Negin Mirriahi

Research Interests

Artificial Intelligence Educational Technology and Computing Higher Education Learning Sciences Online learning Teaching and instruction technologies

Aspr Negin Mirriahi

Associate Professor

School of Education

College of Education, Behavioural and Social Sciences

Eligible to supervise Masters and PhD - email supervisor to discuss availability.

Negin is an Associate Professor and Academic Lead (Digital Innovation) in the School of Education at Adelaide University and Co-Director of the Higher Education Research Network, a research concentration comprising of higher education researchers from across Adelaide University. She is also member of the Centre for Change and Complexity in Learning (C3L). She holds a Doctorate in Education with a focus on online learning and a Masters in Educational Technology and is a Senior Fellow of Advance Higher Education (formerly the Higher Education Academy). With over 20 years of working in higher education institutions in Canada and Australia, Negin has extensive experience in managing, designing, implementing, and evaluating innovative educational technology in higher education and in designing fully online, blended, and open courses. She supervises PhD students investigating topics related to self-regulated learning, GenAI, and digital learning brodly. She also teaches a post graduate course on learning design and has previously co-designed and co-taught the award-winning Coursera MOOC titled Learning to Teach Online. 
Negin’s current research interests and projects focus on learning analytics to inform pedagogical practice, GenAI use in higher education and pre-service education, video-based learning, technology adoption, flipped classrooms, blended and online learning, and academic staff development. She has previously been a project partner for the 2016-2018 OLT funded project 'Scaling the provision of personalised learning support actions for large student cohorts' and the 2013-2015 OLT funded project, “Using video annotation software to develop students' self-regulated learning”. Negin is also a reviewer for a number of educational journals and conferences and Co-Editor of the new Learning Letters Journal.

Date Type Title Institution Name Country Amount
2024 Research Award UniSA Unstoppable Team Research Award Finalist for the Higher Education Research Network University of South Australia Australia -
2023 Research Award UniSA Unstoppable Higher Degree by Research Supervisor Award Finalist University of South Australia Australia -
2023 Research Award Education Futures Higher Degree by Research Supervisor Award Recipient University of South Australia Australia -
2019 Fellowship Senior Fellow of the Higher Education Academy Advance HE United Kingdom -
2017 Award Coursera Outstanding Educator Award: Innovation for the Learning to Teach Online MOOC (Team award) Coursera United States -
2015 Award QS Reimagine Education Award Team Finalist for the Learning to Teach Online Programs QS Quacquarelli Symonds United Kingdom -

Year Citation
2026 Ebbert, D., Mirriahi, N., Wilson, N., Korolkiewicz, M., Fewster-Young, N., Lloyd, A., . . . Dawson, S. (2026). Mind wandering in Video-Based learning: Self-Regulated learning and student responses in a naturalistic setting. Metacognition and Learning, 21(1), 6-1-6-26.
DOI
2026 Thommadurage, W., Pham, P. T. M., Mirriahi, N., Joksimovic, S., & Laat, M. D. (2026). Barriers to social learning in online higher education: A systematic review to improve learning design. Review of Education, 14(1), 33 pages.
DOI
2026 Ebbert, D., Mills, C., Winne, P. H., Wilson, N., Mirriahi, N., Joksimovic, S., & Dawson, S. (2026). The (Un)Conscious Learner: How Meta‐Awareness Influences Self‐Regulated Learning and Mitigates Task‐Unrelated Thoughts. Cognitive Science, 50(1), e70164-1-e70164-25.
DOI WoS1
2025 Venaruzzo, L., Mirriahi, N., Poquet, O., & Dawson, S. (2025). Study of motivational beliefs and behaviours among second-year university students in an emergency remote teaching context. Higher Education Research & Development, online(8), 1-19.
DOI
2025 Mirriahi, N., Marrone, R., Barthakur, A., Gabriel, F., Colton, J., Yeung, T. N., . . . Kovanovic, V. (2025). The relationship between students' self-regulated learning skills and technology acceptance of GenAI. AUSTRALASIAN JOURNAL OF EDUCATIONAL TECHNOLOGY, 41(2), 16-33.
DOI WoS8
2024 Ebbert, D., Claassen, A., Wilson, N., Joksimovic, S., Mirriahi, N., & Dawson, S. (2024). Tackling mind wandering in video learning environments. Pacific Journal of Technology Enhanced Learning, 6(1), 1-2.
DOI
2024 Venaruzzo, L., Mirriahi, N., Poquet, O., & Dawson, S. (2024). 'Strained and strange': second-year university students' help-seeking strategies. Student Success, 15(1), 1-8.
DOI Scopus1 WoS1
2022 Venaruzzo, L., Mirriahi, N., Poquet, S., & Dawson, S. (2022). Second-year student perceptions and use of technology during emergency remote teaching to connect with peers and instructors. Pacific Journal of Technology Enhanced Learning, 41(1), 31-33.
DOI
2021 Mirriahi, N., Jovanović, J., Lim, L. A., & Lodge, J. M. (2021). Two sides of the same coin: video annotations and in-video questions for active learning. Educational Technology Research and Development, 69(5), 2571-2588.
DOI Scopus32 WoS27
2020 Aitchison, C., Harper, R., Mirriahi, N., & Guerin, C. (2020). Tensions for educational developers in the digital university: developing the person, developing the product. Higher Education Research and Development, 39(2), 171-184.
DOI Scopus29 WoS20
2019 Pardo, A., Gasevic, D., Jovanovic, J., Dawson, S., & Mirriahi, N. (2019). Exploring Student Interactions with Preparation Activities in a Flipped Classroom Experience. IEEE Transactions on Learning Technologies, 12(3), 333-346.
DOI Scopus42 WoS32
2019 Jovanovic, J., Mirriahi, N., Gašević, D., Dawson, S., & Pardo, A. (2019). Predictive power of regularity of pre-class activities in a flipped classroom. Computers and Education, 134, 156-168.
DOI Scopus112 WoS89
2019 Pardo, A., Jovanovic, J., Dawson, S., Gašević, D., & Mirriahi, N. (2019). Using learning analytics to scale the provision of personalised feedback. British Journal of Educational Technology, 50(1), 128-138.
DOI Scopus356 WoS256
2019 Joksimović, S., Dowell, N., Gasevic, D., Mirriahi, N., Dawson, S., & Graesser, A. C. (2019). Linguistic characteristics of reflective states in video annotations under different instructional conditions. Computers in human behavior, 96, 211-222.
DOI Scopus21 WoS17
2019 Alonzo, D., Mirriahi, N., & Davison, C. (2019). The standards for academics' standards-based assessment practices. Assessment and evaluation in higher education, 44(4), 636-652.
DOI Scopus9 WoS8
2018 Mirriahi, N., Joksimović, S., Gašević, D., & Dawson, S. (2018). Effects of instructional conditions and experience on student reflection: a video annotation study. Higher education research and development, 37(6), 1245-1259.
DOI Scopus25 WoS24
2018 Mirriahi, N., Jovanovic, J., Dawson, S., Gašević, D., & Pardo, A. (2018). Identifying engagement patterns with video annotation activities: a case study in professional development. Australasian journal of educational technology, 34(1), 57-72.
DOI Scopus31 WoS23
2018 Pardo, A., Bartimote, K., Buckingham Shum, S., Dawson, S., Gao, J., Gašević, D., . . . Vigentini, L. (2018). OnTask: Delivering Data-Informed, Personalized Learning Support Actions. Journal of Learning Analytics, 5(3), 235-249.
DOI WoS77
2017 Jovanović, J., Gašević, D., Dawson, S., Pardo, A., & Mirriahi, N. (2017). Learning analytics to unveil learning strategies in a flipped classroom. Internet and higher education, 33, 74-85.
DOI Scopus343 WoS262
2017 Gašević, D., Mirriahi, N., Dawson, S., & Joksimović, S. (2017). Effects of instructional conditions and experience on the adoption of a learning tool. Computers in human behavior, 67, 207-220.
DOI Scopus48 WoS37
2016 Mirriahi, N., Liaqat, D., Dawson, S., & Gasevic, D. (2016). Uncovering student learning profiles with a video annotation tool: reflective learning with and without instructional norms. Educational technology research and development, 64(6), 1-24.
DOI Scopus38 WoS29
2015 Martinez Maldonado, R., Pardo, A., Mirriahi, N., Yacef, K., Kay, J., & Clayphan, A. (2015). LATUX: an iterative workflow for designing, validating and deploying learning analytics visualisations. Journal of learning analytics, 2(3), 9-39.
DOI
2015 Mirriahi, N., & Alonzo, D. (2015). Shedding light on students' technology preferences: implications for academic development. Journal of university teaching & learning practice, 12(1, article no. 6), 1-16.
2015 Mirriahi, N., Vaid, B. S., & Burns, D. P. (2015). Meeting the challenge of providing flexible learning opportunities: considerations for technology adoption amongst academic staff. Canadian journal of learning and technology, 41(1), 1-16.
DOI
2015 Mirriahi, N., Alonzo, D., McIntyre, S., Kligyte, G., & Fox, B. (2015). Blended learning innovations: leadership and change in one Australian institution. International journal of education and development using information and communication technology, 11(1), 4-16.
2015 Mirriahi, N., Alonzo, D., & Fox, B. (2015). A blended learning framework for curriculum design and professional development. Research in learning technology, 23(28451), 1-14.
DOI Scopus71 WoS49
2015 Mirriahi, N., & Alonzo, D. (2015). Shedding Light on Students' Technology Preferences: Implications for Academic Development. JOURNAL OF UNIVERSITY TEACHING AND LEARNING PRACTICE, 12(1), 15 pages.
WoS17
2008 Rauch, U., Wang, T., Cohodas, M., & Mirriahi, N. (2008). Arts metaverse. Educause review, 43(5).

Year Citation
2024 Ebbert, D., Claassen, A., Wilson, N., Joksimovic, S., Mirriahi, N., & Dawson, S. (2024). Addressing mind wandering in video-based learning: a comparative study on the impact of interpolated testing and self-explanation. In R. F. Mello, N. Rummel, I. Jivet, G. Pishtari, & J. A. R. Valiente (Eds.), Event/exhibition information: 19th European Conference on Technology Enhanced Learning, Krems, Austria, 16/09/2024-20/09/2024
Source details - Title: Technology Enhanced Learning for Inclusive and Equitable Quality Education (Vol. 15159 LNCS, pp. 120-1344). Switzerland: Springer.
DOI Scopus2 WoS1
2023 Vigentini, L., Mirriahi, N., & Kligyte, G. (2023). From Reflective Practitioner to Active Researcher: Towards a Role for Learning Analytics in Higher Education Scholarship. In Learning Design and Technology an International Compendium of Theory Research Practice and Policy (pp. 3445-3473). Springer International Publishing.
DOI
2022 Pardo, A., Mirriahi, N., Gasevic, D., & Dawson, S. (2022). A model for learning analytics to support personalization in higher education. In R. Sharpe, S. Bennett, & T. Varga-Atkins (Eds.), Handbook of Digital Higher Education (pp. 26-37). UK: Edward Elgar Publishing.
DOI Scopus3
2018 Jovanović, J., Gašević, D., Pardo, A., Mirriahi, N., & Dawson, S. (2018). An analytics-based framework to support teaching and learning in a flipped classroom. In J. M. Lodge, J. Horvath, & L. Corrin (Eds.), Source details - Title: Learning analytics in the classroom: translating learning analytics research for teachers (pp. 131-151). US: Routledge.
2017 Pardo, A., & Mirriahi, N. (2017). Design, Deployment and Evaluation of a Flipped Learning First-Year Engineering Course. In C. Reidsema, L. Kavanagh, R. Hadgraft, & N. Smith (Eds.), The Flipped Classroom. Practice and Practices in Higher Education (1 ed., pp. 177-191). London, UK: Springer Singapore.
DOI
2017 Mirriahi, N., & Vigentini, L. (2017). Analytics of Learner Video Use. In C. Lange (Ed.), Source details - Title: Handbook of learning analytics (1 ed., pp. 251-267). United States: Society for Learning Analytics Research.
DOI
2016 Vigentini, L., McIntyre, S., Mirriahi, N., & Alonzo, D. (2016). Mining learning sequences in MOOCs: Does course design constrain students' behaviors or do students shape their own learning?. In Data Mining and Learning Analytics Applications in Educational Research (pp. 173-205).
DOI Scopus1
2016 Vigentini, L., McIntyre, S., Mirriahi, N., & Alonzo, D. (2016). Mining learning sequences in MOOCs: does course design constrain students' behaviors or do students shape their own learning?. In S. ElAtia, D. Ipperciel, & O. R. Zaïane (Eds.), Source details - Title: Data mining and learning analytics: applications in educational research (pp. 175-205). US: Wiley.
DOI
2016 Vigentini, L., Mirriahi, N., & Kligyte, G. (2016). From reflective practitioner to active researcher: towards a role for learning analytics in higher education scholarship. In M. J. Spector, B. B. Lockee, & M. D. Childress (Eds.), Source details - Title: Learning, design, and technology: an international compendium of theory, research, practice, and policy (pp. 1-29). Switzerland: Springer International Publishing.
DOI
2015 McIntyre, S., Watson, K., & Mirriahi, N. (2015). Learning to teach online - evolving approaches to professional development for global reach and impact. In D. Remenyi (Ed.), Source details - Title: e-Learning Excellence Awards 2015: an anthology of case histories (pp. 128-140). UK: Academic Conferences and Publishing International.

Year Citation
2025 Claassen, A., Mirriahi, N., Kovanović, V., & Dawson, S. (2025). From Data to Design: Integrating Learning Analytics into Educational Design for Effective Decision-Making: From Data to Design. In 15th International Conference on Learning Analytics and Knowledge Lak 2025 (pp. 558-567). US: ASSOC COMPUTING MACHINERY.
DOI Scopus1 WoS1
2018 Kovanović, V., Joksimović, S., Mirriahi, N., Blaine, E., Gašević, D., Siemens, G., & Dawson, S. (2018). Understand students’ self-Reflections through learning analytics. In ACM International Conference Proceeding Series (pp. 389-398). Australia: ASSOC COMPUTING MACHINERY.
DOI Scopus86 WoS62
2018 Van Sebille, Y., Joksimovic, S., Kovanovic, V., Stansborough, R., & Dawson, S. (2018). Extending video interactions to support self-regulated learning in an online course. In ASCILITE 2018 - Conference Proceedings - 35th International Conference of Innovation, Practice and Research in the use of Educational Technologies in Tertiary Education: Open Oceans: Learning Without Borders (pp. 262-272). Australia: ASCILITE.
Scopus4
2018 Poquet, O., Lim, L., Mirriahi, N., & Dawson, S. (2018). Video and learning: A systematic review (2007-2017). In ACM International Conference Proceeding Series (pp. 151-160). Australia: Association for Computing Machinery (ACM).
DOI Scopus66 WoS44
2017 Brooker, A., Corrin, L., Fisher, J., & Mirriahi, N. (2017). Defining 'data' in conversations with students about the ethical use of learning analytics. In H. Partridge, K. Davis, & J. (Eds.) (Eds.), Me, Us, IT! Proceedings ASCILITE2017: 34th International Conference on Innovation, Practice and Research in the Use of Educational Technologies in Tertiary Education (pp. 27-31). Australia: University of Southern Queensland.
Scopus9
2016 Pardo, A., Mirriahi, N., Martinez Maldonado, R., Jovanovic, J., Dawson, S., & Gašević, D. (2016). Generating actionable predictive models of academic performance. In LAK '16 Proceedings of the Sixth International Conference on Learning Analytics & Knowledge Vol. 25-29-April-2016 (pp. 474-478). US: ACM.
DOI Scopus42 WoS37
2015 Pardo, A., Mirriahi, N., Dawson, S., Zhao, Y., Zhao, A., & Gašević, D. (2015). Identifying learning strategies associated with active use of video annotation software. In Proceedings of the Fifth international Conference on Learning Analytics And Knowledge: Proceeding LAK '15 Vol. 16 (pp. 255-259). US: Association for Computing Machinery.
DOI Scopus31
2015 Martinez Maldonado, R., Pardo, A., Mirriahi, N., Yacef, K., Kay, J., & Clayphan, A. (2015). The LATUX workflow: designing and deploying awareness tools in technology-enabled learning settings. In LAK 2015: proceedings of the Fifth International Conference on Learning Analytics And Knowledge Vol. 16-20-March-2015 (pp. 1-10). US: ACM.
DOI Scopus50
2014 Gašević, D., Mirriahi, N., & Dawson, S. (2014). Analytics of the effects of video use and instruction to support reflective learning. In M. Pistilli, J. Willis, & D. Koch (Eds.), LAK 2014: proceedings of the Fourth International Conference on Learning Analytics and Knowledge (pp. 123-132). US: Association for Computing Machinery.
DOI Scopus39
2013 Mirriahi, N. (2013). A window into lecturers' conversations: with whom are they speaking about technology and why does it matter?. In H. Carter, M. Gosper, & J. Hedberg (Eds.), Electric Dreams: 30th ascilite Conference proceedings (pp. 578-587). Australia: Macquarie University.
2013 Mirriahi, N., & Dawson, S. (2013). The pairing of lecture recording data with assessment scores: a method of discovering pedagogical impact. In D. Suthers (Ed.), Proceedings of the 3rd International Conference on Learning Analytics and Knowledge, LAK 2013 (pp. 180-184). US: ACM.
DOI Scopus17
2012 Mirriahi, N., Dawson, S., & Hoven, D. (2012). Identifying key actors for technology adoption in higher education: a social network approach. In M. Brown, M. Hartnett, & T. Stewart (Eds.), Future Challenges, Sustainable Futures: 29th ascilite Conference proceedings (pp. 1-11). New Zealand: Massey University.
Scopus6

Year Citation
- Ebbert, D., Claassen, A., Wilson, N., Joksimovic, S., Mirriahi, N., & Dawson, S. (n.d.). Addressing Mind Wandering in Video-Based Learning: A Comparative Study on the Impact of Interpolated Testing and Self-Explanation.
DOI
- Ebbert, D., Zamecnik, A., Wilson, N., Joksimovic, S., Dawson, S., & Mirriahi, N. (n.d.). The Mind's Wanderlust: A Meta-Analysis of Mind Wandering, Task-Related Interference, and Learning.
DOI
- Ebbert, D., Mirriahi, N., Wilson, N., Korolkiewicz, M., Fewster-Young, N., Lloyd, A., . . . Dawson, S. (n.d.). Mind Wandering in Video-Based Learning: Self-Regulated Learning and Student Responses in a Naturalistic Setting.
DOI

  • Data analytics-based tools and methods to enhance self-regulated learning., ARC - Discovery Projects, 01/01/2022 - 31/03/2026

Courses I teach

  • EDUC 5242 Digital Learning Environments: Design and Implementation (2025)
  • EDUC 5244 Learning Analytics and Digital Learning (2025)
  • EDUC 5242 Digital Learning Environments: Design and Implementation (2024)
  • EDUC 5244 Learning Analytics and Digital Learning (2024)

Date Role Research Topic Program Degree Type Student Load Student Name
2026 Principal Supervisor The Impact of Generative Artificial Intelligence AI (GenAI) on Students’ Cognitive engagement in Higher Education - Doctorate Full Time Miss Xi Wang
2026 Principal Supervisor Exploring the Impact of GenAI on Self-Regulated Learning and Student Performance in Secondary Music Education in China - Doctorate Full Time Miss Xiaodan Zhang
2025 Principal Supervisor Learning with Generative Artificial Intelligence and Large Language Models - Doctorate Full Time Mrs Danielle Marie Cotterell
2023 Co-Supervisor ePortfolios and self-regulated learning in higher education - Doctorate Part Time Mr David Randall
2023 Co-Supervisor Transforming online social learning: leveraging AI capabilities to enhance social interactions in online higher education - Doctorate Full Time Thommadurage Wimukthi
2022 Co-Supervisor Educational design in higher education - transitions to new models - Doctorate Full Time Ms Alrike Claassen
2022 Co-Supervisor Examining self-regulated learning through repeated reflective practice - Doctorate Full Time Nazanin Reza Zadeh Mottaghi
2019 Co-Supervisor span class="cf0">The second-year university student experience: through the lens of self-regulated learning - Doctorate Part Time Ms Lynnae Simone Venaruzzo

Date Role Committee Institution Country
2024 - ongoing Co-Chair Learning Analytics and Knowledge Doctoral Consoritum Society for Learning Analytics Research Australia
2014 - ongoing Member Learning Analytics and Knowledge Conference Society for Learning Analytics Research Australia

Date Role Editorial Board Name Institution Country
2023 - ongoing Editor-In-chief Learning Letters Learning Letters Australia

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