Association for Educational Communications and Technology
University of New Mexico
Association for Educational Communications and Technology
Association for Educational Communications and Technology
American Society for Engineering Education
Association for Educational Communications and Technology
Association for Educational Communications and Technology
Association for Educational Communications and Technology
University of Oklahoma
University of Oklahoma
Program Director, University of New Mexico
Associate Professor, University of New Mexico
Associate Program Director, University of New Mexico
Assistant Professor, University of New Mexico
Interim Program Director, University of New Mexico
Victor Law is a Professor in the Organization, Information, and Learning Sciences (OILS) program within the College of University Libraries & Learning Sciences at the University of New Mexico. His research examines game‑ and simulation‑based learning, scaffolding, self‑regulated learning, and computer‑supported collaborative learning, with recent work on learners’ help‑seeking with AI chatbots in digital game‑based environments. He earned a PhD in Educational Psychology (Instructional Psychology & Technology concentration) from the University of Oklahoma, an MBA (Management Information Systems) from the University of Illinois at Urbana‑Champaign, an MASc in Management Sciences from the University of Waterloo, and a BS in Statistics from San Francisco State University.
Educational Technology Research and Development • Journal
This study explores the roles of students’ help‑seeking profiles when seeking help from AI chatbots, specifically ChatGPT, in a digital game‑based learning environment (Summon of Magicrystal). With 102 middle‑school students, the results showed that help‑seeking threats, avoidance, and instrumental help‑seeking were positively correlated. Instrumental help‑seeking positively predicted game performance and engagement, while avoidance predicted the number of attempts. Findings highlight the importance of help‑seeking profiles for designing AI‑assisted game‑based learning to better support science learning.
Educational Technology & Society • Journal
This meta‑analysis synthesizes empirical research on digital badges’ effects on motivation and learning. Across studies, digital badges had a significant positive impact on learning achievement, while effects on motivation were inconclusive. Moderator analyses indicated stronger effects in higher education contexts, STEM subjects, and interventions lasting one to nine weeks. The review provides an early evidence base to inform the design and implementation of digital badges in education.
British Journal of Educational Technology • Journal
This study examined relationships among perceived leadership, group cohesion, online engagement, self‑regulation, and learning outcomes in an undergraduate online course (N=171). Using survey data and discussion‑log analytics with correlation and structural equation modeling, the results indicated that perceived leadership and group cohesion uniquely contributed to online engagement and self‑regulation, which in turn related to course performance.
Computers in Human Behavior • Journal
Although educational games are argued to enhance engagement and outcomes, evidence has been mixed. This study tested the effects of scaffolding on secondary students’ individual and collaborative game‑based learning. Results showed that providing question prompts/feedback scaffolds improved learners’ performance and influenced intrinsic motivation, offering design implications for effective game‑based learning support.
Journal of Educational Technology & Society • Journal
This empirical study examined how motivation and engagement relate to complex problem‑solving in a massively multiplayer online game‑based learning environment. Analyses revealed interrelationships among motivational constructs, engagement behaviors, and problem‑solving performance, offering evidence that well‑designed digital game‑based contexts can foster both motivation and complex problem‑solving competencies.