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. (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.


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: Design of Learning Environments To change organizations and societies, citizens must persuade others to take action, and for Millennials, this means mastering new digital literacies. In this course you will learn how to use interactive media to develop policy messages that educate and persuade. Specifically, you will learn fundamental skills and concepts for: (1) analyzing policy texts, (2) conducting human-centered, iterative design and (3) programming interactive media including Flash, HTML, and if time allows, the social web (such as Facebook and Twitter). This year, your client will be high school citizen journalists in Chicago's immigrant communities. Your design challenge will be to create interactive digital products that help these journalists increase their audience's understanding of policy issues. Using a policy topic of your choosing (such as money in politics, immigration policy, global warming, etc.) possible projects might include: 1. A compelling and persuasive interactive presentation that provides greater depth on the policy issue (appearing alongside journalists' video profiles) 2. A mobile or social web application (for iphone or Facebook) that helps citizen journalists to reach a larger audience or increase interaction with their current audience 3. On-line curriculum for teaching student journalists to report on policy There are no prerequisites for the course. To tailor this syllabus of this special topics class to students' interests and needs, enrollment will be limited. If you have questions about the course, please email Matt Easterday,

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