Pavlo Antonenko
Associate Professor | University of Florida
Gainesville, FL, UNITED STATES
Pavlo Antonenko develops, implements and studies technologies to support engaged learning.
Biography
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 Associate 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, “LENS: Leveraging Expertise in Neurotechnologies to Study Individual Differences in Multimedia Learning,” is a NSF-funded Science of Learning project that focuses on understanding learning with multimedia by a wide range of students including those with attentional and cognitive differences.
Areas of Expertise (7)
Science Literacy and Engagement
Cognitive Assessment
Cybersecurity Education
Learning Technologies
Design-Based Research
Psychophysiology
Individual Differences in Learning
Media Appearances (2)
UF Earns Grant to Teach Middle Schoolers About Shark Teeth Using AI
Florida Museum online
2022-02-16
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.
Study to use cryptography to boost pupils' language skills
The Gainesville Sun print
2019-05-09
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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