Zahia Marzouk
BA (AU), MA TEFL (AUC), MA (SFU), PhD (SFU)
Department Chair
Dr. Zahia Marzouk’s teaching and instructional design career has spanned over twenty years. She holds an MA in TEFL from the American University Cairo, and an MA and a PhD in Educational Psychology from Simon Fraser University. As a Post-doctoral fellow at the Educational Psychology Lab at SFU, Dr. Marzouk collaborated on designing an online learning environment with tools to support and scaffold individualized learning. Her contributions to this project included conducting experimental research that applied and expanded on theories of learning and instructional design.
Her research primarily explores how students use learning strategies and the development of scaffolds (motivational, cognitive, and metacognitive) for students aimed at enhancing student performance and regulation of learning.
Recently, Dr. Marzouk was awarded an SSHRC grant, affirming her commitment to innovation in educational psychology. Leading a team from Simon Fraser University, George Mason University, and Monash University, she is examining the interplay between motivation and learning. Using advanced software, the team analyzes learners’ activities and motivational states in real time, before, during, and after study, combining surveys, real-time traces, and brief chatbot coaching to map links among motivation, cognition, and metacognition. These data will anchor an AI-based system that predicts and supports students’ motivational states in the moment. In parallel, her AI research explores how motivation and self-regulated learning unfold when students work with tools such as ChatGPT, positioning this work at the forefront of understanding AI’s role in learning and the regulation of learning. Findings and tools will be shared openly to strengthen online learning for educators and researchers.
Courses taught
- EDUC 1100 - Introduction to Higher Education
- EDUC 2220 - Introduction to Educational Psychology
- EDUC 3220 - Children's Social and Emotional Development at School
Scholarly Work
- Marzouk, Z. & Winne, H.P. (2025). Recall or transfer? How assessment types drive text-marking behavior. Frontiers in Education, 10.
- Patzak, A., Zhang, X., & Marzouk, Z. (2025). From Research to Practice: Facilitating Time Management Instruction in Higher Education. College Teaching,
- Marzouk, Z., Raković, M., & Winne, P.H. (2022). Effects of using a study diary on learners’ motivational profiles and metacognition. AERA Annual Meeting, San Diego, CA.
- Marzouk, Z., Raković, M., & Winne, P.H. (2021). Using study diaries to improve learners’ metacognitive awareness. AERA Virtual Annual Meeting.
- Raković, M., Winne, P.H., Marzouk, Z., & Chang, D. (2021). Automatic Identification of Knowledge Transforming Content in Argument Essays Developed from Multiple Sources. Journal of Computer Assisted Learning, 903-924.
- Raković, M., Marzouk, Z., Liaqat, A., Winne, P., & Nesbit, J. (2020). Fine grained analysis of students’ online discussion posts. Computers & Education,157.
- Marzouk, Z. & Winne, P. H. (2020) Text-Marking: A Metacognitive Perspective. AERA Annual Meeting San Francisco, CA
- Rakovic, M., Marzouk, Z., Liaqat, A., Winne, P., & Nesbit, J. (2020). Fine grained analysis of students’ online discussion posts. Computers & Education,157
- Marzouk, Z., Rakovic, M., Liaqat, A., Vytasek, J. Samadi, D., Stewart-Alonso, J., Ram, I., Woloshen, S., Winne, P. H. & Nesbit, J. C. (2016). What if learning analytics were based on learning science? Australasian Journal of Educational Technology, 32(6)
- Marzouk, Z., Rakovic, M., & Winne, P. H. (2016). Generating learning analytics to improve learners’ metacognitive skills using nStudy trace data and the ICAP framework. Proceedings of the LAK 2016 Workshop on Learning Analytics for Learners, Edinburgh, Scotland.