Jason Matthew Harley
- Associate Professor of Surgery, Faculty of Medicine, 91社区;
- Scientist, Research Institute of the 91社区 Health Centre (RI-MUHC);
- Director of Research, Steinberg Centre for Simulation and Interactive Learning;
- Associate Member, Institute for Health Sciences Education, 91社区;
- Director of the Simulation, Affect, Innovation, Learning, and Surgery (SAILS) Lab;
- Associate Member, Department of Educational & Counselling Psychology, Faculty of Education, 91社区;
- Adjunct Professor, Department of Educational Psychology, Faculty of Education, University of Alberta
B.A., M.A., Ph.D.
Currently, they are directing the following research projects in their SAILS Lab, many funded by the :
- Developing and evaluating high-fidelity simulation scenarios for medical residents to practice combatting harassment and support psychological safety.
- Advancing scientific understanding and best practice concerning the individual and collaborative regulation of emotions and cognitive processes in team-based health professions simulation training.
- Implementing and evaluating virtual simulation and haptic robotic technology in dental students鈥� training at 91社区.
- Implementing and evaluating virtual simulation technology within medical and nursing students鈥� training at 91社区.
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Prof. Harley鈥檚 research aims to enhance surgical and health professions education and support health care workers by reducing adverse events and inefficiencies, especially those associated with the incidence of undesirable and unregulated emotions, burnout, and harassment. We apply psychological and educational theories using interdisciplinary research methods and leverage a wide range of technologies, including virtual reality (VR) and artificial intelligence (AI), to support the development of health professions competencies with novel technology-enhanced educational interventions and simulations. Our interdisciplinary research draws on mixed methods (quantitative and qualitative) that include both objective (e.g., skin conductance, facial recognition software, eyetracking) and subjective (self-report instruments, semi-structured interviews) measures of emotion and cognition that help us assess a variety of surgical and medical competencies.
Prof. Harley completed their FRQSC and SSHRC CGS-funded Ph.D. in Educational Psychology at 91社区 in 2014. They held a postdoctoral fellow position in the Department of Computer Science at the University of Montreal (FRQSC postdoc award) from 2014-2015. Before returning to 91社区, Prof. Harley was a tenure-track assistant professor in the Department of Educational Psychology at the University of Alberta and Director of the Computer-Human Interaction: Technology, Education, and Affect (CHI-TEA) Laboratory (2016-2019). In 2018, they won the Outstanding Early Career Researcher Award sponsored by the Technology, Instruction, Cognition, and Learning (TICL) SIG of the American Educational Research Association (AERA). As a faculty member and principle investigator, their research has been supported by multiple grants from the Social Sciences and Humanities Research Council of Canada (SSHRC), the Killam Research Foundation, and MITACS. Prof. Harley serves on the editorial boards of the journals, Learning & Instruction (IF = 5.15) Educational Technology Research and Development (IF = 3.57), as well as on program committees for Artificial Intelligence in Education and Intelligent Tutoring Systems. Their research and teaching have led to appearances in The Guardian, CBC News, The Globe & Mail, Global News, CTV News, Radio-Canada: Le T茅l茅journal, The Montreal Gazette, The Toronto and Edmonton Star, The Edmonton Journal, and other broadcast and print media.
Selected publications below. + = supervisee. See .
Lau, C. H.-H.+, B.T. Ahn, +, Maurice-Ventouris, M.+, & Harley, J.M. (in press). Latent profiling students鈥� emotions towards media literacy and examining its relationship to media credibility. European Journal of Psychology of Education. DOI: 10.1007/s10212-024-00796-8.
Harley, J.M., & Pekrun, R. (2024). Managing Emotions in Education: The Emotion Regulation in Achievement Situations Model. In J.J. Gross, & B. Ford (Eds). Handbook of Emotion Regulation (3rd Edition) (pp. 536-544). Guilford Press (Taylor & Francis Group), New York, NY.
Tipwong, A.+, Hall, N.C., Snell, L., Chamnan, P., Moreno, M.+, & Harley, J.M. (2024). Clinical teaching self-efficacy positively predicts professional fulfillment and negatively predicts burnout amongst Thai physicians. BMC Medical Education, 2(24). 361-369. DOI: 10.1186/s12909-024-05325-1
Azher, S.,+ Mills, A.+, He, J.+, Hyjazie, T.+, Tokuno, J.+, Quaiattini, A., & Harley, J.M. (2024). Findings from Rapidly Evolving Research Field Favor Haptics for Surgical Education with Virtual Simulations: A Systematic Scoping Review. Journal of Surgical Innovation, 31(3), 331-341. DOI: 10.1177/15533506241238263
Botelho, F.+, Rangel, A.G., Harley, J.M., & Poenaru, D. (2024). Improving Pediatric Trauma Education by Teaching Non-Technical Skills: A Randomized Controlled Trial. Journal of Pediatric Surgery, 59 (5), 874-888. DOI: 10.1016/j.jpedsurg.2024.01.018
Mousavi, M., Harley, J.M., Cheung, J., & Abbasgholizadeh-Rahimi, S. (2024). Performance of ChatGPT in Certification Examination of College of Family Physicians of Canada. Family Medicine and Community Health Journal, 12(1), 1-8. DOI: 10.1136/fmch-2023-002626
Harley, J.M., Lou, N.M.+, Ahn, T.B.+, & Liu, Y.+ (2024). Improving queer history knowledge and perspective-taking toward LGBTQ+ people: There鈥檚 an app for that. Teaching & Teacher Education, 143, 104545. DOI: 10.1016/j.tate.2024.104545
Chopra, S., Harley, J. M., Keuhl, A., Bassilious, E., Sherbino, J., & Bilgic, E. (2024). Understanding Emotions Impacted by New Assessment Mandates Implemented in Medical Education: A Survey of Residents and Faculty Across Multiple Specialties. Cureus, 16(6), 1-14. DOI: 10.7759/cureus.62013
Ahn, B. T.+, Maurice-Ventouris, M.+, Bilgic, E.+, Yang, A.+, Lau, C. H.-H.+, Peters, H.+, Li, K.+, Chang-Ou, D.+, & Harley, J. (2023). A Scoping Review of Emotions, Stress, and Emotional Intelligence in Simulation Based Education. Advances in Simulation, 8(22), 1-21. DOI: 10.1186/s41077-023-00258-z
Harley, J.M., Bilgic, E.+, Lau, C.+, Gorgy, A.+, Marchand, H., Lajoie, S. P., Lavoie-Tremblay, M., & Fried, G. (2023). Nursing students reported more positive emotions about training during Coronavirus Disease 2019 (COVID-19) after using a virtual simulation paired with an in-person simulation. Clinical Nursing Simulation, 81, 1-14. DOI: 10.1016/j.ecns.2023.04.006
Harley, J.M., Hin-Hei Lau, C.+, Bilgic, E. +, Muller Moran, R.+, Fried, G.M., & Bhanji, F. (2023). Identifying Royal College-accredited simulation centre research priority directions across Canada. Canadian Medical Education Journal, 14(4) 89-93. DOI: 10.36834/cmej.73911
Azher, S.+, Cervantes, A., Marchionni, C., Grewal, K.+, Marchand, H., & Harley, J.M. (2023). Virtual Simulation in Nursing Education: Headset Virtual Reality and Screen-based Virtual Simulation Offer A Comparable Experience. Clinical Simulation in Nursing, 79, 61-74. DOI: 10.1016/j.ecns.2023.02.009
Bilgic, E.+, Turkdogon, S., & Harley, J.M. (2023). Entrustable professional activity assessments in surgery: Competing perspectives, practices, expectations, and future roles? Global Surgical Education, 2(22), 1-11. DOI: 10.1007/s44186-022-00099-w
Moran, H.R.M.+, Maurice-Ventouris, M.+, Alharbi, M.+, Ahn, T.B.+, Harley, J.M., & Lachapelle, K.J. (2023). Pan-Canadian initiative on fundamental competencies for transcatheter cardiac surgery: A modified Delphi consensus study. The Journal of Thoracic and Cardiovascular Surgery, 165(6), 2153-2161. DOI: 10.1016/j.jtcvs.2021.07.048
Harley, J.M., Bilgic, E.+, & Gorgry, A.+ (2023). Supporting health professions education with virtual simulations: The role of technical, educational, and affective factors in assessing opportunities and challenges. To appear in In C. Y. Leng Stefanie & C. B. Leng (Eds). Psychology and Pedagogy in Digital Education (pp. 197鈥�209). Springer Nature, Switzerland. DOI: 10.1007/978-981-99-2107-2
Di Stasio, M., Alston, L., & Harley, J.M. (2023). A snapshot of Gay-Straight Alliance Clubs and Student Well-Being in Alberta Schools. Canadian Journal of School Psychology, 38(2) 144-158, DOI: 10.1177/08295735231170337
*Haldane, C.+, Lou, N. M.+, & Harley, J. M., (2023). Social-historical accounts of identity processes and resilience: Experiences of prominent elders of the LGBTQ+ community. Journal of Homosexuality, 70(3), 387-426.
*Botelho, F.+, Yanchar, N., Abib, S., Bank, I., Harley, J.M., & Poenaru, D. (2022). A debriefing tool to acquire non-technical skills in trauma courses. Surgery Open Science, 10, 228-231. DOI: 10.1016/j.sopen.2022.10.012
Antel, R. Abbasgholizadeh-Rahimi, S., Guadagno, E., Harley, J. M., & Poenaru, D. (2022). The use of artificial intelligence and virtual reality in doctor-patient risk communication: a scoping review. Patient Education and Counseling, 105(10), 3038-3050. DOI: 10.1016/j.pec.2022.06.006
Azevedo, R., Bouchet, F., Duffy, M., Harley, J., Taub, M., Trevors, G., Cloude, E., Dever, D., Wiedbusch, M., Wortha, F., & Cerezo, R. (2022). Lessons Learned and Future Directions of MetaTutor: Leveraging Multichannel Data to Scaffold Self-Regulated Learning with an Intelligent Tutoring System. Frontiers in Psychology, 13: 813632. DOI: 10.3389/fpsyg.2022.813632
Harley, J.M, Montreuil, T. C., Lou, N. M.+, Feldman, L.S., Fried, G.M., Lavoie-Tremblay, M., Bhanji, F., Kennedy, H. (2022). Rethinking how health care professionals cope with stress: A process model for COVID-19 and beyond. Health Care Management Review, 47(4), 350-359. DOI: 10.1097/HMR.0000000000000345
*Fazlollahi AM+, Bakhaidar M, Alsayegh A, Yilmaz R, Winkler-Schwartz A, Mirchi N, Langleben I, Ledwos N., Sabbagh, A., Bajunaid, A., Harley JM, & Del Maestro RF. (2022) Artificial Intelligence Tutoring Compared with Expert Instruction in Surgical Simulation Training: A Randomized Control Trial. JAMA Network Open, 5(2), e2149008-e2149008.
*Bilgic, E.,+ Gorgy, A.,+ Yang, A., Cwintal, M., Ranjbar, H., Kahla, K., Reddy, D., Li, K., Ozturk, H., Zimmermann, E., Quaiattini, A., Abbasgholizadeh-Rahimi, S., Poenaru, D., & Harley, J.M. (2022). Exploring the Roles of Artificial Intelligence in Surgical Education: A Scoping Review. The American Journal of Surgery, 224(1), 205-216. DOI:10.1016/j.amjsurg.2021.11.023
*Lou, N. M.+, Montreuil, T. C., Feldman, L., Fried, G., Lavoie-Tremblay, M., Bhanji, F., Kennedy, H., Kaneva, P., & Harley, J.M. (2022). Nurses鈥� and physicians鈥� distress, burnout, and coping strategies during COVID-19: Stress and impact on perceived performance and intentions to quit. Journal of Continuing Education in the Health Professions, 42(1), e44-e52. DOI: 10.1097/CEH.0000000000000365
*Moran, H.R.M.+, Maurice-Ventouris, M.+, Alharbi, M.+, Harley, J.M., & Lachapelle, K.J. (2022). A scoping review on the performance of transcatheter cardiac surgery. The Journal of Thoracic and Cardiovascular Surgery, 164(6), e457-e469. DOI: 10.1016/j.jtcvs.2020.11.096
*Lou, N. M.+, Montreuil, T. C., Feldman, L., Fried, G., Lavoie-Tremblay, M., Bhanji, F., Kennedy, H., Kaneva, P., Drouin, S., & Harley, J.M. (2021). Evaluations of healthcare providers鈥� perceived support from personal, hospital, and system resources: Implications for well-being and management in healthcare in Montreal, Quebec during COVID-19. Evaluation & the Health Professions. 44(3):319-322. DOI:10.1177/01632787211012742
Harley, J.M., Lou, N.M+., Liu, Y+., Cutumisu, M., Daniels, M., Leighton, J. P., & Nadon, L. (2021). University students鈥� negative emotions in a computer-based exam: The roles of trait test-emotion, prior test-taking methods, and gender. Assessment and Evaluation in Higher Education. 46(6), 956-972. DOI: 10.1080/02602938.2020.1836123
Maurice-Ventouris, M.+, Moran, H.R.M.+, Alharbi, M.+, Ahn, B.T.+, Harley, J.M., & Lachapelle, K.J. (2021). The Study of Visuospatial Abilities in Trainees: A Scoping Review and Proposed Model. Surgery Open Science, 5, 25-33. DOI: 10.1016/j.sopen.2021.05.001
Liu, Y.+, Hankey, J. Lou, N, M.+, Chokka, P., & Harley, J. M. (2021). Usability and emotions of mental health assessment tools: Comparing mobile app and paper-and-pencil modalities. Journal of Technology in Human Services, 39(2), 193-211. 10.1080/15228835.2021.1902457
Harley, J.M., Liu, Y+., Ahn, B.T+., Lajoie, S.P., & Grace, A.P. (2020). Examining physiological and self-report indicators of empathy during learners鈥� interaction with a queer history app, British Journal of Educational Technology, 51(6), 1920鈥�1937. DOI: 10.1111/bjet.13019
Ahn, B.T+., & Harley, J.M (2020). Facial expressions when learning with a queer history app: application of the control value theory of achievement emotions. British Journal of Educational Technology, 51(5), 1563鈥�1576.
Harley, J.M., Lajoie, S.P., Tressel, T., & Jarrell, A. (2020). Fostering positive emotions and history learning with location-based augmented reality and tour-guide prompts. Learning & Instruction, 70, 1-16. DOI:
Harley, J.M., Pekrun, R., Taxer, J.L., & Gross, J.J. (2019). Emotion regulation in achievement situations: An integrated model. Educational Psychologist, 54(2), 106-126. DOI: 10.1080/00461520.2019.1587297
Harley, J.M., Jarrell, A., & Lajoie, S.P. (2019). Emotion regulation tendencies, achievement emotions, and physiological arousal in a medical diagnostic reasoning simulation. Instructional Science, 47(2), 151-180. DOI: 10.1007/s11251-018-09480-z
Poitras, E. G., Harley, J.M., & Liu, Y+. (2019). Achievement emotions with location-based mobile augmented reality: an examination of discourse processes in simulated guided walking tours. British Journal of Educational Technology 50(6), 3345-3360. DOI:10.1111/bjet.12738
Harley, J.M., Liu, Y+., Ahn, T.B+., Lajoie, S.P., Grace, A.P., Haldane, C+., Whittaker, A., & McLaughlin, B. (2019). I鈥檝e got this: Fostering topic and technology-related emotional engagement and queer history knowledge with a mobile app. Contemporary Educational Psychology, 59, 1-18. DOI: 10.1016/j.cedpsych.2019.101790
Harley, J.M., & Beaudin, D. (2019). Fake News and Dinosaurs: The Hunt for Truth Using Media Literacy. Victoria, Canada: Friesen Press.
Harley, J. M., Taub, M., Azevedo, R., & Bouchet, F. (2018). 鈥淟et鈥檚 set up some subgoals鈥�: Understanding human-pedagogical agent collaborations and their implications for learning and prompt and feedback compliance. IEEE Transactions on Learning Technologies, 11(1), 54-66. DOI: 10.1109/TLT.2017.2756629
Bouchet, F., Harley, J.M., & Azevedo, R. (2018). Evaluating adaptive pedagogical agents鈥� prompting strategies effect on students鈥� emotions? In J. Vassileva, & R. Azevedo (Eds.) Lecture Notes in Computer Science: Vol. 10858. Intelligent Tutoring Systems (pp. 33-43). Switzerland: Springer.
Harley, J.M., Benlamine, S., Chaouachi., M., Frasson, C., Liu, Y., & Dufresne, A. (2018). Examining how typical gaming behavior influences emotions and achievement during gameplay. In J. Vassileva, & R. Azevedo (Eds.) Lecture Notes in Computer Science: Vol. 10858. Intelligent Tutoring Systems (pp. 438-441). Switzerland: Springer.
Jarrell, A., Harley, J.M., Lajoie, S.P., & Naismith, L. (2017). Success, failure and emotions: Examining the relationship between performance feedback and emotions in diagnostic reasoning. Educational Technology Research and Development, 65(5), 1263鈥�1284. DOI: 10.1007/s11423-017-9521-6
Harley, J.M., Lajoie, S. P., Frasson, C., Hall, N.C., & (2017). Developing emotion-aware, advanced learning technologies: A taxonomy of approaches and features. International Journal of Artificial Intelligence in Education, 27(2), 268-297. DOI: 10.1007/s40593-016-0126-8
Jarrell, A., Harley, J.M., & Lajoie, S.P. (2016). The link between achievement emotions, appraisals and task performance: Pedagogical considerations for emotions in CBLEs. Journal of Computers in Education, 3(3), 289-307. DOI: 10.1007/s40692-016-0064-3.
Harley, J. M., Carter, C.K., Papaionnou, N., Bouchet, F., Azevedo, R., Landis, R. L., & Karabachian, L. (2016). Examining the predictive relationship between personality and emotion traits and students鈥� agent-directed emotions: Towards emotionally-adaptive agent-based learning environments. User Modeling and User-Adapted Interaction, 26, 177-219. DOI: 10.1007/s11257-016-9169-7.
Harley, J.M., Poitras, E. G., Jarrell, A., Duffy, M. C., & Lajoie, S. P. (2016). Comparing virtual and location-based augmented reality mobile learning: Emotions and learning outcomes. Educational Technology Research and Development, 64(3), 359-388. DOI: 10.1007/s11423-015-9420-7.
Bouchet, F., Harley, J.M., & Azevedo, R. (2016). Can adaptive pedagogical agents鈥� prompting strategies improve students鈥� learning and self-regulation? In A. Micarelli, J. Stamper, & K. Panourgia (Eds.) Lecture Notes in Computer Science: Vol. 9684. Intelligent Tutoring Systems (pp. 368-374). Switzerland: Springer.
Harley, J. M., Bouchet, F., Hussain, S., Azevedo, R., & Calvo, R. (2015). A multi-componential analysis of emotions during complex learning with an intelligent multi-agent system. Computers in Human Behavior, 48, 615-625. DOI: 10.1016/j.chb.2015.02.013.
Harley, J. M. (2015). Measuring emotions: A survey of cutting-edge methodologies used in computer-based learning environment research. In S. Tettegah & M. Gartmeier (Eds.). Emotions, Technology, Design, and Learning (pp. 89-114). London, UK: Academic Press, Elsevier.
Jaques, N., Conati, C., Harley, J. M., & Azevedo, R. (2014). Predicting affect from gaze behavior data during interactions with an intelligent tutoring system. In S. Trausan-Matu., K. Boyer., M. Crosby., K. Panourgia (Eds.), Lecture Notes in Computer Science: Vol. 8474. Intelligent Tutoring Systems (pp. 29-38). Switzerland: Springer.
Azevedo, R., Harley, J., Trevors, G., Feyzi-Behnagh, R., Duffy, M., Bouchet, F., & Landis, R.S. (2013). Using trace data to examine the complex roles of cognitive, metacognitive, and emotional self-regulatory processes during learning with multi-agent systems. In R. Azevedo & V. Aleven (Eds.), International handbook of metacognition and learning technologies (pp. 427-449). Amsterdam, The Netherlands: Springer-Verlag.
Bouchet, F., Harley, J.M., Trevors, G., & Azevedo, R. (2013). Clustering and profiling students according to their interactions with an intelligent tutoring system fostering self-regulated learning. Journal of Educational Data Mining, 5(1), 104-146.
Bouchet, F., Harley, J. M., & Azevedo, R. (2013). The impact of different pedagogical agents鈥� adaptive self-regulated prompting strategies with MetaTutor. In C. H. Lane, K. Yacef, J. Mostow, P. Pavik (Eds.), Lecture Notes in Artificial Intelligence: Vol. 7926. Artificial Intelligence in Education (pp. 815-819). Berlin, Heidelberg: Springer-Verlag.
Bondareva, D., Conati, C., Feyzi-Behnagh, R., Harley, J., Azevedo, R., & Bouchet, F. (2013). Inferring learning from gaze data during interaction with an environment to support self-regulated learning. In C. H. Lane, K. Yacef, J. Mostow, P. Pavik (Eds.), Lecture Notes in Artificial Intelligence: Vol. 7926. Artificial Intelligence in Education (pp. 229-238). Berlin, Heidelberg: Springer-Verlag.
Harley, J. M., Bouchet, F., & Azevedo, R. (2013). Aligning and comparing data on learners鈥� emotions experienced with MetaTutor. In C. H. Lane, K. Yacef, J. Mostow, P. Pavik (Eds.), Lecture Notes in Artificial Intelligence: Vol. 7926. Artificial Intelligence in Education (pp. 61-70). Berlin, Heidelberg: Springer-Verlag.
Khosravifar, B., Bouchet, F., Feyzi-Behnagh, R., Azevedo, R., & Harley, J. (2013). Using intelligent multi-agent systems to model and foster self-regulated learning: a theoretically-based approach using Markov decision processes. In L. Barolli, F. Xhafa, M. Takizawa, T. Enokido, H.H. Hsu (Eds.), Proceedings of the 27th IEEE international conference on Advanced Information Networking and Applications (413-420). Los Alamitos, CA: Conference Publishing Services, IEEE.