Matthew Schmidt, PhD

Journal Articles

A list of research articles I have authored and published in peer-reviewed academic journals.

  1. Glaser, N., Thull, C., Schmidt, M., Tennant, A., & Moon, J. (In-press) Learning Experience Design and Unpacking Sociocultural, Technological, and Pedagogical Design Considerations of Spherical Video-based Virtual Reality Systems for Autistic Learners: A Systematic Literature Review. Journal of Autism and Developmental Disabilities.
  2. Wang, X., Schmidt, M., Ritzhaupt, A., Lu, J., Huang, R., & Lee, M. (In-press). Learning Experience Design (LXD) professional competencies: An exploratory job announcement analysis. Educational Technology Research & Development. 
  3. Schmidt, M., Newbutt, N., Lee, M., Lu, J., Francois, M., Antonenko, P., & Glaser, N. (2023). Towards A Strengths-based Model for Designing Virtual Reality Learning Experiences for Autistic Users. Autism. https://doi.org/10.1177/13623613231208579 
  4. Schmidt, M., Glaser, N., Palmer, H., Schmidt, C., & Xing, W. (2023). Through the Lens of Artificial Intelligence: A Novel Study of Spherical Video-based Virtual Reality Usage in Autism and Neurotypical Participants. Computers & Education: X Reality, 3. 1-15. https://doi.org/10.1016/j.cexr.2023.100041  
  5. Schmidt, M., & Earnshaw, Y. (2023). Do-it-yourself, low-cost pop-up usability labs for learning experience designers. Journal of Applied Instructional Design, 12(3). https://doi.org/10.59668/515.12895 
  6. Newbutt, N., Glaser, N., Schmidt, M., Cobb, S., & Francois, M. (2023). How are autistic people involved in participatory and co-design of immersive technology? A systematic literature review. Journal of Autism and Developmental Disorders. https://doi.org/10.1007/s10803-023-06130-3 
  7. Schmidt, M., Lee, M., Francois, M., Lu, J., Huang, R., Cheng, L., & Weng, Y. (2023). Learning Experience Design of Project PHoENIX: Addressing the Lack of Autistic Representation in Extended Reality Design and Development. Journal of Formative Design in Learning. https://doi.org/10.1007%2Fs41686-023-00077-5 
  8. Modi, A., Lang, A., Tenney, J., Patel, A., Mara, C., Schmidt, M., & Stevens, J. (2023) Predictors of Objective Treatment Adherence in Adolescents with Epilepsy The Important Role of Motivation. Epilepsy & Behavior, 142. https://doi.org/10.1016/j.yebeh.2023.109192. 
  9. Schmidt, M., Glaser, N., Schmidt, C., Kaplan, R., Palmer, H., & Cobb, S. (2023). Programming for generalization: Confronting known challenges in the design of virtual reality interventions for autistic users. Computers & Education: X Reality, 2, 100013. https://doi.org/10.1016/j.cexr.2023.100013 
  10. Modi, A.C., Patel, A.D., Mara, C.A., Schmidt, M., Tenney, J.R., & Stevens, J. (2023). Pilot Randomized Controlled Clinical Trial of an Adherence Social Norms Intervention for Adolescents with Epilepsy. Epilepsy and Behavior. https://doi.org/10.1016/j.yebeh.2022.109082 
  11. Wade, S., Sidol, C., Babcock, L., Schmidt, M., Kurowski, B., Cassedy, A., & Zhang, N (2022). Findings from a Randomized Controlled Trial of SMART: An EHealth Intervention for Mild Traumatic Brain Injury. Journal of Pediatric Psychology. https://doi.org/10.1093/jpepsy/jsac086 
  12. Schmidt, M., Lu, J., Luo, W., Cheng, L.,  Lee, M., Huang, R., Weng, Y., Kichler, J. C., Corathers, S. D., Jacobsen, L. M., Albanese-O′Neill, A., Smith, L. Westen, S.,Gutierrez-Colina, A. M., Heckaman, L. Wetter, S. E., Driscoll, K. A., & Modi, A. (2022). Learning experience design of an mHealth self-management intervention for adolescents with type 1 diabetes. Educational Technology Research and Development. https://doi.org/10.1007/s11423-022-10160-6. 
  13. Lu, J., Schmidt, M., Lee, M., & Huang, R. (2022). Methodological properties of usability studies on educational and learning technologies: A systematic review. Educational Technology Research and Development. https://doi.org/10.1007/s11423-022-10152-6. 
  14. Maggard, B., Gies, L., Sidol, C. A. Moscato, E. L., Schmidt M., Landry, S. H., Makaroff, K. L., Rhine, T. D., & Wade, S. L. (2022) Online intervention for caregivers of children with early traumatic brain injury: Pilot trial. Journal of Pediatric Psychology. https://doi.org/10.1093/jpepsy/jsac080 
  15. Glaser, N., Schmidt, M., & Schmidt, C. (2022). Learner experience and evidence of cybersickness: Design tensions in a virtual reality public transportation intervention for autistic adults. Virtual Reality, 20. https://doi.org/10.1007/s10055-022-00661-3. 
  16. Presley-O’Brien, D., Dawson, K., & Schmidt, M. (2022). Room and Zoom®: Perceptions from a K-5 HyFlex Model. Journal of Online Learning Research, 8(2), 131-162. Retrieved from: https://www.learntechlib.org/primary/p/220674/ 
  17. Glaser, N., Newbutt, N., Palmer, H., & Schmidt, M. (2022). Video-based virtual reality technology for autistic users: An emerging technology report. Technology, Knowledge, and Learning. https://doi.org/10.1007/s10758-022-09594-x 
  18. Schmidt, M., Babcock, L., Kurowski, B., Zheng, N., Cassedy, A., Sidol, C., & Wade, S. (2022). Usage Patterns of an mHealth Symptom Monitoring App Among Adolescents with Acute Mild Traumatic Brain Injuries. Journal of Head Trauma Rehabilitation. https://doi.org/10.1097/HTR.0000000000000768 
  19. Schmidt, M., & Tawfik, A. (2022). Activity theory as a lens for developing and applying personas and scenarios in learning experience design. Journal of Applied Instructional Design, 11(1). https://edtechbooks.org/jaid_11_1/activity_theory_as_a
  20. Schmidt, M., Glaser, N., Riedy, T., Rietta, C., Huszti, H., Wagner, J.L., Smith, G., Gutierrez-Colina, A.M., Wetter, S.E., Guilfoyle, S.M., Patel, A., & Modi, A.C. (2022). Learning experience design of an mHealth intervention for parents of children with epilepsy. International Journal of Medical Informatics. https://doi.org/10.1016/j.ijmedinf.2021.104671 . 
  21. Glaser, N., & Schmidt, M. (2021). Systematic Literature Review of Virtual Reality Intervention Design Patterns for Individuals with Autism Spectrum Disorders. International Journal of Human–Computer Interaction, 0(0), 1–36. https://doi.org/10.1080/10447318.2021.1970433.
  22. Schmidt, M., & Huang, R. (2021). Defining Learning Experience Design: Voices from the Field of Learning Design & Technology. TechTrends. https://doi.org/10.1007/s11528-021-00656-y. 
  23. Schmidt, M., & Glaser, N. (2021). Investigating the Usability and Learner Experience of a Virtual Reality Adaptive Skills Intervention for Adults with Autism Spectrum Disorder. Educational Technology Research and Development, 69. 1665–1699. https://doi.org/10.1007/s11423-021-10005-8. 
  24. Modi, A.C., Mara, C.A., Schmidt, M., Smith, A.W., Turnier, L., & Wade, S.L. (2021). Pilot Executive Functioning Intervention in Epilepsy: Behavioral and Quality of Life Outcomes. Journal of Pediatric Psychology, 46(4), 363–374, https://doi.org/10.1093/jpepsy/jsaa119.  
  25. Modi, A. C., Patel, A. D., Stevens, J., Smith, G., Huszti, H., Guilfoyle, S. M., Mara, C. A., Schmidt, M., & Wagner, J. L. (2021). The psychosocial impact of COVID-19 within the first six months of the pandemic on youth with epilepsy and their caregivers. Epilepsy & Behavior: E&B, 117, 107855. https://doi.org/10.1016/j.yebeh.2021.107855. 
  26. Schmidt, M. & Glaser, N. (2021), Piloting an adaptive skills virtual reality intervention for adults with autism: Findings from user-centered formative design and evaluation, Journal of Enabling Technologies, 15(3), 137-158. https://doi.org/10.1108/JET-09-2020-0037.
  27. Schmidt, M., Newbutt, N., Schmidt, C., & Glaser, N. (2021). A process-model for minimizing adverse effects when using head mounted display-based virtual reality for individuals with autism. Frontiers in Virtual Reality. doi: https://doi.org/10.3389/frvir.2021.611740. 
  28. Raj, S. P., Schmidt, M., Moscato, E. L., Guzman-Gomez, A., Rodriguez, B., Seid, C. S., & Wade, S. L. (2021). Road-to-recovery-TBI: Pilot trial of an eHealth intervention for caregivers after pediatric brain injury. Clinical Practice in Pediatric Psychology, 9(2), 167–179. https://doi.org/10.1037/cpp0000398. 
  29. Modi, A., Patel, A., Guiterrez-Colina, A., Wetter, S., Heckman, L., Debs, A., Mara, C., Wentzel, E., Schmidt, M., & Stevens, J. (2021). The Development of a Social Norms Adherence Intervention for Adolescents with Epilepsy. Epilepsy and Behavior. https://doi.org/10.1016/j.yebeh.2020.107628. 
  30. Schmidt, M., Cheng., L., Raj., S., & Wade, S. (2020). Formative design and evaluation of a responsive eHealth/mHealth intervention for positive family adaptation following pediatric traumatic brain injury. Journal of Formative Design in Learning.  4(2), 88-106. https://doi.org/10.1007/s41686-020-00049-z. 
  31. Tawfik, A., & Schmidt, M. (2020). Role of conjecture mapping in applying a game-based strategy towards a case library: A view from educational design research. Journal of Computing in Higher Education. https://doi.org/10.1007/s12528-020-09251-1. 
  32. Schmidt, M., Fisher, A., Sensenbaugh, J., Ling, B., Rietta, C., Babcock, L., Kurowski, B., & Wade, S. (2020). User experience (re)design and evaluation of a self-guided, mobile health app for adolescents with mild Traumatic Brain Injury. Journal of Formative Design in Learning. 4(2), 51-64. doi: https://doi.org/10.1007/s41686-019-00038-x. 
  33. Modi, A., Mara, C., Schmidt, M., Smith, A., Turnier, L., Glaser, N., Wade, S. (2019). Epilepsy Journey: A proof of concept trial of a Web‐based executive functioning intervention for adolescents with epilepsy. Epilepsia. 2019(60). 1895–1907. https://doi.org/10.1111/epi.16317.
  34. Schmidt, M., Schmidt, C., Glaser, N., Lim, M., Palmer, H., & Beck., D. (2019). Evaluation of a spherical video-based virtual reality intervention designed to teach adaptive skills for adults with autism: A preliminary report. Interactive Learning Environments. https://doi.org/10.1080/10494820.2019.1579236. 
  35. Zydney, J., McKimmy, P., Lindberg, R., & Schmidt, M. (2018). Here or there instruction: Lessons learned in implementing innovative approaches to blended synchronous learning. TechTrends. 63(2), 123-132. https://doi.org/10.1007/s11528-018-0344-z. 
  36. Glaser, N., & Schmidt, M. (2018). Usage considerations of 3D collaborative virtual learning environments to promote development and transfer of knowledge and skills for individuals with autism. Technology, Knowledge, and Learning. 2020(25). 315–322. https://doi.org/10.1007/s10758-018-9369-9. 
  37. Glaser, N., Schmidt, M., Modi, A., Wade, S., Smith, A., & Turner, L. (2018). The formative design of Epilepsy Journey: A web-based executive functioning intervention for adolescents with epilepsy. Journal of Formative Design in Learning. https://doi.org/10.1007/s41686-017-0011-3. 
  38. Schmidt, M., & Tawfik, A. A. (2018). Using analytics to transform a problem-based case library: An educational design research approach. Interdisciplinary Journal of Problem-Based Learning, 12(1). https://doi.org/10.7771/1541-5015.1635. 
  39. Schmidt, C., Schmidt, M., Kamps, D., Thiemann-Bourque, K., & Heitzman-Powell, L. (2017). Evidence of social language change in the Autism Peer Networks Project: Extensions to the pilot study. Journal on Developmental Disabilities. 23(1). 3-17.
  40. Schmidt, M., & Fulton, L. (2017). Lessons learned from creation of an exemplary STEM unit for elementary pre-service teachers: A case study. Journal of Computers in Mathematics and Science Teaching, 36(2). 189-204.

Due to receiving the SITE 2015 Outstanding Paper Award, this article also appears in L. Liu & D. C. Gibson (Eds), Research Highlights in Technology and Teacher Education 2015. Waynesville, NC: Association for the Advancement of Computing in Education. 

  1. Modi, A. C., Schmidt, M., Smith, A. W., Turnier, L., Glaser, N., & Wade, S. L. (2017). Development of a web-based executive functioning intervention for adolescents with epilepsy: The Epilepsy Journey. Epilepsy and Behavior, 72 (2017). 114-121. https://doi.org/10.1016/j.yebeh.2017.04.009 
  2. Schmidt, M., Lin, G., Paek, S., MacSuga-Gage, A., & Gage, N. (2017). Implementing Project SIED: Special education teachers’ perceptions of a simplified technology decision-making process for app identification and evaluation. Journal of Special Education Technology, 32(1). 12-22. https://doi.org/10.1177%2F0162643416681160 
  3. Zheng, D., Schmidt, M., Hu, Y., Liu, M., & Hsu, J. (2017). Eco-dialogical learning and translanguaging in open-ended 3D virtual learning environments: Where place, time and objects matter. Australasian Journal of Educational Technology, 33(5). 107-122. https://doi.org/10.14742/ajet.2909 
  4. Schmidt, M., & Fulton, L. (2016). Transforming a traditional inquiry-based science unit into a STEM unit for elementary pre-service teachers: A view from the trenches. Journal of Science Education and Technology, 25(2). 302-315. https://doi.org/10.1007/S10956-015-9594-0 
  5. Schmidt, M. & Ho, C. (2016). Realizing the promise of mobile devices in a one-to-one iPad initiative: Perspectives from a dual-licensure teacher preparation program in Hawaii. International Journal for Educational Media and Technology, 10(2). 61-67.
  6. MacSuga-Gage, A., Schmidt, M., McNiff, M., Gage, N., & Schmidt, C. (2015). Is there an app for that? A model to help PK-12 school-based professionals identify, implement, and evaluate technology. Beyond Behavior, 24(1).
  7. Schmidt, M., MacSuga-Gage, A., Gage, N., Cox., P., & McLeskey, J., (2015). Bringing the field to the supervisor: Innovation in distance supervision for field-based experiences using mobile technologies. Rural Special Education Quarterly, 34(1). 37-43. https://doi.org/10.1177/875687051503400108 
  8. Hitosugi, C., Schmidt, M., & Hayashi, K. (2014). Digital game–based learning (DGBL) in the L2 classroom: The impact of the UN’s off-the-shelf videogame, Food Force, on learner affect and vocabulary retention. CALICO Journal, 31 (1). 19-39. DOI:  10.11139/cj.31.1.19-39
  9. Schmidt, M. (2014). Designing for learning in a three-dimensional virtual learning environment: A design-based research approach. Journal of Special Education Technology, 29(4). 59–71. https://doi.org/10.1177/016264341402900405 
  10. Schmidt, M., Galyen, K., Laffey, J., Babiuch, R., & Schmidt, C. (2014). Open source software and design-based research symbiosis in developing 3D virtual learning environments for individuals with autism: Examples from the iSocial project. Journal of Interactive Learning Research, 25(1), 65–99.
  11. Smith, G., Schmidt, M., Edelen-Smith, P, & Cook, B. (2013). Pasteur’s quadrant as the bridge linking research and practice. Exceptional Children, 79(2), 147-161. https://doi.org/10.1177/0014402913079002031 
  12. Laffey, J., Schmidt, M., Galyen, K., & Stichter, J. (2012). Smart 3D collaborative virtual learning environments: A preliminary framework. Journal of Ambient Intelligence and Smart Environments, 4(1), 49–66. DOI: 10.3233/AIS-2011-0128
  13. Schmidt, M., Laffey, J. M., Schmidt, C., Wang, X., & Stichter, J. (2012). Developing methods for understanding social behavior in a 3D virtual learning environment. Computers in Human Behavior, 28(2), 405–413. https://doi.org/10.1016/j.chb.2011.10.011 
  14. Goggins, S., Schmidt, M., Guajardo, J., & Moore, J. (2011). 3D virtual worlds: Assessing the experience and informing design. International Journal of Social and Organizational Dynamics in Information Technology, 1. https://doi.org/10.4018/ijsodit.2011010103 
  15. Laffey, J., Schmidt, M. & Amelung, C. (2010). Open for social: How open source software for e-learning can take a turn to the social. International Journal of Open Source Software & Processes. 2(1), 49-64. DOI: 10.4018/jossp.2010010104

This article also appears in Free and Open Source Software for E-Learning: Issues, Successes and Challenges (Hershey, PA: Information Science Reference) and was selected by the editor to appear in the inaugural issue of IJOSSP.

  1. Schmidt, M., Easter, M., Jonassen, D., Miller, W., & Ionas, G. (2008). Preparing the twenty-first century workforce: the case of curriculum change in radiation protection education in the United States. Journal of Vocational Education & Training, 60(4), 423-439. https://doi.org/10.1080/13636820802591780 
  2. Schmidt, M., Laffey, J., Stichter, J., Goggins, S., & Schmidt, C. (2008). The design of iSocial: A three-dimensional, multi-user, virtual learning environment for individuals with autism spectrum disorders to learn social skills. International Journal of Technology, Knowledge and Society, 4(2), 29-38.

Editor-reviewed Journal Articles

  1. Earnshaw, Y., & Schmidt, M. (2023). Informing practice and extending the tradition of LXD: Introducing the special issue. Journal of Applied Instructional Design, 12(3). https://doi.org/10.59668/515 
  2. Newbutt, N., Schmidt, M., Schmidt, C., & Riva, G. (2020). The possibility and importance of immersive technologies during COVID-19 for autistic people. Journal of Enabling Technologies, 14(3), 187-199.
  3. Schmidt, M., Cox, P., & McLeskey, J. (2017). Re-imagining teacher supervision using mobile computing technology: Project RITE’s distance observation solution. School-University Partnerships, 10(3), 83-90.
  4. Kopcha, T. J., Schmidt, M., & McKenney, S. (2015). Editorial 31(5): Preface to the Special Issue. In T. J. Kopcha, M. Schmidt, & S. McKenney (Eds.), Educational design research in post-secondary learning environments. Australasian Journal of Educational Technology, 31(5), i-ix.
  5. Schmidt, M., Kevan, J., McKimmy, P., & Fabel, S. (2013). Developing a mixed reality classroom for enhanced cohesion between online and face-to-face courses: The Holodeck Project at the University of Hawaii. Virtual Education Journal, 13(9), 77-96.
  6. Schmidt, M., Galyen, K., Laffey, J., Ding, N., & Wang, X. (2010). Leveraging open source software and design based research principles for development of a 3D virtual learning environment. ACM SIGCAS Computers and Society, 40(4), 45-53.

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Learning design teams often lack sufficient cultural perspectives to design for a diverse, equitable, and inclusive learning experiences. My work seeks to incorporate sociocultural perspectives intentionally learning designs using human-centered methods for developing empathy.

Learn more about empathy methods in this book chapter I co-authored.

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DIVERSE & EQUITABLE

Learning design teams often lack sufficient cultural perspectives to design for a diverse, equitable, and inclusive learning experiences. My work seeks to incorporate sociocultural perspectives intentionally learning designs using human-centered methods for developing empathy.

Learn more about empathy methods in this book chapter I co-authored.

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HUMAN-CENTERED

Human-centered educational technology design means that the learner must be considered in all aspects of learning design. This includes (1) the technological, which is how the learner uses the system; (2) the pedagogical, which has to do with understandable instructions and learning materials; and (3) the sociocultural, which has to do with how learners' backgrounds and cultures influence how they learn.

Learn more at this blog post I authored

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CUTTING-EDGE

Virtual Reality
I have significant experience developing virtual reality software systems, designing virtual reality learning experiences, and deploying virtual reality hardware.
Learning Analytics & Artificial Intelligence
My work in extracting analytics data from software systems, visualizing data, and deriving insights drives many key performance indicators for the systems I design. I also apply machine learning and artificial intelligence methods to understand learners' usage patterns.
Biometrics
I have been using biometrics to better understand how learners' usage of educational technologies can be understood through physiological responses. For example, I have been using eye tracking in my research since 2008 to better understand how gaze behavior predicts usage patterns.

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AWARD-WINNING

Multi-year recipient of the Association for Educational and Communications Technology's Crystal Award recognizing the innovative and outstanding multimedia-based distance learning
Recipient of multiple awards recognizing exceptional research including the University of Hawaii's Exceptional Research Award and the Association for Educational and Communications Technology's People's Choice Award
Multi-year recipient of the Golden Apple award recognizing exceptional training and teaching.

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