LEAD Lecture Series

Talk Title: 
Challenges of Conducting EdTech Research in the Global South: Lessons from an RCT in Nepal and Comparative Research in Asia

Abstract: 
Conducting educational technology (EdTech) research in the Global South presents distinctive methodological, institutional, and practical challenges. Drawing on two research projects, this lecture explores the complexities of designing and conducting rigorous research in diverse socioeconomic contexts.

The first part introduces experimental and quasi-experimental research methods, highlighting the potential advantages of randomized controlled trials (RCTs) in Global South contexts. Using an EdTech intervention in Nepal as a case study, the lecture examines the practical challenges of conducting an RCT, including obtaining government approval, training enumerators, collaborating with local NGOs, implementing interventions, and ensuring research quality.

The second part introduces a comparative research project commissioned by the Asian Productivity Organization (APO), examining generative AI, educational inequality, and productivity across Asian economies. Focusing on its qualitative component, the lecture discusses challenges associated with accessing relevant stakeholders, conducting interviews across different institutional, national, and linguistic contexts, and ensuring research credibility through triangulation.

Through these two examples, the lecture demonstrates how methodological rigor, local partnerships, and an understanding of socioeconomic, institutional, and linguistic contexts are essential to conducting credible EdTech research in the Global South.

Talk Title: 
Confronting Science Denial: Flexible Practices to Promote Science Learning and Acceptance

Abstract: 
How do individuals decide whether to get vaccinated, eat genetical modified foods, or support climate change mitigation efforts in their neighborhood? Democracies depend on science savvy citizens who can make informed decisions about scientific issues. In Science Denial: Why It Happens and What to Do About It, Sinatra and co-author Barbara Hofer examine the psychological factors contributing to science denial, doubt, and resistance. The themes from the book include the role of psychological constructs such as misconceptions, cognitive biases, emotions, identity, epistemic cognition, and motivated reasoning in misunderstanding science. This presentation will focus on why science denial happens and the flexible practices that teachers can use to promote science understanding and support students in overcoming science doubt, denial, and resistance.

Bio:
Dr. Gale M. Sinatra is a Distinguished Professor Emerita of Psychology and Education at the Rossier School of Education at the University of Southern California and a member of the National Academy of Education. She received her B.S., M.S., and Ph.D. in Psychology from the University of Massachusetts, Amherst. 

Sinatra led the Motivated Change Research Lab at USC, the mission of which was understanding the cognitive, motivational, and emotional processes that lead to attitude 

Talk Title: 
Empirically investigating question-asking in- and outside of the lab

Abstract: 
Questions are central to human cognition: they guide information seeking, support problem finding, and shape creative problem solving. Yet, its cognitive mechanisms remain poorly understood due to challenges in studying it naturally. To address this challenge, we have been exploring ways to quantitatively assess question asking, and its role in creativity, inside and outside of the lab. First, I will introduce the Alternative Questions Task, a tool designed to assess individuals’ ability to generate questions about everyday objects, and discuss evidence linking question complexity, based on Bloom’s taxonomy, with creative thinking. I will then describe ongoing efforts to move beyond traditional lab tasks by developing interactive question-asking games, including Spot the Spy and The Martian Game, which allow large-scale assessment of how people ask questions to solve open- and closed-ended problems. I will conclude by considering future directions for studying what makes questions effective across contexts, domains, and levels of complexity.

Bio:
Dr. Yoed Kenett is an Associate Professor at the Faculty of Data and Decision Sciences at the Technion – Israel Institute of Technology. His research computationally and empirically investigates the role of knowledge in high-level cognition, focusing on creativity, associative thinking, memory search, and question asking, in typical and atypical populations. To investigate these issues, he applies computational tools from network science, natural language processing, and machine learning, coupled with empirical cognitive and neural research. Prof. Kenett is the Research Director in the Executive Committee of the Society for the Neuroscience of Creativity, has won the 2021 Berlyne award for excellent research by a junior scientist, and in 2025 was recognized as a rising star in creativity research by the European ISSCI.

The LEAD Lectures provide a forum for inviting international researchers to LEAD to engage in exchange, receive feedback, and collaborate.

The lecture series features presentations of general relevance to education and learning research and creates space for interdisciplinary dialogue within the LEAD community.

The lecture series thrives on input from the LEAD community: Please feel free to send suggestions for potential presentations or express interest in organizing or hosting a LEAD Lecture to Prof. Dr. Michiko Sakaki at coordinationspam prevention@lead.uni-tuebingen.de.