Education
- Ph.D. 2023 – University of Wisconsin-Madison, Educational Psychology (Learning Sciences)
- M.S. 2020 – University of Wisconsin-Madison, Educational Psychology (Learning Sciences)
- M.A. 2016 – Ewha Womans University, Educational Technology
- B.A. 2014 – Ewha Womans University, Educational Technology
Areas of Expertise
- (Multimodal) Learning Analytics
- Learning Technologies
- Self-regulated Learning
- Computer-Supported Collaborative Learning
- Discourse analysis
- STEM education
Background
Hanall’s research interests center on multimodal interactions in STEM learning and teaching, encompassing speech, gesture, digital traces, and more. During her graduate studies, Hanall’s primary focus involved the design and implementation of learning technologies for students and teachers in STEM domains, as well as the investigation of multimodal interactions in such dynamic learning environments. Her research background spans a diverse spectrum of technology-enhanced learning environments, including an intelligent tutoring system, game-based motion-capture simulation, virtual internships, and other online learning management systems.
Research
In her research program, Hanall’s overarching objective is to advocate and advance multimodal approaches for knowledge construction and assessment in STEM. These approaches are pivotal in ensuring that students’ knowledge and skills are equitably assessed, especially for those from diverse linguistic and cultural backgrounds. To achieve this goal, she employs emerging learning technologies and learning analytics techniques. Ultimately, her research is dedicated to foster more inclusive educational research and practices in STEM.
Hanall’s research endeavors are organized into three interconnected strands that collectively advance theoretical foundations, methodological techniques, and practical applications: she focuses on (1) assessing of individuals’ cognitive skills or constructs through multimodal data triangulation, (2) developing methodologies for the systematic modeling of the temporal structure of the learning process, and (3) designing and implementing educational interventions that leverage emerging technologies to improve STEM educational practices.