Faculty and Staff
Ismahan Arslan-Ari, Ed.D.
Director for the South Carolina Center for Assistive Technology and Educational Research
|Department:||Leadership, Learning Design, and Inquiry
College of Education
Ismahan Arslan-Ari is an Associate Professor of Learning Design and Technologies in the Department of Leadership, Learning Design, and Inquiry. She is also the director for the South Carolina Center for Assistive Technology and Educational Research (SC-CATER). She received her doctorate (Ed.D.) in Instructional Technology with a minor in Special Education (Deafblind) from Texas Tech University. She also holds a master’s degree in Special Education. Previously, she worked as a lead instructional designer at the Texas Tech University Independent School District which provides fully online K-12 education to students all around the world. She also taught in the Instructional Technology program as an adjunct faculty. After joining USC, she established SC-CATER and the human-computer interaction lab.
Ed.D., Instructional Technology, Texas Tech University
M.Ed., Special Education, Texas Tech University
M.Ed., Instructional Technology, Texas Tech University
Multimedia learning, human-computer interaction, online learning, technology integration in special education.
Ozcelik, E. & Arslan-Ari, I. (2023). Enhancing multimedia learning by emotional arousal. Journal of Experimental Education. Advanced online publication. https://doi.org/10.1080/00220973.2023.2182263
Irwin, D., Arslan-Ari, I. & Morris, W. (2023). Teachers’ value beliefs and usage of one-to-one devices for
students with dyslexia: A descriptive study. Education and Information Technologies, 28. 9529-9556. https://doi.org/10.1007/s10639-022-11450-5
Arslan-Ari, I. & Baser, D. (2023). Assistive technology training within an educational technology course: Perceptions of preservice special education teachers. Journal of Digital Learning in Teacher Education, 39 (1), 4-20. http://doi.org/10.1080/21532974.2022.2137606
Ritter, N. & Arslan-Ari, I. (2023). The Flipped Classroom Approach in High School Psychology, TechTrends, 67, 245-259. https://doi.org/10.1007/s11528-022-00789-8
Başer, D., & Arslan-Ari, I. (2023). Assistive Technology Education: Experiences of Preservice Special Education Teachers Within an Instructional Material Development Project. Journal of Special Education Technology, 38(3), 340-354. https://doi.org/10.1177/01626434221120417 .
Wang, Y., Arslan-Ari,I., & Hao, L. (2022) “Strategies are more important than words:” A case study of adult English Learners’ disciplinary reading. Journal of English for Academic Purposes, 60, 101182. https://doi.org/10.1016/j.jeap.2022.101182
Ari, F., & Arslan-Ari, I. (2022). Examining nontraditional graduate students' experiences with video feedback in a fully online course. The Internet and Higher Education, 55, 100858. https://doi.org/10.1016/j.iheduc.2022.100858
Vasconcelos, L., Ari, F., Arslan-Ari, I., & Lamb, L. (2022). Female preservice teachers stereotype computer scientists as intelligent and overworked white individuals wearing glasses. Computers & Education, 187, 104563 https://doi.org/10.1016/j.compedu.2022.104563
Ari, F., Vasconcelos, L., Tang, H., Grant, M.M., Arslan-Ari, I. & Moore, A. (2022). Program Evaluation of an Online Ed.D. in Learning Design and Technologies: Recent Graduates’ Perspectives. TechTrends, 66(3), 699–709. https://doi.org/10.1007/s11528-022-00744-7
Ari, F., Arslan-Ari, I., & Vasconcelos, L. (2022). Early Childhood Preservice Teachers’ Perceptions of Computer Science, Gender Stereotypes, and Coding in Early Childhood Education. TechTrends, 66(3), 539-546. https://doi.org/10.1007/s11528-022-00725-w
Ari, F., Arslan-Ari, I., Abaci, S., & Inan, F. (2022). Exploring college students’ experiences with an online simulation environment in gaining information technology skills. Journal of Computing in Higher Education, 34(2), 371-395. https://doi.org/10.1007/s12528-021-09303-0
Arslan-Ari, I., & Ari, F. (2022). The effect of visual cues in e-books on pre-k children’s visual attention, word recognition and comprehension: An eye tracking study. Journal of Research on Technology in Education, 54(5), 800-814. https://doi.org/10.1080/15391523.2021.1938763
Wang, Y., & Arslan-Ari, I. (2021). “My eyes move dynamically”: Inquiring into adult English learners’ reading through retrospective eye movement miscue analysis. Journal of Adolescence and Adult Literacy, 65(2), 163-173. https://doi.org/10.1002/jaal.1188
Wang, Y., & Arslan-Ari, I. (2021). Case study of exploring an international college student’s reading academic purposes using eye movement miscue analysis. In P. Liwanag, K. Kim, & Martens, & P. Martens (Eds.), Understanding literacy using eye movement miscue analysis in a global world. (pp.143-154). Doi Press.
Arslan-Ari, I., Ari, F., Grant, M., Vasconcelos, L., Tang, H, & Morris, W. (2021). Becoming action researchers: Crafting the curriculum and learning experiences for scholarly practitioners in educational technology. In E. Romero-Hall (Eds.), Research methods in learning, design, & technology (pp.78-93). Routledge. https://doi.org/10.4324/9780429260919
Arslan-Ari, I., Crooks, S.M., & Ari, F. (2020). How much cueing is needed in instructional animations? The role of prior knowledge. Journal of Science Education and Technology, 29(5), 666-676. https://doi.org/10.1007/s10956-020-09845-5
Vasconcelos, L., Arslan-Ari, I., & Ari, F. (2020). Early childhood preservice teachers’ debugging block-based programs: An eye tracking study. Journal of Childhood, Education & Society, 1(1), 63-77. https://doi.org/10.37291/2717638X.20201132
Arslan-Ari, I., Ari, F., Grant, M., & Morris, W. (2018). Action research experiences for scholarly practitioners in an online education doctorate program: Design, reality, and lessons learned. TechTrends, 62(5), 441-449. https://doi.org/10.1007/s11528-018-0308-3
Arslan-Ari, I. (2018). Learning from instructional animations: How does prior knowledge mediate the effect of visual cues? Journal of Computer-Assisted Learning, 34(2), 140-149. https://doi.org/10.1111/jcal.12222
Zaier, A., Arslan-Ari, I., Inan, F.A., Uzunosmanoglu, D. S. & Maina, F. (2016, October). Effective Instructional Strategies Implemented by Preservice Teachers Teaching Diverse Students. Paper presented at the Annual convention of the Association for Educational Communications and Technology, Las Vegas, NV.
Ari, F., Abaci, S. & Arslan-Ari, I. (2016, April). Effects of E-Learning System Usability on Learner Motivation and Perceived Learning in Online Education. Paper presented at the Annual convention of American Educational Research Association (AERA), Washington. DC.
Arslan-Ari, I. & Crooks, S. (2014, April). Use of Cues to Promote Learning in an Animation: An Experimental Study. Paper presented at the Annual convention of American Educational Research Association (AERA), Philadelphia. PA.
Arslan-Ari, I. & Crooks, S. (2013, October). Do Cues Foster Learning in a Complex Animation? An Empirical Study. Paper presented at the Annual convention of the Association for Educational Communications and Technology, Anaheim, CA.
Arslan-Ari, I., Paniukov, D. & Crooks, S. (2013, October). Is Self-paced Multimedia Instruction the Boundary Condition for Redundancy Effect. Paper presented at the Annual convention of the Association for Educational Communications and Technology, Anaheim, CA.
Paniukov, D., Arslan-Ari, I. & Crooks, S. (2013, October). The Redundancy and Modality Effects: Do They Apply for Static and Self-Paced Multimedia Instructions? Paper presented at the Annual convention of the Association for Educational Communications and Technology, Anaheim, CA.