Matthew Easterday

Matthew Easterday

Assistant Professor, Learning Sciences

Curriculum Vitae

Adobe Acrobat PDF View Matthew Easterday's CV.


  • 2009 - Siebel Fellowship
  • 2005 - Program in Interdisciplinary Educational Research Fellowship



Year Degree Institution
2010 PhD, Human-Computer Interaction Carnegie Mellon University
2004 MS, Human-Computer Interaction Carnegie Mellon University
1999 BA, Psychology and Mathematics Reed College

Selected Publications

Easterday, M. W. (Working Paper/In Press/Under Review). Policy World: A cognitive game for teaching deliberation in N. Pinkwart and B. McLaren (Eds.), Educational technologies for teaching argumentation skills.

Easterday, Matthew; Rees-Lewis, Daniel; Fitzpatrick, Colin; Gerber, Elizabeth (2014). Computer supported novice group critique. Proceedings of the Conference on Designing Interactive Systems: 405-414.

Easterday, Matthew; Jo, I. Yelee (2014). Replay penalties in cognitive games. Lecture Notes in Computer Science: 388-397.

Easterday, Matthew; Jo, Yelee (2013). Game penalties decrease learning and interest. Lecture Notes in Computer Science: 787-790.

Phelan, Pete; Rees-Lewis, Daniel; Easterday, Matthew; Gerber, Elizabeth (2013). Using mobile technology to support innovation education. Computer-Supported Collaborative Learning Conference: 333-334.

Easterday, Matthew; Aleven, Vincent; Scheines, Richard; Carver, Sharon (2011). Using tutors to improve educational games. Lecture Notes in Computer Science: 63-71.

Easterday, M. W., Aleven, V., Scheines, R. and Carver, S. M. (2009). Constructing causal diagrams to learn deliberation. International Journal of Artificial Intelligence in Education.

Scheines, R., Easterday, M. and Danks, D. (2006). Teaching the normative theory of causal reasoning in A. Gopnik and L. Schulz (Eds.), Causal learning: Psychology, philosophy, and computation (pp. 119-38). Oxford University Press.

Research Interests

Technology for the new civics – producing scientifically supported educational technology to create informed and engaged citizens who can solve the serious policy problems facing society such as poverty, global warming and militarism. Training such citizens requires us to understand how competent citizens analyze policy, communicate issues, and organize to make change. It also requires us to design more effective educational technology that can teach the knowledge, skills and dispositions citizens need.




Design of Learning Environments Wants G02 (1st choice) or Baldwin leaning studio (second choice) permission needed to join class - would like students to email him to "apply" for the course.

SESP 351

Design of Learning Environments

Last Updated: 2016-01-08 11:52:07