Roy Pea
· David Jacks Professor of Education & Learning SciencesStanford University · Symbolic Systems
Active 1977–2026
Academic metrics are sourced from OpenAlex and public funding records; values may differ from Google Scholar.
About
Roy Pea is the David Jacks Professor of Education and Learning Sciences at Stanford University, serving in the School of Education, and holds a courtesy appointment in Computer Science. He has been the Director of the H-STAR Institute at Stanford. His studies and publications in the learning sciences focus on advancing theories, research, tools, and social practices of technology-enhanced learning of complex domains. He is Co-Director and Co-PI of the NSF-funded LIFE Center, which aimed to develop and test principles about the social foundations of human learning in both informal and formal environments, with the goal of enhancing human learning from infancy to adulthood. Roy Pea is also the founder and Director of Stanford’s PhD program in Learning Sciences and Technology Design. His work includes co-authoring the 2010 National Education Technology Plan for the US Department of Education, and editing influential books such as Mirrors of Minds, Video Research in the Learning Sciences, Learning Analytics in Education, The Routledge Handbook of the Cultural Foundations of Learning, and AI in Education. Additionally, he is a co-author of the National Academy of Sciences books How People Learn and Planning for Two Transformations in Education and Learning Technology. Pea is a Fellow of the American Academy of Arts and Sciences, the National Academy of Education, the Association for Psychological Science, the American Educational Research Association, the Center for Advanced…
Research topics
- Sociology
- Psychology
- Computer Science
- Political Science
- Cognitive science
- Pedagogy
- Systems engineering
- Law
- World Wide Web
- Internal medicine
Selected publications
Handbook of the Cultural Foundations of Learning
Routledge eBooks · 2020 · 209 citations
Edited by a diverse group of expert collaborators, the Handbook of the Cultural Foundations of Learning is a landmark volume that brings together cutting-edge research examining learning as entailing inherently cultural processes. Conceptualizing culture as both a set of social practices and connected to learner identities, the chapters synthesize contemporary research in elaborating a new vision of the cultural nature of learning, moving beyond summary to reshape the field toward studies that s…
Rethinking Learning: What the Interdisciplinary Science Tells Us
Educational Researcher · 2021 · 125 citations
Theories of learning developed in education and psychology for the past 100 years are woefully inadequate to support the design of schools and classrooms that foster deep learning and equity. Needed is learning theory that can guide us in creating schools and classrooms where deep learning occurs, where learners’ full selves are engaged, and that disrupt existing patterns of inequality and oppression. In this article, we build on recent research in education, neuroscience, psychology, and anthro…
A Design Space for Intelligent and Interactive Writing Assistants
2024 · 116 citations
In our era of rapid technological advancement, the research landscape for writing assistants has become increasingly fragmented across various research communities. We seek to address this challenge by proposing a design space as a structured way to examine and explore the multidimensional space of intelligent and interactive writing assistants. Through community collaboration, we explore five aspects of writing assistants: task, user, technology, interaction, and ecosystem. Within each aspect,…
Rethinking schools, rethinking learning
Phi Delta Kappan · 2020 · 32 citations
Senior authorCorrespondingThe COVID-19 pandemic and social unrest offer an opportunity to clarify what learning is and rethink how to design and assess a “good” school. Schools — online, hybrid, or in-person — should foster learning for all students. Yet, too often, schools paradoxically act as both drivers of equity and reproducers of inequities, both inviting and foreclosing certain types of learning. Maxine McKinney de Royston, Carol Lee, Na’ilah Suad Nasir, and Roy Pea argue that a good school takes an expansive unde…
Journal of Athletic Training · 2021 · 24 citations
CONTEXT: Concussion underreporting leads to delays in diagnosis and treatment, prolonging recovery time. Athletes' self-reporting of concussion symptoms, therefore, reduces risk. OBJECTIVE: To evaluate the effectiveness of 3 concussion-education programs in improving concussion-reporting intention. DESIGN: Randomized controlled clinical trial. SETTING: Three high schools in California. PATIENTS OR OTHER PARTICIPANTS: A total of 118 male football players (age = 14.88 ± 1.19 years). INTERVENTION(S…
Recent grants
Frequent coauthors
- 49 shared
Robert M. Arnold
- 49 shared
Gwyn Barley
- 49 shared
Anthony L. Back
University of Washington
- 49 shared
Kelly Fryer‐Edwards
University of Washington
- 49 shared
James A. Tulsky
Harvard University
- 49 shared
Walter F. Baile
The University of Texas MD Anderson Cancer Center
- 23 shared
Christian Heath
King's College School
- 19 shared
Lucy Suchman
Lancaster University
Awards & honors
- McGraw Education Prize (2022)
- Fellow, American Academy of Arts and Sciences (2019-)
- Inaugural Fellow, International Society of the Learning Scie…
- Honorary Degree, Doctor of The University, The Open Universi…
- Best Bridging Paper: 7th International Conference on Educati…
Similar researchers at Stanford University
- Resume-aware match score
- Save to shortlist
- AI-drafted outreach
See your match with Roy Pea
PhdFit ranks faculty by your research interests, methods, and publications — grounded in their actual work, not templates.
- Free to start
- No credit card
- 30-second signup