Matthew Easterday

Matthew Easterday

Assistant Professor, Learning Sciences
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. (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.


LRN_SCI 429 Design of Learning Environments This course focuses on basic methods for designing instruction. In the first part of the course, you will conduct task analyses and student interviews to understand the knowledge, skills and dispositions learners must acquire and the learning challenges they face. Next we'll use basic interaction design methods like brainstorming, personas, scenarios and diagrams to generate and sketch possible instructional solutions. The later part of the course will focus on prototyping a lesson and lesson observation. The final task will be to design a research plan for testing a learning principle used in the design. By the end of the course you will be able to create more effective learning environments, to use research to inform design, and to develop research questions based on design.
SESP 351 Topics: Digital Design for Social Change In this course, you will use a human-centered design process and digital media such as Flash to create an on-line interactive policy brief for educating and engaging the community in policy issues such as economic inequality.

Last Updated: 2014-10-10 11:30:16