Ed.D., Human Cognition and Learning (Cognitive Psychology), Teachers College, Columbia University
Doctoral Dissertation: Surrogate Embodied Learning in Second Life (Abstract)
Advisor: John B. Black
Ed.M., Communication and Education, Teachers College, Columbia University
Advisor: Ernst Z. Rothkopf
M.A. with Distinction, Communication Arts, New York Institute of Technology
B.Design with Distinction, Communication Graphic Design, National College of Arts
B.A., Applied Psychology and English Literature (minor: French), Kinnaird College, University of the Punjab
Recent Peer Reviewed Publications, Conference Proceedings, and Presentations
Black, J. B., Khan, S. A., & Huang, S. C. D. (in press). Video games as grounding experiences for learning. In F. C. Blumberg (Ed.), Learning by playing: Frontiers of videogaming in education. New York: Oxford University Press.
Khan, S. A., & Black, J. B. (in press). Surrogate embodied learning in MUVEs: Enhancing memory and motivation through embodiment. Journal of Immersive Education.
Khan, S. A., & Black, J. B. (2014).
Reactivation of multimodal representations and
perceptual simulations for meaningful learning: A comparison of direct
embodiment, surrogate embodiment, and imagined embodiment. Paper to be presented at the International
Conference of Learning Sciences, Boulder, CO.
Khan, S. A., & Black, J. B. (2014). Facilitating learning, self-efficacy, and enjoyment
through surrogate embodiment in online courses. To be presented at the 26th APS Annual Convention, San
Khan, S. A., & Black, J. B. (2014). Effects of surrogate embodiment and age on learning and motivation in multi-user virtual environments. To be presented at the annual meeting of the American Educational Research Association, Philadelphia, PA.
Khan, S. A., & Black, J. B. (2014). Meaningful learning in immersive environments: Using MUVEs in online courses to facilitate motivation and understanding. Presented at the Seventh Annual Subway Summit on Cognition and Education Research, NYU, Brooklyn, NY.
Khan, S. A. (2013). Enhancing learning and motivation through surrogate embodiment in MUVE-based online courses. Presented at the Immersive Education Summit 2013, Boston College, Massachusetts.
Khan, S. A., & Black, J. B. (2013). Enhancing learning and motivation through surrogate embodiment, imagined embodiment, and embodied affect. Presented at the Association for Psychological Science 25th Annual Convention, Washington, D.C.
Khan, S. A., & Black, J. B. (2013). Enhancing learning and motivation through positive embodied affect and surrogate embodiment in virtual environments. Paper presented at the annual meeting of the American Educational Research Association, San Francisco, CA.
Khan, S. A., & Black, J. B. (2013). Learning world history through role-play: A comparison of surrogate embodiment and physical embodiment. Presented at the Sixth Annual Subway Summit on Cognition and Education Research, Teachers College, Columbia University, New York, NY.
Khan, S. A., & Black, J. B. (2012). Surrogate embodied learning in MUVEs: Enhancing memory and motivation through embodiment. Paper presented at the Immersive Education Summit 2012, Boston College, Massachusetts.
Khan, S. A., & Black, J. B. (2012). Surrogate embodied learning in Second Life. Presented at the Fifth Annual Subway Summit on Cognition and Education Research, Fordham University, New York, NY.
Invited Talks and Presentations
Khan, S. A. (2014). Impact of instructional environments on learning. Discussant at the annual meeting of the American Educational Research Association, Philadelphia, PA.
Khan, S. A. (2014). Technology tools for learning and identity development among teachers and students. Discussant at the annual meeting of the American Educational Research Association, Philadelphia, PA.
Khan, S. A. (2014). Avatars and social networks: Learning through embodied interaction in virtual environments. Presented at So.N.N.A (Social Network e Nuovi Apprendimenti) Conference, University of Siena, Tuscany.
Khan, S. A. (2013). New iED Chapter Announcements: New York Chapter (iED NY). Presented at the Immersive Education Summit 2013, Boston College, Massachusetts.
Khan, S. A. (2013). Session Chair at the Summit Paper Session. Immersive Education Summit 2013, Boston College, Massachusetts.
Khan, S. A. (2013). The personal and cultural impact of living in the age of immersion. Panelist at the Immersive Education Summit 2013, Boston College, Massachusetts.
Khan, S. A. (2013). There's a new TA in town: Learning with robots and avatars. Panelist at TC Academic Festival 2013, Teachers College, Columbia University.
Khan, S. A. (2012). Surrogate embodied learning in Second Life: Enhancing learning and motivation through embodiment. Presented at the Department of Human Development Colloquium, Teachers College, Columbia University.
Khan, S. A., & Black, J. B. (2012). Surrogate embodied learning in Second Life. Presented at Technology Demo Day, Teachers College, Columbia University.
Surrogate Embodied Learning in Second Life
Improving Learning through Immersive Education in Online Courses
Principal Investigator (with Dr. John Black)
Funded by the Provost’s Investment Fund awarded to Dr. John Black
Project LIVE (Learning in Virtual Environments)
Institute for Learning Technologies
American Education Research Association
American Psychological Association
Association for Psychological Science
Immersive Education Initiative
Senior Fellow, The Center for Children & Social Responsibility (an initiative of the George Washington Scholars' Endowment and Feed The Children) 2014
Dr. John Black, Dr. Stephen Peverly, and Dr. Saadia Khan (Chair)
Published in TC Today, Volume 37, No. 2
Published in TC Today, Volume 37, No. 2
Panelist/Speaker - Avatars. April 13, 2013.
There's a New TA in Town: Learning with Robots & AvatarsSession Moderated by John Black.
Published in TC People
Published in Research/Publications
HUDK 4015: Psychology of thinking
Examines cognitive psychology theories and research about various kinds of thinking, what each kind is best suited for, and problems people have with it. Also examines the best ways of learning from each kind of thinking. Critically examines the various thinking skills curricula that have been proposed.
HUDK 4029: Human cognition and learning
Cognitive and information-processing approaches to attention, learning, language, memory, and reasoning. Fee: $20.
Centers and Projects
The Institute for Learning Technologies (ILT), uses digital communications technologies to advance innovation in education and society. Rapid change in information technology is reconfiguring social, cultural and intellectual possibilities. University research, K-12 and post-secondary education, the arts, community and political activities, and social exchange are all in transition. ILT is a major element of Columbia University's effort to shape these transitions-transitions that are central to the University's mission and practice.
ILT takes education in its broadest sense as its primary area of work. In practice, it promotes an intellectually rigorous progressive education accessible to all. To renew progressivism, educators must pose powerful generative questions in cooperative settings; and limitations on the intellectual resources available to students; enable teachers and students to communicate beyond the classroom; and provide advanced tools of analysis, synthesis and simulation. Increasing the interaction of pre-college and higher education is important. The new technologies provide effective support for such novel interactions. The education of the 21st century will feature extensive collaboration among scholars, teachers, university of students, librarians, museum professionals, community organizers, parents, and children of all ages, and these relationships may span great distances and bridge significant cultural divides.
ILT pursues an integrated program of design, development, implementation, and evaluation.
- School-based projects aim to alter the classroom through infrastructure planning and installation, content and curriculum creation, professional development, technical support, and evaluation.
- Professional development includes workshops on the use of generic and project-specific technologies, seminars on curriculum design and development, and consultations by content experts and instructional technologists.
- Content projects develop multimedia to support innovation in education, delivering high quality intellectual resources and learning tools to students.
- Evaluation projects document the impact of programs and the principles of good design, working with groups in the commercial, governmental, non-profit, and educational sectors.
- Consulting services provide design, development, and strategic analysis for organizations conducting innovative educational projects.
- An internship program provides individuals with experience in school-based projects, professional development workshops, evaluation and policy studies, and content creation. Technology does not drive educational change, but it conditions educational possibility. Rooted in traditions of liberal education, ILT acts on the technological context to renew established educational traditions.