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Shiva Hajian BSc (UBC), MSc (UNK), PhD (SFU)
Email:
Surrey Office:
Main 2881-01
Since 2016 I have been studying the types of instructional prompts and feedback leading to development of inquiry competencies such as scientific observation, global and local testing, data collection, pattern recognition, and inference making within Simulation Assisted Inquiry Learning (SAIL) environments. My most recent published work was conducted with a team of researchers from Simon Fraser and Mount Saint Vincent University on educational design principles of using AI chatbot that supports self-regulated learning in teaching and learning.
I’m currently investigating the application of major motivational theories in active learning environments. If you’re interested in this topic, please contact me and share your thoughts.
Courses Taught
PSYC 1100: Introduction to Psychology - Basic Processes
PSYC 1200: Introduction to Psychology - Areas and Applications
PSYC 2400: Research Methods in Psychology l
Areas of Interest
I’m interested in investigating student learning attitudes and behaviors from cognitive, metacognitive, and affective perspectives. My goal is to design and implement holistic learning strategies that promote exploration, questioning, mindful observation, metacognitive awareness, reflection, and self-regulation in diverse learners.
Scholarly Work
Hajian, S. (2023, May). Informational feedback may enhance student learning motivation. Paper presented at the International Positive Schools and Well-being Congress, Cypress University, Nicosia, Cyprus
Hajian, S. & Nesbit J.C. (2023, May). What types of feedback lead to correction of scientific misconceptions in simulation assisted inquiry learning environments? Paper will be presented at the conference of Canadian Society for the Study of Education (CSSE), University of York, Toronto, Ontario.
Fukuda, M., Hajian, S., Liu, A. L., Jain, M., Wang, Q., Winne, P. H., & Nesbit, J. C. (2023, May 27 – June 1). Domain specificity matters: The effect of adaptive guidance on depth of scientific understanding. In J. C. Nesbit (Chair), Learning science from a circuit simulation: Within-inquiry guidance and individual differences [Symposium]. Canadian Society for the Study of Education Annual Confere
Jain, M., Liu, A. L., Wang, Q., Fukuda, M., Hajian, S., Nesbit, J. C., & Winne, P. H. (2023, May 27 – June 1). The effect of adaptive guidance on learners’ inquiry skills and knowledge construction operations. In J. C. Nesbit (Chair), Learning science from a circuit simulation: Within-inquiry guidance and individual differences [Symposium]. Canadian Society for the Study of Education Annual Confer
Hajian, S., Wang, Q., Jain, M., Fukuda, M., Liu, A. L., Winne, P. H., & Nesbit, J. C. (2023, May 27 – June 1). Why do students receiving similar types of guidance differ in their learning outcomes? In J. C. Nesbit (Chair), Learning science from a circuit simulation: Within-inquiry guidance and individual differences [Symposium]. Canadian Society for the Study of Education Annual Conference, Toron
Wang, Q., Fukuda, M., Hajian, S., Liu, A. L., Jain, M., Nesbit, J. C., & Winne, P. H. (2023, May 27 – June 1). When no inquiry guidance is provided, how do simulation design factors affect student success? In J. C. Nesbit (Chair), Learning science from a circuit simulation: Within-inquiry guidance and individual differences [Symposium]. Canadian Society for the Study of Education Annual Conference
Liu, A. L., Jain, M., Fukuda, M., Hajian, S., Wang, Q., Winne, P. H., & Nesbit, J. C. (2023, May 27 – June 1). How does academic specialization in science shape student learning strategies in unguided inquiry? In J. C. Nesbit (Chair), Learning science from a circuit simulation: Within-inquiry guidance and individual differences [Symposium]. Canadian Society for the Study of Education Annual Confe
Hajian, S., Jain, M., Nesbit J.C., & Winne, P.H. (2021, June). What types of guidance lead to effective inquiry learning? Paper presented at the conference of Canadian Society for the Study of Education (CSSE), University of Alberta, Edmonton.
Hajian, S. & Nesbit, J.N. (2020, August). How to provide effective instructional feedback within inquiry learning environments? Learning Together Conference: A New Decade of Imagining in Education, Vancouver, British Columbia
Hajian, S., Obaid, T., & Nesbit, J. (2020, June). What are students’ main challenges in an inquiry-based learning environment? Paper submitted to the conference of Canadian Society for the Study of Education (CSSE), London, Ontario.
Obaid, T., Nesbit, J., Jain, M., Hajian, S., & Mahmoody, A. (2020, April). Sequential patterns of strategy use during simulation-based discovery learning. Poster presented at the conference of American Educational Research Association (AERA), San Francisco, California.
Hajian, S., Obaid, T., Jain, M., & Nesbit, J. (2019, June). What factors lead to successful learning achievement in an inquiry-based learning (IBL) environment. Paper presented at the conference of Canadian Society for the Study of Education (CSSE), Vancouver, British Columbia.
Jain, M., Obaid, T., Hajian, S., & Nesbit, J. (2019, June). Are investigation prompts enough to develop learners’ discovery learning competencies? Poster presented at the conference of Canadian Society for the Study of Education (CSSE), Vancouver, British Columbia.
Hajian, S. (2017). The role of dialectic maps in learning argumentation. DEMOfest Simon Fraser University, Burnaby, B.C.
Hajian, S. (2005). Modeling the dynamics of the immune responses to HIV. University of British Columbia, Vancouver, B.C.
Hajian, S., and Brauer, W. (2005). Classic Kermack-McKendrick Epidemic Model of 1927 and SARS outbreak. University of British Columbia, Vancouver, B.C.