nurturing environment.  Advances in Developing Human Resources, 15(4), 382-400. https://doi.org/10.1177/1523422313498564 (SCImago Journal Rank: 0.52)
• Eseryel, D., Ge, X., Ifenthaler, D., & Law, V. (2011). Dynamic modeling as a cognitive regulation scaffold for complex problem-solving skills in an educational massively multiplayer online game environment.Journal of Educational Computing Research, 45(3), 265-286. (SSCI Indexed: Impact Factor = 0.440; Outstanding Journal Article Award, Design and Development Division of the Association for Educational Communications and Technology)