Robin Kay
PhD
Professor
Faculty of Education
Contact information
Charles Hall
Downtown Oshawa
61 Charles Street
Oshawa, ON L1H 4X8
905.721.8668 ext. 2679
Dr. Robin Kay: Pedagogy, Education & Technology
Dr. Kay's research is driven by a simple question: How can we design learning experiences that help people learn better? His work brings together pedagogy, educational technology, and the learning sciences to investigate how innovative approaches—including artificial intelligence, online and blended learning, flipped classrooms, digital game-based learning, and educational apps—can enhance teaching, engagement, and achievement across K–12 and higher education. His research emphasizes practical, evidence-based solutions that help educators make informed decisions about the effective use of technology in teaching and learning.Bio
Dr. Robin Kay is a Professor in the Frazer Faculty of Education at Ontario Tech University. He earned an M.A. in Computer Applications in Education and a Ph.D. in Cognitive Science (Educational Psychology) from the University of Toronto.
For over 30 years, Dr. Kay has taught computer science, mathematics, educational technology and research methods. He has published more than 200 peer-reviewed journal articles, book chapters, and conference papers and successfully supervised more than 40 graduate students at the Master’s and Doctoral levels.
His research explores how technology can improve teaching and learning. Current interests include artificial intelligence in education, online, blended and flipped learning, educational technology, digital game-based learning, and cognitive and emotional factors that influence how people learn.
For more information:
Courses Taught
Bachelor of Arts (Educational Studies)
- EDST 2180U - AI in Education [Course Website]
Bachelor of Education
- EDUC 1301U - Learning & Development [Course Website]
- CURS 4140U - Curriculum Studies I: I/S Mathematics
- CURS 4141U - Curriculum Studies II: I/S Mathematics
Graduate
- EDUC 5003G - Research Proposals [Course Website]
- EDUC 5303G - Technology and the Curriculum [Course Website]
- EDUC 5104G - Web-Based Learning Tools [Course Website]
- EDUC 5900G - Special Topics: AI Tools for Teaching and Learning [Course Website]
Research and expertise
My research areas include:
- Artificial Intelligence in Education
- Blended and flipped learning environments
- Digital Game-Based Learning
- Design, quality, and effectiveness of video podcasts and online learning tools
- Scale development and research methodology
- Use and impact of technology in K-12 and higher education classrooms
- Virtual classrooms
Assessment
Bahula, T., & Kay, R. (2022). Exploring instructor perceptions of using video-based feedback: A review of the literature. Journal of Educational Informatics, 3(1), 3–20. http://doi.org/10.51357/jei.v3i1.181
Emotions and Digital Learning
Kay, R. (2022). Examining the role of emotions in learning with technology. Journal of Digital Life and Learning, 2(2), 12–26. http://doi.org/10.51357/jdll.v2i2.211
Health and Technology
Banks, L., & Kay, R. (2022). Exploring flipped classrooms in undergraduate nursing and health science: A systematic review. Nurse Education in Practice, 64, Article 103417. https://doi.org/10.1016/j.nepr.2022.103417
Power, R., Kay, R., & Craig, C. (2023). The effects of COVID-19 on higher-education teaching practices. International Journal of E-Learning & Distance Education, 38(2). https://doi.org/10.55667/ijede.2023.v38.i2.1255
Learning with Technology
Kay, R. H., & MacDonald, T. (2019). A comparison of lecture-based, active, and flipped classroom teaching approaches in higher education. Journal of Computing in Higher Education, 31(3), 449–471. https://doi.org/10.1007/s12528-018-9197-x
Stolba, A., Kay, R., van Oostveen, R., & Hunter, W. (2024). Empowering autistic adolescents and adults through online social engagement: A systematic literature review on fulfilling basic psychological needs, understanding generative mechanisms and enhancing well-being. Journal of Educational Informatics, 5(2), 3-32. https://doi.org/10.51357/jei.v5i2.287
Literature Reviews
Craig, C. & Kay, R. (2025). Online student peer-assessment in higher education: A systematic review of the literature. Journal of University and Teaching Learning Practice, 22(2). https://doi.org/10.53761/7jj6at39
Craig, C. D., & Kay, R. (2023). A systematic overview of reviews of the use of immersive virtual reality in higher education. Higher Learning Research Communications, 13(2), 42–60. https://doi.org/10.18870/hlrc.v13i2.1430
Bahula, T., & Kay, R. H. (2022). Exploring instructor perceptions of using video-based feedback: A review of the literature. Journal of Educational Informatics, 3(1), 3–20. https://doi.org/10.51357/jei.v3i1.181
Kay, R. & Plati, S. (2025). Exploring the benefits and challenges of digital game-based learning for K-12 students: A narrative review of the literature. Journal of Educational Informatics, 6(2), 3-28. https://doi.org/10.51357/jei.v6i2.368
Math and Technology
LeSage, A., Friedlan, J., Tepylo, D., & Kay, R. H. (2021). Supporting at-risk university business mathematics students: Shifting the focus to pedagogy. International Electronic Journal of Mathematics Education, 16(2). https://doi.org/10.29333/iejme/10893
Kay, R. H. (2020). Analysing the use of mathematics apps in elementary school classrooms. Contemporary Educational Researches Journal, 10(2), 68–78. https://doi.org/10.18844/cerj.v10i2.4732
Kay, R., & Ruttenberg-Rozen, R. (2020). Exploring the creation of instructional videos to improve the quality of mathematical explanations for pre-service teachers. International Journal of E-Learning & Distance Education, 35(1), 1–21. https://www.ijede.ca/index.php/jde/article/view/1161/1795
Mobile Learning
Lauricella, S., Craig, C., & Kay, R. (2023). Examining the benefits and challenges of using Discord in online higher education classrooms. Journal of Educational Informatics, 4(2), 20–31. https://doi.org/10.51357/jei.v4i2.225
Kay, R. H. (2020). Analysing the use of mathematics apps in elementary school classrooms. Contemporary Educational Researches Journal, 10(2), 68–78. https://doi.org/10.18844/cerj.v10i2.4732
Online Learning
Kay, R. H., Hunter, W. J. (Eds.) (2022). Thriving online: A guide for busy educators. Ontario Tech University. http://doi.org/10.51357/TMSM9420
Lauricella, S., Craig, C., & Kay, R. (2023). Shifting reading into a socially constructed activity: A case study on the benefits and challenges of using Perusall. Journal of Educational Informatics, 4(2), 32–44. http://doi.org/10.51357/jei.v4i2.231
Lauricella, S., Craig, C., & Kay, R. (2023). Examining the benefits and challenges of using Discord in online higher education classrooms. Journal of Educational Informatics, 4(2), 20–31. https://doi.org/10.51357/jei.v4i2.225
Technology Devices in Education
Jovanovic, P., Hughes, J. & Kay, R. (2026). Contextualizing the intersection of makerspaces and XR Technologies through immersive storytelling: A thematic hybrid review. Information, 17(2), https://doi.org/10.3390/info17020192
Jovanovic, P., & Kay, R. (2022). Exploring ethical issues with using wearable technology in K-12 classrooms: A review of the literature. Journal of Digital Life and Learning, 2(2), 3–11. http://doi.org/10.51357/jdll.v2i2.203
Video Feedback
Bahula, T., & Kay, R. H. (2022). Exploring instructor perceptions of using video-based feedback: A review of the literature. Journal of Educational Informatics, 3(1), 3–20. https://doi.org/10.51357/jei.v3i1.181
Kay, R. H. (2022). Effective video use in online learning. In R. H. Kay & W. J. Hunter (Eds.), Thriving online: A guide for busy educators. (pp. 298-308). Ontario Tech University. https://doi.org/10.51357/WFGH7740
Bahula, T., & Kay, R. H. (2021). Exploring student perceptions of video-based feedback in higher education: A systematic review of the literature. Journal of Higher Education Theory and Practice, 21(4), 248–258. https://doi.org/10.33423/jhetp.v21i4.4224