Education

Ph.D. in Learning, Design, & Technology,  The University of Georgia

Biography

Lucas Vasconcelos earned his Ph.D. in Learning, Design, and Technology from The University of Georgia, where he participated in several research projects and taught courses on technology-enhanced learning. Prior to this, he earned a Bachelor’s in Teaching Speakers of Other Languages from the Federal University of Ceará, in Brazil.

Research

Vasconcelos’s research agenda is situated at the intersection of educational technology, computer science education, and science education. Specifically, his research focuses on technology-enhanced STEM teaching and learning, computational thinking, block-based coding, scientific modeling, science simulations, educational robotics, preservice teacher education, computer science stereotypes, and artificial intelligence.

Vasconcelos’s research has been supported by internal funding from USC’s Office of the Vice President for Research trough competitive programs such as ASPIRE and Racial Justice, as well as external funding from the Brazilian National Council for Scientific and Technological Development (CNPq).

Selected Publications

Vasconcelos, L., Gleasman, C., Umutlu, D., & Kim, C. (2024). Epistemic agency in preservice teachers’ science lessons with robots. Journal of Science Education and Technology, 33, 400-410. https://doi.org/10.1007/s10956-024-10092-1  

Cafarella, L.*, & Vasconcelos, L. (2024). Computational thinking with game design: An action research study with middle school students. Education and Information Technologies. https://doi.org/10.1007/s10639-024-13010-5

Vasconcelos, L., Grant, M. M., Tang, H., Ari, F., Arslan-Ari, I., & Qian, Y. (2024). A review of dissertations from an online asynchronous Learning Design and Technologies educational doctoral program. Impacting Education: Journal on Transforming Professional Practice, 9(2), 9-20. https://doi.org/10.5195/ie.2024.406

Kim, C., Belland, B. R., Vasconcelos, L., & Hill, R. (2024). Playful programming, social resilience, and persistent actions as drivers of preservice early childhood teachers’ engagement in computer science. Sage Open, 14(4). https://doi.org/10.1177/21582440241284488  

Vasconcelos, L. (2024). Computational thinking for preservice teachers with simulations and robots. In R. Blankenship & T. Cherner (Eds.), Research highlights in technology and teacher education 2024 35th anniversary edition (Vol. 2, pp. 321-344). Association for the Advancement of Computing in Education (AACE). https://www.learntechlib.org/primary/p/224717/ 

Vasconcelos, L. (2023). Scaffolding hypothesis formation and testing during simulation coding. In: C. Martin, D. Polly, B. T. Miller (Eds.) Technology integration and transformation in STEM classrooms (pp. 19-39). IGI Global. https://doi.org/10.4018/978-1-6684-5920-1.ch002

Poor, J., & Vasconcelos, L. (2023). Impact of virtual field trips on elementary students’ interest in science and STEM. In: C. Martin, D. Polly, B. T. Miller (Eds.) Technology integration and transformation in STEM classrooms (pp. 198-222). IGI Global. https://doi.org/10.4018/978-1-6684-5920-1.ch011

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. https://doi.org/10.1016/j.compedu.2022.104563 

Vasconcelos, L., & Kim, C. (2022). Preservice science teachers coding science simulations: Epistemological understanding, coding skills, and lesson design. Educational Technology Research and Development, 70, 1517-1549. https://doi.org/10.1007/s11423-022-10119-7  

Ari, F., Vasconcelos, L., Tang, H., Grant, M., Arslan-Ari, I., & Moore, A. (2022). Program evaluation of an online Ed.D. in Learning Design and Technologies: Recent graduates’ perspectives. Tech Trends, 66, 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. Tech Trends, 66, 539-546. https://doi.org/10.1007/s11528-022-00725-w  

Kim, C., Vasconcelos, L., Belland, B. R., Umutlu, D., & Gleasman, C. (2022). Debugging behaviors of early childhood teacher candidates with and without scaffolding. International Journal of Educational Technology in Higher Education, 19, 1-26. https://doi.org/10.1186/s41239-022-00319-9  

Vasconcelos, L., & Kim, C. (2020). Preparing preservice teachers to use block-based coding in scientific modeling lessons. Instructional Science, 48(1), 765-797. http://doi.org/10.1007/s11251-020-09527-0 

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  

Vasconcelos, L., & Kim, C. (2020). Coding in scientific modeling lessons (CS-ModeL). Educational Technology Research and Development, 68(3), 1247-1273. https://doi.org/10.1007/s11423-019-09724-w   

Kim, C., Yuan, J., Vasconcelos, L., Shin, M, & Hill, R. (2018). Debugging during block-based programming. Instructional Science, 46(5), 767-787. https://doi.org/10.1007/s11251-018-9453-5  

Selected Presentations

Gupta, N., Muppasani, B., Srivastava, S., Goel, A., Hartfield, R., Buehrig, T., Reck, M., Kennedy, E., Poore, K., Tremblay, K., Srivastava, B., & Vasconcelos, L. (2025, March). Towards enhancing road safety in South Carolina using insights from traffic and driver-education data. Paper accepted for presentation at the 39th Annual AAAI Conference on Artificial Intelligence. Philadelphia, PA.

Vasconcelos, L. (2025, March). Computational thinking in teacher education with simulations and robots: From hands-on practice to pedagogical development. Paper accepted for presentation at the 36th Society for Information and Teacher Education International Conference. Orlando, FL.

Castro-Filho, J. A., Vasconcelos L., Barreto, D., Cardoso, L. A., Braga, J., & Souza, M. de F. C. de. (2025, March). Artificial intelligence and STEAM education: A framework for ethical and equitable preservice teacher preparation. Paper accepted for presentation at the 36th Society for Information and Teacher Education International Conference. Orlando, FL.

Miller, B., Vasconcelos, L., & Arslan-Ari (2024, November). Pre-service teachers' computational thinking: Thematic analysis before & after unit exploration. Paper accepted for presentation at the School Science and Mathematics Annual Assessment Conference. Knoxville, TN.

Vasconcelos, L., Arslan-Ari, I., Miller, B., & Gonzalez-Tapia, R.* (2024, October). Attitudes and intentions toward computational thinking among early childhood preservice teachers. Paper accepted for presentation at the AECT annual convention. Kansas City, MO.

Grant, M. M., & Vasconcelos, L. (2024, October). A postmodern lens to generative AI in higher education. Paper presented at the AECT annual convention (Virtual). Kansas City, MO.

Valencia, R.*, & Vasconcelos, L. (2024, October). A framework for engaging high school students in biology learning with games. Paper presented at the AECT annual convention (Virtual). Kansas City, MO.

Gulino, C.*, & Vasconcelos, L. (2024, October). Educational technology integration for peer-led academic support in higher education. Paper presented at the AECT annual convention (Virtual). Kansas City, MO.

Grant, M. M., & Vasconcelos, L. (2024, May). Finding AI’s place in your course: Considerations & resources for integrating AI in higher education. Paper presented at the 8th Annual Teaching, Learning, and Technology Conference. Charleston, SC.

Vasconcelos, L. (2024, March). Preservice teachers’ stereotypical attribution to struggle during computational thinking. Paper presented at the 35th International Conference for the Society for Information Technology and Teacher Education (SITE). Las Vegas, NV.

Vasconcelos, L., Grant, M. M., Tang, H., Ari, F., Arslan-Ari, I., & Qian, Y. (2023, October). A review of Ed.D. dissertations in an online asynchronous Learning Design and Technologies program. Paper presented at the AECT Annual Convention. Orlando, FL.

Cafarella, L., & Vasconcelos, L. (2023, October). A study of computational thinking skills and attitudes towards Computer Science with middle school students. Paper presented at the AECT Annual Convention. Orlando, FL.

Vasconcelos, L., Gleasman, C., Umutlu, D., & Kim, C. (2023, April). Epistemic agency in science lessons with educational robots. Paper presented at the AERA Annual Meeting. Chicago, IL.

Umutlu, D., Vasconcelos, L., Gleasman, C., & Kim, C. (2023, April). Different use of scaffolding in debugging tasks with different complexity. Paper presented at the AERA Annual Meeting. Chicago, IL.

Vasconcelos, L., Ari, F. & Arslan-Ari, I. (2022, October). Stereotypical vs. counter-stereotypical computer science role models for teacher candidates. Paper presented at the AECT Annual Convention. Las Vegas, Nevada.

Poor, J. & Vasconcelos, L. (2022, October). Impact of virtual field trip programs on elementary students’ interest in science domains. Paper presented at the 2022 AECT Annual Convention. Las Vegas, Nevada.

Vasconcelos, L. (2022, September). Scaffolds for hypothesis formation and testing during scientific modeling in a teacher preparation course. [Scaffolds para formação e verificação de hipóteses durante a modelagem científica em um curso de pedagogia]. Paper presented at the XVIII International Conference on Technology in Education (XVIII Congresso Internacional de Tecnologia na Educação). Recife, Brazil.

Vasconcelos, L., & Kim, C. (2021, April). Preservice teachers coding science simulations. Paper presented at the 2021 AERA Annual Meeting. [Online conference].

Kim, C., Belland, B., Vasconcelos, L., Umutlu, D., & Gleasman, C. (2021, April). Initial design of scaffolding for debugging block-based code. Paper presented at the 2021 AERA Annual Meeting. [Online conference].

Awards

• Early Career Research Award, USC College of Education, 2024
• Phillip Harris Transformational Leadership Development: Early Career Award, AECT, 2023
• Outstanding Publication Award: Book Chapter, AECT’s CLT Division, 2023
• Emerging Leader, Society for Information Technology and Teacher Education, SITE, 2023
• Early Career Faculty, AECT Early Career Symposium, 2020
• Best Student Paper, AERA’s Instructional Technology SIG, 2019
• Leadership Development Internship Program: Earl F. Strohbehn Intern, AECT, 2018
• Extraordinary Service to Division of Distance Learning, AECT, 2018