The Wireframe
ECT News in Development
The Wireframe
ECT News in Development
This Spring/Summer 2025 issue of the Wireframe brings you highlights, reporting, interviews, and analysis! Thanks to the ECT students, alumni, faculty, and friends for helping our community thrive.
On March 20th, the 2025 EdTech Meetup brought together students, educators, and tech enthusiasts for an inspiring evening of innovation and collaboration. The event featured special guests Professor Jan Plass from the CREATE Lab and Mike Kleba from EdTech Meetup, who shared their insights on the future of education technology.
Attendees enjoyed a lively panel discussion, explored cutting-edge CREATE Lab project prototypes, and connected with fellow EdTech enthusiasts. Many left feeling energized, having not only expanded their professional networks but also found potential collaborators for future projects.
Prof. Jan Plass’s New Book:
Rethinking Cognitive Load Theory
To be published in June, the book describes a way of reconceptualizing the theory so that it can better account for the multifaceted nature of learner cognition that has emerged in recent research. It considers complex learning tasks as involving various goals of learner activities that need combining cognitive, motivational, and affective perspectives.
Learn more about the book here.
Cognitive Load Theory (CLT) has been a cornerstone of educational psychology and instructional design for over 40 years. This influential theory explores the limits of working memory and how learning materials should be designed to maximize effectiveness. In 2010, Professor Jan Plass co-edited a pivotal volume on CLT, outlining its state-of-the-art applications—but also identifying key limitations.
Now, in June 2025, Professor Plass’s new book presents a major evolution of the theory, addressing three critical shortcomings by introducing an interval approach and a goal-driven approach. These advancements allow CLT to:
Distinguish cognitive demands across learning phases – Recognizing that different stages of learning (e.g., initial instruction vs. application) impose varying cognitive loads.
Incorporate learner motivation – Previously, CLT couldn’t effectively guide designs like educational games, which rely heavily on engagement. This update integrates motivational factors into instructional planning.
Account for learner emotions – Emotional design (e.g., visuals, narratives) now has a research-backed role in CLT, explaining how affective elements influence cognitive processing and retention.
This refined theory opens new possibilities for designing more adaptive, engaging, and effective learning experiences. Stay tuned for the book’s release—it’s a must-read for educators, instructional designers, and anyone passionate about the science of learning!
Reference:
Plass, J.L., Moreno, R., & Brünken, R. (Eds.) (2010). Cognitive Load Theory. Cambridge University Press
Kalyuga, S., & Plass, J.L. (forthcoming). Rethinking Cognitive Load Theory. Oxford University Press.
As schools prepare to adopt affordable virtual reality technology, the CREATE Lab’s VR for Science Learning project is paving the way for effective implementation. This initiative focuses on developing evidence-based frameworks to help educators evaluate how immersive virtual reality (IVR) can enhance academic learning—particularly in science education—by examining its impact on both engagement and cognitive processes.
The project has reached an exciting milestone with the successful prototyping of its first IVR experience, Cosmos, which transports learners into an interactive model of our solar system. This breakthrough allows researchers to study how immersive environments can boost curiosity, motivation, and deeper learning in science.
Technology plays an increasingly vital role in the lives of both children and adults, with today’s children entering the digital space at younger ages than previous generations. Despite digital proliferation and concerns regarding potential negative impacts of excessive screen time on child development, there is a noticeable lack of research focused on the wellbeing effects of technology use and the digital habits of young children in conjunction with their parents and caregivers, particularly in the UAE.
Contributed by:
Prof. Jan L. Plass ( ECT Professor | Founding Director of CREATE Lab)
Taneim Miah ( NYU Alumnus | Assistant Research Scientist at the CREATE Lab)
We are thrilled to share the list of winners from the Spring 2025 EXPO Awards, who stand out for their exceptional achievement and dedication at the ECT programs! Your contributions are a testament and great empowerment to the vibrant and talented community!
Award For Design into Practice: Madison Weidner
Award For Theory into Practice: Owen Tsoi & Paul Huang
Award For Design for Empowerment: Jiayu Du
Award For Healing Through Design: Mier Qin
Award For Prototyping and Visual Design: Lyla (Liyun) Cheng
Award For Evidence-Based Design: Sarah Eisenstein
Award For Community Justice: Maisha Sarker
Award For Departmental Banner Bearer: Sara Jakubowicz
Outstanding Leadership & Service to the Department Award: Shem Alleyne
Outstanding Scholarship Award: Darryl Hutchinson
Departmental Banner Bearer: Danira Khatwani
We’re beyond excited to celebrate this year’s winners! With an incredible 28 submissions (!), the competition was fierce, showcasing not only a wide range of technical and design skills but also an especially creative and thoughtful set of portfolios. Click the following links to check out more about the 5 winning pieces.
@Xuanlin Chen - https://xuanlinchen.framer.website
@Franchesca Cortés - https://www.franchescacortes.com/
@Sara Jakubowicz - https://www.sarajakub.com/
@Yinuo Ma - https://yinuomas-portfolio-site.webflow.io/
@Silvia Ramírez - https://www.silviaramirezgranados.com/
ECT Ph.D. Fellow Jill Beale has been invited to present a paper titled Critical Thinking Habits of Mind in Media Arts Learning at the 2025 International Society of the Learning Sciences Annual Meeting this June in Helsinki.
The paper describes the initial findings from an exploratory case study at a youth filmmaking lab. Using observations, reflective interviews, and creative artifacts, the researchers examined the production process for six young filmmakers. By analyzing and coding the filmmakers’ reflections and artistic decisions, the researchers identified critical thinking habits of mind such as perspective-taking, adapting, synthesizing, and assessing. Iterative analyses of filmmakers' data helped the researchers develop a codebook for Critical Thinking Habits of Mind in Media Arts Learning. This codebook is the first step in creating a framework for studying critical thinking in media arts learning and will be used to study this phenomenon across diverse settings. This paper was written by NYU ECT Doctoral Fellow Jill Beale, Post-Doctoral Fellow Francisco Castro, ECT PhD students Xiaomeng Huang and Cass Scheirer, MA students Chuqing Lyu and Yuning Gao, and Professor Kayla DesPortes.
What is ECT Student Grant?
ECT Student Grant is a competitive fund to support ECT student-led projects and professional development. Funds may be used to cover expenses related to student-led projects. Stay tuned for 2025-2026 deadlines to apply!
Before joining NYU ECT, I worked in the game industry as an artist and designer. I helped design a serious game called On Call, where players take on the role of doctors caring for patients under pressure. Even though it was an educational game, most of our design thinking was still focused on making it fun, rather than on how people learn. That made me reflect. Since I studied English education during my undergrad, I started to wonder—how can games support learning? That’s why I applied to ECT. This program gives me the theory and support I was missing. It teaches learning science, especially cognitive science, and allows students to try new ideas with grants and feedback.
On Call is a serious game about doctors who need to balance patient care, emotional stress, and trust. It helps players understand how communication, stress, and empathy play a role in the healthcare field. The lead narrative of this game is about a doctor, and we keep the content reliable. The game was longlisted for the 2024 Yugo BAFTA Student Awards and shortlisted for the Serious Games GALA Conference.
I was the character designer. I created visuals for the people in the game—doctors, patients, and family members. But I faced many challenges. For example, I gave the main doctor gold-rimmed glasses. Some players thought it looked thoughtful and smart, but others said it looked like something an old lady would wear. I also drew an African American grandmother based on a reference image, but people thought she looked East Asian. These mistakes taught me that designing characters isn’t just about how they look—it’s about how people understand them.
On Call helped me realize that I want to keep exploring how visual design supports user psychology. My next step is to continue along this path, working on projects that focus on how visuals can reduce stress and guide emotion in learning environments. I’m especially interested in collaborating across fields. And I think the ECT community also provides opportunities to work with people from multiple majors. With the support of ECT’s community and grants, I hope to create new tools and studies that show how visual elements can improve user focus and emotional connection in learning games.
As a master’s student in Learning Technology and Experience Design, I was recently awarded a student grant for my thesis project titled “Bridging Language and Cultural Gaps: The Role of First Language Mentors in Supporting English Learners in K-12 Classrooms.” My research investigates how first-language mentors can support newcomer English Learners and their teachers by fostering culturally responsive communication and connection. In my study, mentors are defined as professionals who share students’ first language and cultural background, serving as role models and sources of inspiration beyond the classroom. The project led to the development of MasterMinds, a platform designed to streamline access to these mentors in schools.
I conducted mixed-methods research combining focus groups, interviews, and surveys with teachers, students, and mentors in the Chicagoland area. The grant was used to incentivize teacher participation in the study, helping collect insights from educators working directly with linguistically diverse students.
by Christina Huang (Adjunct Faculty at ECT | Director of Learning & Development, AI & Data at Mastercard)
As part of the Theories and Principles of Learning Analytics course taught by Professor Christina Huang, students participated in two hands-on workshops that brought theory into practice. Andrés Cuervo from Folk Computer led a workshop on designing tangible, human-scale interactions. Eagle Tong from Building Blocks guided sprint exercises on chunking knowledge and mapping learning metrics. Together, the workshops with guest speakers showed how learning analytics principles translate into real-world, insight-driven design.
by Silvia Ramírez Granados (LTXD Student | Training Manager)
Reflections from a visit with the Deputy Director and Chief Curator as part of the Digital Design for Museum Learning course
Discover the inspiring career journey of Ruobing Su, a 2022 LTXD graduate who successfully transitioned from journalism to a thriving UX design role at the University of Virginia Library. Learn about her key takeaways from the program, her experiences building connections, and practical tips for all students!
by Kevin Valliere (G4L Student | Associate Director of Academic Advising)
What would make someone want to sit in front of a slot machine day in and day out, often for a dozen hours or more, all the while feeding a very finite supply of money into its avaricious maw?
by Tanvi Vartak (G4L Alumnus | Product Designer)
What are the consequences when emotional needs are fulfilled by systems engineered primarily for engagement rather than wellbeing? And how should our educational approaches evolve in response to this fundamental shift in human relationships?
by Jolie Radunich (NYU Aluminus | Product Marketing Manager)
Jolie's passion project, "Trading Up Texts" explores how literacy edtech and AI can help high school students see motivating career pathways through any required ELA text. Would love the opportunity to share snackable insights about the role LLMs, UX, and sales will play in developing this product—for fellow builders, dreamers, and enthusiasts in this space.
An annual Unconferences is happening in the Fall.
Keep track of the CoNNECT events on the Events Calendar.
If you'd like to get involved or if you have any questions, reach out by email!
Sign up for CoNNECT's mailing list and stay up to date:
Don’t miss opportunities to participate in the CREATE's research project about what makes educational VR experiences interesting, engaging, and effective for learning.
Are you looking for an opportunity to voice out and share your stories at ECT? Sign up to be a student Ambassador for the student-led ECT Instagram account @ectstudent.
Contact Maaike Bouwmeester (mb262@nyu.edu) for more info!
Get to know your peers, ECT alumni and the broader ECT network! Want to join the conversation in our brown bags and community hours? Curious about our student expo and semester celebrations? See ECT events schedule for more details.
Are you looking for ways to get more involved and meet people? Join us in designing our ECT space, becoming our social media moderator for a month, organizing student events or writing for a future newsletter!
Contact Maaike Bouwmeester (mb262@nyu.edu) for more info!
Explore other ways to stay connected via our Slack, Facebook, Twitter and LinkedIn channels.
Thanks to the dedicated Spring 2025 Wireframe team:
Rena Wei, Lead Editor and LTXD Student
Kaixiang (Lin) Zhang, Lead Designer and LTXD Student
and passionate volunteers:
Lourdes Keochgerien, Editor and LTXD student
Sabria Islam, Designer and IDM Student
Srishty Bhavsar, Editor and LTXD Student
Ziying(Ashley) Zhao, Designer and LTXD Student
Special shoutout to all contributors (alphabetically ordered):
Jill Beale (ECT Ph.D. Candidate | Curriculum Developer)
Jingying Deng (G4L Student | Game Designer)
Christina Huang (Adjunct Faculty at ECT | Director of Learning & Development, AI & Data at Mastercard)
Adelaida Kim (LTXD Alumnus | Instructor)
Taneim Miah (NYU Alumnus | Assistant Research Scientist at the CREATE Lab)
Prof. Jan L. Plass (ECT Professor | Founding Director of CREATE Lab)
Jolie Radunich (NYU Alumnus | Product Marketing Manager)
Silvia Ramírez Granados (LTXD Student | Training Manager)
Ruobing Su (LTXD Alumnus | UX Designer | Co-Founder of CoNNECT)
Kevin Valliere (G4L Student | Associate Director of Academic Advising)
Tanvi Vartak (G4L Alumnus | Product Designer)