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Roy Pea

  • David Jacks Professor of Education and Learning Sciences
  • Stanford University
  • 31h-indexImpact measure calculated using publication and citation counts. Updated daily.
  • 5008CitationsNumber of citations received by Roy's publications. Updated daily.

Recent publications

  • Learning with Media: Harnessing Viewpoint and Motion to Generate Fields of Potential Action

    • Lewis S
    • Lindgren R
    • Wang S
    • et al.
    Get full text
  • Faculty development to change the paradigm of communication skills teaching in oncology

    • Back A
    • Arnold R
    • Baile W
    • et al.
    Get full text

Professional experience

David Jacks Professor of Education and Learning Sciences

Stanford University

August 2001 - Present



Department of Experimental Psychology, University of Oxford

August 1974 - March 1978(4 years)

BA Philosophy and Psychology

Michigan State University

September 1970 - June 1974(4 years)


Roy Pea is David Jacks Professor of Education and the Learning Sciences at Stanford University, Co-PI of the LIFE Center and Co-Director of the Human Sciences and Technologies Advanced Research (H-STAR) Institute. He has published widely on K-12 learning and education, especially in science, math and technology, fostered by advanced technologies including scientific visualization, on-line communities, digital video collaboratories and wireless handheld computers ( His current work is developing the DIVER paradigm for everyday networked video interactions for learning and communications, and examining how informal and formal learning can be better understood and connected, as Co-PI of the LIFE Center funded by the NSF. He was co-editor of the 2007 volume Video Research in the Learning Sciences, co-author of the 2000 National Academy volume How People Learn, and co-author of the 2010 National Education Technology Plan for the United States. He is a Fellow of the National Academy of Education, Association for Psychological Science, The Center for Advanced Study in the Behavioral Sciences, and the American Educational Research Association.


Co-authors (176)

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