Matthew Schmidt

Matthew Schmidt 

Associate Professor

Matthew Schmidt

Phone

352-273-4241

Email

Address

PO Box 117048
Gainesville, FL 32611

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About

Dr. Matthew Schmidt is an associate professor at the University of Florida in the in the School of Teaching and Learning's Educational Technology program. Dr. Schmidt formerly served as the director of the Studio of Advanced Learning Technologies (SALT) in the School of Education at the University of Cincinnati. Dr. Schmidt is an educational researcher and developer of advanced, technology-based learning interventions. He has published more than 65 journal articles, book chapters, and conference proceedings and has presented his work at a variety of local, national, and international conferences. He has also developed over 10 advanced learning technology interventions. As an applied researcher in the field of educational technology and instructional design, his work focuses on the design, development, implementation, and evaluation of innovative learning interventions, educational courseware, and computer software for individuals with life-long disabilities and medical conditions, as well as their families and caregivers (e.g., autism, epilepsy, traumatic brain injury, diabetes).

An award-winning researcher and developer, his design-based research focuses on three-dimensional virtual learning environments (e.g., virtual reality, educational games), mobile learning, and online learning interventions. In the design and evaluation of these technologies, Dr. Schmidt applies reflexive inquiry using a variety of design-based methodological approaches such as design-based research, learner/user experience design, design thinking, rapid prototyping, etc. Dr. Schmidt's research was recognized by the University of Hawaii with the Exceptional Research Award in 2015. He and his development team were awarded a Crystal Award in 2019 recognizing the innovative and outstanding multimedia-based distance learning project Epilepsy Adherence in Children and Technology (eACT) by the Association for Educational and Communications Technology, the third such award he has received in as many years.

Dr. Schmidt's research has been supported by the National Institutes of Health (NIH), National Institute on Disability, Independent Living, and Rehabilitation Research (NIDILRR), and the Ohio Department of Public Safety's (OHDMS) Division of Emergency Medical Services. His research publications have appeared in top-tier journals such as Exceptional Children and Computers in Human Behavior. Dr. Schmidt is editor-in-chief of the upcoming open-access edited volume Learner and User Experience Research: An Introduction for the Field of Learning Design & Technology, which will be published on https://edtechbooks.org. He is a co-editor of the upcoming AECT publications A New Focus for Learning: Educational Technology Beyond Content and Intersections across Disciplines: Interdisciplinarity and Learning Design. He also serves as a reviewer for a number of journals in the field of educational technology and instructional design. Dr. Schmidt regularly attends and presents at the Association for Educational and Communications Technology (AECT) and the Immersive Learning Research Network (iLRN). Dr. Schmidt has served as a board member of the Assistive Technology Resource Centers of Hawaii (ATRC) and of the Design and Development Division within AECT. He has also been serving as a co-coordinator of the AECT Summer Research Symposium since 2018.

Affiliations

  • School of Teaching and Learning
  • Institute for Advanced Learning Technologies

Research Interests

Clinical Interventions, Design and Development of Educational Technology Interventions, Distance Observation of Teacher Interns / Preservice Teachers, Educational / Instructional Design, Executive Functioning, Intervention, Online and Distance Education, Technology Trends and Issues

Education

  • Doctor of Philosophy (2010) in Information Science and Learning Technologies, University of Missouri, Columbia, MO.
  • Master of Arts (1999) in German Language and Literature with a concentration in computer-assisted language learning, University of Missouri, Columbia, MO.
  • Bachelor of Arts (1997) in German Language and Literature with a minor in English Language and Literature, Truman State University, Kirksville, MO.

Professional Appointments

  • Associate Professor (2019 to present) of Educational Technology: University of Florida, College of Education, School of Teaching and Learning, Gainesville, FL.
  • Associate Professor (2018-2019) of Instructional Design and Technology; Director: Studio for Advanced Learning Technologies (SALT): University of Cincinnati, College of Education, Criminal Justice, and Human Services (CECH), School of Education, Instructional Design and Technology Program, Cincinnati, OH.
  • Assistant Professor of Instructional Design and Technology (2015-2018): University of Cincinnati, College of Education, Criminal Justice, and Human Services (CECH), School of Education, Instructional Design and Technology Program, Cincinnati, OH.
  • Assistant Professor - Associate Faculty (2011-2015): University of Hawai'i,-Ma̅noa, Department of Learning Design and Technology, Honolulu, HI.
  • Post-Doctoral Fellow (2010-2011): School of Information Science and Learning Technologies, University of Missouri, Columbia, MO.

Activities and Honors

  • Crystal Award recognizing the innovative and outstanding multimedia-based distance learning project Epilepsy Adherence in Children and Technology (eACT); Association of Educational Communications and Technology, Division of Distance Learning, 2019
  • Best Paper Award: Immersive Learning Research Network, 2019
  • Golden Apple Award for Excellence in Teaching and Student-Faculty Relations; University of Cincinnati College of Education, Criminal Justice, and Human Services, 2019
  • Crystal Award recognizing the innovative and outstanding multimedia-based distance learning project The Road to Recovery for Caregivers After Traumatic Brain Injury; Association of Educational Communications and Technology, Division of Distance Learning, 2018
  • DDL-AECT Journal Article Award, 2018, Using Analytics to Transform a Problem-based Case Library: An Educational Design Research Approach, 2018
  • Third Annual Cinematic Arts and Media Showcase 2018 Special Jury Prize; Virtuoso; University of Cincinnati Digital Media Collaborative, 2018
  • Golden Apple Award for Excellence in Teaching and Student-Faculty Relations; University of Cincinnati College of Education, Criminal Justice, and Human Services, 2017
  • Crystal Award recognizing the innovative and outstanding multimedia-based distance learning project Epilepsy Journey; Association of Educational Communications and Technology, Division of Distance Learning, 2017
  • Outstanding Paper Award; Society for Information Technology and Teacher Education, 2015
  • Exceptional Research Award; University of Hawaii, 2015
  • Graduate Student Scholar of the Year; College of Education, University of Missouri, 2010

Selected Grants

Diabetes Journey: From Systematic Screening to Intervention

Funding Agency
  • National Institutes of Health/National Institute of Diabetes and Digestive and Kidney Diseases
Project Period
  • April, 2019
Award Amount
  • $1,647,688

Enhancing the User Experience of Virtuoso: A Prototype VR Learning Environment for Adults with Autism to Learn Adaptive Skills

Role
  • PI
Funding Agency
  • University of Cincinnati CECH Instructional Research and Development Technology Grant
Project Period
  • January, 2019
Award Amount
  • $2,000

Improving Drug Adherence Using mHealth and Behavioral Economics in Adolescents with Epilepsy (Beat-It)

Funding Agency
  • National Institutes of Health/National Institute of Nursing Research
Project Period
  • September, 2018
Award Amount
  • $256,567

Fostering Medication Adherence in Children with Epilepsy using mHealth Technology (eACT)

Funding Agency
  • National Institutes of Health/National Institute of Child Health and Human Development,
Project Period
  • August, 2018
Award Amount
  • $4,034,230

Innovative Technologies to Enhance the Visual Fidelity and Learner Experience of Virtuoso: A Prototype Immersive, 3D Collaborative Virtual Learning Environment for Individuals with Autism to Learn Social, Life, and Vocational Skills

Role
  • PI
Funding Agency
  • University of Cincinnati CECH Instructional Research and Development Technology Grant
Project Period
  • January, 2018
Award Amount
  • $2,000

Growing Real-life skills Over the Web (GROW)

Funding Agency
  • National Institute on Disability, Independent Living, and Rehabilitation Research
Project Period
  • September, 2017
Award Amount
  • $500,000

Novel eMedicine Self-Management Program for Youth with Mild Traumatic Brain Injury (SMART)

Funding Agency
  • National Institutes of Health/ National Institute of Child Health and Human Development
Project Period
  • June, 2017
Award Amount
  • $452,385

Promoting Positive Family Adaptation following Pediatric Brain Injury: A Pilot Trial of "Road to Recovery for Caregivers after TBI" (R2R)

Role
  • Co-PI
Funding Agency
  • Division of Emergency Medical Services, Ohio Department of Public Safety
Project Period
  • 2017
Award Amount
  • $43,000

Selected Publications

  • Schmidt, M., Schmidt, C., Glaser, N., Lim, M., Palmer, H., & Beck, D. (2019). Evaluation of a spherical video-based virtual reality intervention designed to teach adaptive skills for adults with autism: A preliminary report. Interactive Learning Environments. doi: 10.1080/10494820.2019.1579236
  • Zydney, J., McKimmy, P., Lindberg, R., & Schmidt, M. (2018). Here or there instruction: Lessons learned in implementing innovative approaches to blended synchronous learning. TechTrends.
  • Glaser, N., & Schmidt, M. (2018). Usage considerations of 3D collaborative virtual learning environments to promote development and transfer of knowledge and skills for individuals with autism. Technology, Knowledge, and Learning.
  • Glaser, N., Schmidt, M., Modi, A., Wade, S., Smith, A., & Turner, L. (2018). The formative design of Epilepsy Journey: A web-based executive functioning intervention for adolescents with epilepsy. Journal of Formative Design in Learning. doi: 10.1007/s41686-017-0011-3
  • Schmidt, C., Schmidt, M., Kamps, D., Thiemann-Bourque, K., & Heitzman-Powell, L. (2017). Evidence of social language change in the Autism Peer Networks Project: Extensions to the pilot study. Journal on Developmental Disabilities, 23(1), 3-17.
  • Schmidt, M., & Tawfik, A. (2017). Transforming a problem-based case library through learning analytics and gaming principles: An educational design research approach. Interdisciplinary Journal of Problem-Based Learning, 12(1).
  • Schmidt, M., & Fulton, L. (2017). Lessons learned from creation of an exemplary STEM unit for elementary pre-service teachers: A case study. Journal of Computers in Mathematics and Science Teaching, 36(2), 189-204.
  • Modi, A. C., Schmidt, M., Smith, A. W., Turnier, L., Glaser, N. & Wade, S. L. (2017). Development of a web-based executive functioning intervention for adolescents with epilepsy: The Epilepsy Journey. Epilepsy and Behavior, 72, 114-121.
  • Schmidt, M., Lin, G., Paek, S., MacSuga-Gage, A., & Gage, N. (2017). Implementing Project SIED: Special education teachers' perceptions of a simplified technology decision-making process for app identification and evaluation. Journal of Special Education Technology, 32(1), 12-22.
  • Zheng, D., Schmidt, M., Hu, Y., Liu, M., & Hsu, J. (2017). Eco-dialogical learning and translanguaging in open-ended 3D virtual learning environments: Where place, time and objects matter. Australasian Journal of Educational Technology, 33(5), 107-122.
  • Schmidt, M., & Fulton, L. (2016). Transforming a traditional inquiry-based science unit into a STEM unit for elementary pre-service teachers: A view from the trenches. Journal of Science Education and Technology, 25(2), 302-315.
  • Schmidt, M., & Ho, C. (2016). Realizing the promise of mobile devices in a one-to-one iPad initiative: Perspectives from a dual-licensure teacher preparation program in Hawaii. International Journal for Educational Media and Technology, 10(2), 61-67.
  • MacSuga-Gage, A., Schmidt, M., McNiff, M., Gage, N., & Schmidt, C. (2015). Is there an app for that? A model to help PK-12 school-based professionals identify, implement, and evaluate technology. Beyond Behavior, 24(1).
  • Schmidt, M., MacSuga-Gage, A., Gage, N., Cox., P., & McLeskey, J. (2015). Bringing the field to the supervisor: Innovation in distance supervision for field-based experiences using mobile technologies. Rural Special Education Quarterly, 34(1), 37-43.
  • Hitosugi, C., Schmidt, M., & Hayashi, K. (2014). Digital game-based learning (DGBL) in the L2 classroom: The impact of the UN's off-the-shelf videogame, Food Force, on learner affect and vocabulary retention. CALICO Journal, 31(1), 19-39.
  • Schmidt, M. (2014). Designing for learning in a three-dimensional virtual learning environment: A design-based research approach. Journal of Special Education Technology, 29(4), 59-71.
  • Schmidt, M., Galyen, K., Laffey, J., Babiuch, R., & Schmidt, C. (2014). Open source software and design-based research symbiosis in developing 3D virtual learning environments for individuals with autism: Examples from the iSocial project. Journal of Interactive Learning Research, 25(1), 65-99.
  • Schmidt, M., Glaser, N., Schmidt, C., & Palmer, H. (in press). Promoting acquisition and generalization of embodied skills in a 3D collaborative virtual learning environment for individuals severely impacted by autism. In B. Hokanson (Ed.), A new focus for learning: Educational technology beyond content. New York, NY: Springer.
  • Earnshaw, Y., Tawfik, A., & Schmidt, M. (2018). User experience design. In R. West (Ed.), Foundations of learning and instructional design and technology (1st ed.). Available at https://lidtfoundations.pressbooks.com/
  • Tawfik, A., & Schmidt, M. (2018). Stories as decision scaffolds: Understanding nonlinear storytelling using case-based reasoning and educational design research. In B. Hokanson (Ed.), Educational technology and narrative (pp. 21-38). New York, NY: Springer.
  • Haile, P., & Schmidt, M. (2018). Advancing social narrative intervention tools for students with autism: The role of educational technology. In B. Hokanson (Ed.), Educational technology and narrative (pp. 113-127). New York, NY: Springer.
  • Schmidt, M., & Fulton, L. (2015). Lessons learned from creation of an exemplary STEM unit for elementary pre-service teachers: A case study. In L. Liu & D. C. Gibson (Eds.), Research highlights in technology and teacher education 2015. Waynesville, NC: Association for the Advancement of Computing in Education. This chapter was selected to receive the SITE 2015 Outstanding Paper Award.