**graduate student, ****postdoc
Akkus-Cakir, N., Gass, A., Foster, A., & Lee, F.J. (2017). Development of a game-design workshop to promote young girls interest towards computing through identity exploration. Computers & Education, 108, pp.115-130.
Foster, A. & Shah, M.**** (2016). Examining game design features for identity exploration and change. Journal of Computers in Mathematics and Science Teaching, 35(4) pp.345-360.
Foster, A. & Shah, M.**** (2016).* Knew me and new me: Facilitating student identity exploration and learning through game integration. International Journal of Gaming and Computer-Mediated Simulation, 8(3).
Foster, A. & Shah, M.**** (2016). Knew me and new me: Facilitating student identity exploration and learning through game integration. International Journal of Gaming and Computer-Mediated Simulation, 8(3).
Duvall, M.**, Matranga, A.**, Foster, A. & Silverman, J. (2016). Mobile learning: technology as mediator of personal and school experiences. International Journal of Game-Based Learning, 6(1).
Shah, M.,** & Foster, A. (2015). Developing and assessing teachers’ knowledge of game-based learning. Journal of Technology and Teacher Education, 23(2), 241-267.
Foster, A. & Shah, M.** (2015). The ICCE framework: Framing learning experiences afforded by games. Journal of Educational Computing Research, 51(4). (12% acceptance rate)
Foster, A. & Shah, M.** (2015). The Play Curricular activity Reflection Discussion model for game-based learning. Journal of Research in Technology Education, 47(2).
Shah, M.,** & Foster, A (2014). Undertaking an ecological approach to advance game-based learning: A case study. Journal of Educational Technology & Society, 17(1), 29-41.
Shah, M.**, & Foster, A. (2014). The inquiry, communication, construction, and expression (ICCE) framework for understanding learning experience in games. International Journal of Virtual and Personal Learning Environments, 5(2).
Katz-Buonincontro, J. & Foster, A. (2013). Integrating the visual arts back into the classroom with mobile applications: Teaching beyond the ‘click and view’ approach. Journal of Digital Learning and Teacher Education, 30(2), 52-59.
Foster, A. N. (2011).* The process of learning in a simulation strategy game: Disciplinary knowledge construction. Journal of Educational Computing Research, 45(1), 1-27.
Foster, A. N. (2008). Games and motivation to learn science: Personal identity, applicability, relevance and meaningfulness. Journal of Interactive Learning Research, 19(4), 597-614.
The Human Aspects of Technology and Knowledge: Exploring the cognitive, pedagogical, and experiential affordances of technologies for epistemological advancement and identity exploration in formal and informal learning spaces.
Information Technology Education: Designing, implementing, integrating, and combining technologies for knowledge construction and the exploration of identities.
Designing Intelligent Media for personalized and automated learning: Designing and developing games and computer-based environments to support identity exploration, motivation to learning, interest, behavior, and cognition, and personalized learning.
Model Development: Creating and testing epistemological and pedagogical models for learning and teaching with games and interactive digital environments to engage learners in formal and informal settings for 21st century learning and civic engagement.
STEM Learning in and out of school: Using games and virtual/computer worlds to explore metacognitive processes, knowledge building, and identity exploration in STEM disciplines.
Teachers and technology: Supporting teachers with technology understanding, design, and professional development
Aroutis Foster is the Interim Dean and a Professor of Learning Technologies in the School of Education at Drexel University in Philadelphia, PA. He was formerly the Associate Dean of Academic Affairs and Graduate Studies. He leads the Games and Learning in Interactive Digital Environments (GLIDE) Lab and is the founder of the Drexel Learning Games Network. He teaches and conducts research on the theoretical and practical applications of designed environments such as games and interactive digital environments to advance our understanding of learners’ knowledge, identity, and motivation in different settings including schools, workplaces, informal, and online environments. His broad research interests focus on the design of technology, computer-based learning environments, automated and personalized learning, technology integration, identity exploration, motivation, cognition, and learning. His research aims to explore the learning process including motivation to learn and learners’ identity change using immersive digital technologies, such as games. This includes model testing and development to integrate games and immersive technologies to support teachers and learners; the design of immersive and game environments to impact knowledge, identity change, and motivation to learn; and the investigation of the pedagogic, assessment, and motivational affordances of immersive digital environments for cognition, motivation, and behavior. Dr. Foster’s background is in educational psychology, educational technology, digital media, information technology education, and communications. His professional agenda has emerged from both his research and life experiences growing up in the Caribbean (Jamaica), and studying and living in New York City; East Lansing, Michigan; and Philadelphia. He serves on several editorial review and advisory boards for journals and organizations related technology and learning. He has published book chapters and journal articles about technology and learning. He has won awards for his work on technology and learning. He is a Phi Beta Kappa Member, a Mellon Mays Fellow, and the recipient of a Spencer Research Training Grant, and a NSF CAREER award.