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I study how people learn, regulate themselves, and make meaning — especially when technology becomes part of the learning process.

My background is in psychology, and my work focuses on self-regulated learning, motivation and the use of technology in education (yes, including artificial intelligence).

What has consistently interested me is not technology itself, but the person within it — how learners navigate systems, demands, and tools while trying to make sense of their own learning.

At the heart of my work is a simple question:

How do we design environments that support agency and learning — even as technology becomes part of the process?

How I approach this

  • I study learning as something that unfolds over time, shaped by motivation, emotion, effort, and context — not just outcomes.
  • I approach technology as something that can support learning, but also reshape it in ways that require care.
  • I’m especially attentive to what should remain human when tools become more powerful.
  • I value agency over automation.

What you’ll find here

This site brings together research, reflective writing, and conceptual frameworks or tools for thinking about learning with technology — without losing sight of the human experience at the centre of it.

Whether you arrive as a researcher, educator, parent, or curious learner, you’re welcome to explore.