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Pavlo Antonenko - University of Florida. Gainesville, FL, US

Pavlo Antonenko

Professor | University of Florida

Gainesville, FL, UNITED STATES

Pavlo Antonenko develops, implements and studies technologies to support engaged learning.


Pavlo Antonenko develops, implements and studies technologies to support engaged learning and uses psychophysiological tools to explore cognitive processes and optimize the design of learning technologies. Pavlo “Pasha” Antonenko is an professor of educational technology and director of the NeurAL Lab in the School of Teaching and Learning. His research focuses on developing, implementing and studying technologies for scaffolding learning. His most recent project, GeoGaze, is funded by the NSF and focuses on designing and studying the impacts of a novel technology that uses eye tracking data to augment multimedia displays and personalize learning in real time.

Areas of Expertise (7)

Science Literacy and Engagement

Cognitive Assessment

Cybersecurity Education

Learning Technologies

Design-Based Research


Individual Differences in Learning

Media Appearances (2)

UF Earns Grant to Teach Middle Schoolers About Shark Teeth Using AI

Florida Museum  online


With the goal of recruiting more students to STEM and computer science careers, a team from the University of Florida’s Thompson Earth Systems Institute (TESI), the College of Education and the Herbert Wertheim College of Engineering will partner with the Calvert Marine Museum in Maryland on a three-year, $1.3 million project funded by the National Science Foundation to teach Florida middle school teachers and students how to use artificial intelligence (AI) to identify fossil shark teeth.

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Study to use cryptography to boost pupils' language skills

The Gainesville Sun  print


Pasha Antonenko’s next research idea dawned upon him while sifting through rows of discounted books. At a library sale with his daughters, the University of Florida associate professor realized the same strategies used to solve the puzzles within the books were the same as deciphering codes. He then wondered whether teaching children to crack secret messages could improve their language skills.

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