Øster Farimagsgade 2A, 1353 København K, Building: 03-0-016
I joined the Department of Psychology, Faculty of Social Sciences, at the University of Copenhagen in January 2018, where I am the leader of the Virtual Learning Lab (virtuallearninglab.net)
My main research interests include the areas of Educational Psychology, and Work and Organizational Psychology. I am particularly interested in research on learning within immersive environments including virtual and augmented reality, multimedia learning, instructional design, motivation, self-efficacy, process measures of learning, presence, training, psychometrics, and psychological and educational measurement.
My current research focuses on understanding the mechanisms of learning in immersive learning environments (including but not limited to virtual and augmented reality). In order to take a significant step towards truly understanding how people learn I focus on combining laboratory research with experiments in classrooms using theories from cognitive psychology and modern methodology. At the VR Learning Lab we can assess the learning process by measuring cognitive and emotional activity in real time with measures such as EEG, GSR, and eye tracking. We also collaborate with some of the leading educational technology companies and teachers to investigate how immersive technology influences learning, motivation, and interest in classroom settings. The goal of my research is to develop evidence-based knowledge that can guide instructional designers to develop learning material more optimally, and to inspire further innovative research in this field. For more information see virtuallearninglab.net.
Makransky, G., Terkildsen, T. S., & Mayer, R. E. (2017). Adding immersive virtual reality to a science lab simulation causes more presence but less learning. Learning and Instruction. https://doi.org/10.1016/j.learninstruc.2017.12.007
Makransky, G., Lilleholt, L., & Aaby, A. (2017). Development and validation of the Multimodal Presence Scale for virtual reality environments: A confirmatory factor analysis and item response theory approach. Computers in Human Behavior, 72, 276-285. http://doi.org/10.1016/j.chb.2017.02.066
Thisgaard M., Makransky, G. (2017). Virtual Learning Simulations in High School: Effects on Cognitive and Non-Cognitive Outcomes and Implications on the Development of STEM Academic and Career Choice. Frontiers in Psychology. https://doi.org/10.3389/fpsyg.2017.00805
Makransky, G., Thisgaard M. W., Gadegaard, H. (2016). Virtual Simulations as Preparation for Lab Exercises: Assessing Learning of Key Laboratory Skills in Microbiology and Improvement of Essential Non-Cognitive Skills. Plos One. doi.org/10.1371/journal.pone.0155895
Makransky, G., Bonde, M. T., Wulff, J. S. G., Wandall, J., Hood, M., Creed, P. A., Bache, I., Silahtaroglu, A., Nørremølle, A., (2016). Simulation based Virtual Learning Environment in Medical Genetics Counseling: An example of Bridging the Gap between Theory and Practice in Medical Education. BMC Medical Education. 16: 98. doi: 10.1186/s12909-016-0620-6
Bonde M. T., Makransky, G., Wandall, J., Larsen. M. V., Morsing M., Jarmer H., Sommer M. O. (2014). Improving Biotechnology Education through Simulations and Games. Nature Biotechnology. 32: 7, 694-697. doi:10.1038/nbt.2955
2017: Grant from Marked Development Fund: Revolutionary science teaching tools based on Virtual Reality (5,000,000 DKK)
2016-2020: Grant from Innovation Fund Denmark: SIPROS: Virtual Laboratory Simulations for Increased Productivity and Occupational Standards in the Biotechnology Industry (23,500,000 DKK)
2014-2017: Grant from Innovation Fund Denmark: Advanced Technology Foundation: Next-generation adaptive medical laboratory simulations based on educational measurement research (9,184,000 DKK).
2014-2016: Grant from Eurostars: Novel technology for automatic detection of emotions for cutting-edge adaptive learning solutions (1,175,000 Euros).