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Douglas B. Clark

Douglas B. Clark

D-Index & Metrics

Social Sciences and Humanities

D-Index
36
Citations
8869
World Ranking
6378
National Ranking
382

Overview

Douglas B. Clark is affiliated with the University of Calgary in Canada. Their research is primarily situated within the social sciences and psychology, with a focus on education and developmental and educational psychology. The scientist's work spans multiple interdisciplinary subfields, including computer science applications, mechanical engineering, and experimental and cognitive psychology.

Their research topics frequently address educational games and gamification, innovative teaching and learning methods, and design education and practice. Other main topics include online learning and analytics, creativity in education and neuroscience, and science education and pedagogy.

Douglas B. Clark has a record of publications in several academic venues, notably:

  • Chemistry Education Research and Practice
  • Science Education
  • Proceedings
  • Behaviour and Information Technology
  • Cognition and Instruction

Their recent papers reflect diverse interests in science learning, digital educational tools, and epistemic aspects of curricula. Selected recent publications include:

  • Scientific modeling and translanguaging: A multilingual and multimodal approach to support science learning and engagement, 2021, Science Education
  • Learning analytics for online game-Based learning: a systematic literature review, 2023, Behaviour and Information Technology
  • Students' Epistemic Commitments in a Heterogeneity-Seeking Modeling Curriculum, 2022, Cognition and Instruction
  • Academically meaningful play: Designing digital games for the classroom to support meaningful gameplay, meaningful learning, and meaningful access, 2022, Computers & Education
  • Case study analysis of reflective essays by chemistry post-secondary students within a lab-based community service learning water project, 2021, Chemistry Education Research and Practice

Douglas B. Clark frequently collaborates with several coauthors, including:

  • Sandra Becker
  • Karen Ho
  • Corey Brady
  • Joshua P. DiPasquale
  • Ashlyn Pierson

The breadth of Clark's work encompasses both theoretical and applied research in educational contexts. Their interests in digital game design within classrooms and learning analytics interplay with broader concerns about meaningful learning experiences and engagement strategies. This approach intersects with investigations into epistemic commitments and multilingual pedagogies within the sciences.

Best Publications

  • Digital Games, Design, and Learning A Systematic Review and Meta-Analysis

    Douglas B. Clark;Emily E. Tanner-Smith;Stephen S. Killingsworth

  • Assessment of the ways students generate arguments in science education: Current perspectives and recommendations for future directions

    Victor Sampson;Douglas B. Clark

  • Integrating computational thinking with K-12 science education using agent-based computation: A theoretical framework

    Pratim Sengupta;John S. Kinnebrew;Satabdi Basu;Gautam Biswas

  • WISE design for knowledge integration

    Marcia C. Linn;Douglas Clark;James D. Slotta

  • An Overview of Conceptual Change Theories.

    Gökhan Özdemir;Douglas B. Clark

  • Assessing Dialogic Argumentation in Online Environments to Relate Structure, Grounds, and Conceptual Quality

    Douglas B. Clark;Victor Sampson

  • The Impact of Collaboration on the Outcomes of Scientific Argumentation.

    Victor Sampson;Douglas Clark

  • Rethinking science learning through digital games and simulations: Genres, examples, and evidence

    Douglas Clark;Brian Nelson;Pratim Sengupta;Cynthia D’Angelo

  • Personally-seeded discussions to scaffold online argumentation

    Douglas B. Clark

  • Exploring Newtonian mechanics in a conceptually-integrated digital game: Comparison of learning and affective outcomes for students in Taiwan and the United States

    Douglas B. Clark;Brian C. Nelson;Hsin-Yi Chang;Mario Martinez-Garza

  • Analytic Frameworks for Assessing Dialogic Argumentation in Online Learning Environments.

    Douglas B. Clark;Victor Sampson;Armin Weinberger;Gijsbert Erkens

  • Designing for Knowledge Integration: The Impact of Instructional Time:

    Douglas Clark;Marcia C. Linn

  • Longitudinal Conceptual Change in Students' Understanding of Thermal Equilibrium: An Examination of the Process of Conceptual Restructuring

    Douglas B. Clark

  • Helping students revise disruptive experientially supported ideas about thermodynamics: Computer visualizations and tactile models

    Douglas Clark;Doris Jorde

  • A Comparison of the Collaborative Scientific Argumentation Practices of Two High and Two Low Performing Groups

    Victor Sampson;Douglas B. Clark

  • Identifying middle school students' challenges in computational thinking-based science learning.

    Satabdi Basu;Gautam Biswas;Pratim Sengupta;Amanda Dickes

  • Scientific modeling and translanguaging: A multilingual and multimodal approach to support science learning and engagement

    Ashlyn E. Pierson;Douglas B. Clark;Corey E. Brady

  • Integrating self-explanation functionality into a complex game environment: Keeping gaming in motion

    Deanne M. Adams;Douglas B. Clark

  • Disciplinary integration of digital games for science learning

    Douglas B Clark;Pratim Sengupta;Corey E Brady;Mario M Martinez-Garza

  • Digital games for learning: A systematic review and meta-analysis

    Douglas B Clark;Emily E Tanner-Smith;Stephen Killingsworth May

  • Assessment of argument in science education: a critical review of the literature

    Victor D. Sampson;Douglas B. Clark

Frequent Co-Authors

Armin Weinberger
Armin Weinberger Saarland University
Marcia C. Linn
Marcia C. Linn University of California, Berkeley
Frank Fischer
Frank Fischer Ludwig-Maximilians-Universität München
Emily E. Tanner-Smith
Emily E. Tanner-Smith University of Oregon
Clark A. Chinn
Clark A. Chinn Rutgers, The State University of New Jersey
Katherine K. Perkins
Katherine K. Perkins University of Colorado Boulder
Gregory J. Kelly
Gregory J. Kelly Pennsylvania State University
Jonathan Osborne
Jonathan Osborne Stanford University
Baruch B. Schwarz
Baruch B. Schwarz Hebrew University of Jerusalem
Cheryl L. Willman
Cheryl L. Willman University of New Mexico

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