World's Best Scientists 2026 revealed!

D-Index & Metrics

Computer Science

D-Index
33
Citations
7108
World Ranking
12437
National Ranking
793

Overview

Rosemary Luckin is affiliated with University College London in the United Kingdom. Their research spans multiple fields, primarily focusing on computer science, social sciences, and psychology. Within these broader disciplines, their work touches on subfields including computer science applications, developmental and educational psychology, education, management science and operations research, and artificial intelligence.

Their scholarly output addresses various topics related to learning and technology. Key research subjects include online learning and analytics, educational strategies and epistemologies, student assessment and feedback, complex systems and decision making, cognitive science and mapping, information systems theories and implementation, and online and blended learning.

Rosemary Luckin has contributed to several peer-reviewed publications. One recent paper is "Nurturing human intelligence in the age of AI: rethinking education for the future," published in 2024 in Development in Learning Organizations An International Journal. This paper has received citations reflecting engagement in the academic community.

They have frequently published in the journal Development in Learning Organizations An International Journal. Their research collaborations include working multiple times with coauthors Mutlu Cukurova, Carmel Kent, Ibrahim Bashir, Benedict du Boulay, and Margaret Bearman.

  • Nurturing human intelligence in the age of AI: rethinking education for the future (2024), Development in Learning Organizations An International Journal

  • Mutlu Cukurova
  • Carmel Kent
  • Ibrahim Bashir
  • Benedict du Boulay
  • Margaret Bearman

  • Development in Learning Organizations An International Journal

Best Publications

  • Intelligence Unleashed: An argument for AI in Education

    R Luckin;W Holmes

  • “Making it real”: exploring the potential of augmented reality for teaching primary school science

    Lucinda Kerawalla;Rosemary Luckin;Simon Seljeflot;Adrian Woolard

  • Re-Designing Learning Contexts: Technology-Rich, Learner-Centred Ecologies

    Rosemary Luckin

  • Beyond Web 2.0: mapping the technology landscapes of young learners

    Wilma Clark;Kit Logan;Rosemary Luckin;Adrian Mee

  • Designing educational technologies in the age of AI: A learning sciences‐driven approach

    Rosemary Luckin;Mutlu Cukurova

  • Do Web 2.0 tools really open the door to learning? Practices, perceptions and profiles of 11–16‐year‐old students

    Rosemary Luckin;Wilma Clark;Rebecca Graber;Kit Logan

  • The learner centric ecology of resources: A framework for using technology to scaffold learning

    Rosemary Luckin

  • Decoding learning:the proof, promise and potential of digital education

    Rosemary Luckin;Brett Bligh;Andrew Manches;Shaaron Ainsworth

  • Technology to support parental engagement in elementary education: Lessons learned from the UK

    Cathy Lewin;Rosemary Luckin

  • Ecolab: the development and evaluation of a Vygotskian design framework

    Rosemary Luckin;B. du Boulay

  • Machine Learning and Human Intelligence: The Future of Education for the 21st Century

    Rosemary Luckin

  • Artificial intelligence and multimodal data in the service of human decision-making: A case study in debate tutoring

    Mutlu Cukurova;Carmel Kent;Rosemary Luckin

  • Learning analytics and AI: Politics, pedagogy and practices

    Simon J. Buckingham Shum;Rosemary Luckin

  • Modelling Human Teaching Tactics and Strategies for Tutoring Systems: 14 Years On

    Benedict du Boulay;Rosemary Luckin

  • Designing multimedia for learning: narrative guidance and narrative construction

    Lydia Plowman;Rosemary Luckin;Diana Laurillard;Matthew Stratfold

  • Using Mobile Technology to Create Flexible Learning Contexts

    Rosemary Luckin;Benedict du Boulay;Hilary Smith;Joshua Underwood

  • Towards Systems That Care: A Conceptual Framework based on Motivation, Metacognition and Affect

    Benedict du Boulay;Katerina Avramides;Rosemary Luckin;Erika Martínez-Mirón

  • Exploring affective technologies for the classroom with the subtle stone

    Madeline Balaam;Geraldine Fitzpatrick;Judith Good;Rosemary Luckin

  • Getting to Know Me: Helping Learners Understand Their Own Learning Needs through Metacognitive Scaffolding

    Rosemary Luckin;Louise Hammerton

  • Motivating the learner: an empirical evaluation

    Genaro Rebolledo-Mendez;Benedict du Boulay;Rosemary Luckin

  • Children's interactions with interactive toy technology

    Rosemary Luckin;D. Connolly;Lydia Plowman;S. Airey

  • Limitless or pointless? An evaluation of augmented reality technology in the school and home

    Rosemary Luckin;Danae Stanton Fraser

Frequent Co-Authors

Nicola Yuill
Nicola Yuill University of Sussex
Lydia Plowman
Lydia Plowman University of Edinburgh
Martin Oliver
Martin Oliver University College London
Peter Goodyear
Peter Goodyear University of Sydney
Kenneth R. Koedinger
Kenneth R. Koedinger Carnegie Mellon University
Steve Benford
Steve Benford University of Nottingham
Arthur C. Graesser
Arthur C. Graesser University of Memphis
Friedrich W. Hesse
Friedrich W. Hesse Leibniz Institute for Neurobiology
Chee-Kit Looi
Chee-Kit Looi Nanyang Technological University

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