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 several empirical studies in national and international refereed journals such as Computers in Human Behaviors, Journal of Educational Computing Research, Technology, Instruction, Cognition, and Learning, and International Journal of Knowledge Management and E-Learning.

Selected Publications

• Huang, K., Law, V., & Lee, S.J. (online first).  Role of learners’ epistemic beliefs in an online community of inquiry. British Journal of Educational Technology. Doi: 10.1111/bjet.12684 
• Xie, K., Hensley, L., Law, V., & Sun, Z. (online first).  Self-regulation as a function of emergent leadership and perceived cohesion in small group online collaborative learning.  British Journal of Educational Technology. Doi: 10.1111/bjet.12594 
• 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. doi: https://doi.org/10.1016/j.chb.2018.01.035
• Huang, K., & Law, V. (2018). Learners’ engagement online in peer help.  American Journal of Distance Education, 32(3), 177-189.  Doi: 10.1080/08923647.2018.1475982
• 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. doi: 10.1080/10494820.2017.1300776
• 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.
• 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. Doi: 10.1016/j.compedu.2016.10.005
• 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). Doi: 10.7771/1541-5015.1622
• 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. Doi: 10.1007/s10758-016-9274-z
• Chen, C-H. K. & Law, V. (2016). Scaffolding individual and collaborative game-based learning in learning performance and intrinsic motivation. Computers in Human Behaviors.
• 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.
• Eseryel, D. & Law, V. (2012).  Effect of cognitive regulation in understanding complex science systems during simulation-based inquiry learning. Technology, Instruction, Cognition, and Learning, 9(1-2), 111-132.
• Law, V., Ge, X & Eseryel, D. (2011). An Investigation of the development of a reflective virtual learning community in an ill-structured domain of instructional design. International Journal of Knowledge Management and E-Learning, 3(4), 513-533.
• Eseryel, D., Ge, X., Ifenthaler, D., & Law, V. (2011). Dynamic modeling as cognitive regulation scaffold for complex problem solving skill acquisition in an educational massively multiplayer online game environment. Journal of Educational Computing Research, 45(3), 265-287.