Bernadette Sibuma

Email Bernadette Sibuma

Bernadette Sibuma
Research Associate II

Mailing Address: 

43 Foundry Avenue
Waltham, Massachusetts 02453-8313

Telephone: 

617-618-2774

Bernadette Sibuma brings special expertise in cognition, instructional technologies, and human-computer interaction to her work on various STEM education and research initiatives. In 2017, she is contributing this expertise to EDC’s convening of a group that engages researchers, K–12 educators, and disciplinary scientists in identifying effective strategies to support K–12 students’ computational thinking and developing a framework to integrate computational thinking into traditional school disciplines.

Sibuma advances the goals of two National Science Foundation (NSF) resource centers led by EDC: the STEM Learning and Research (STELAR) Center and the Center for Innovative Research in Cyberlearning (CIRCL). For STELAR, she facilitates the efforts of NSF Innovative Technology Experiences for Students and Teachers (ITEST) project leaders to share their findings with the field, brokers connections among projects with similar interests, has managed the successful growth of STELAR’s Twitter followers on social media, and is helping develop case studies about ITEST scale-up projects. For CIRCL, she contributes to the planning and coordination of the annual NSF Cyberlearning meeting and webinars, as well as the design of primers on topics of interest to the Cyberlearning community. 

Previously, Sibuma played a key role in the external evaluation of Education Connection’s Science, Technology, Engineering and Math Education for the 21st Century (STEM21) project, funded by the U.S. Department of Education’s Investing in Innovation Fund (i3). She also served as a co-evaluator of a Nellie Mae Education Foundation-funded study about the effects of high school students’ participation in a blended learning STEM program on their motivation and academic achievement in STEM.

Sibuma is a section co-editor of Innovative Design and Development Approaches for Springer’s Major Reference Work entitled, Learning, Design, and Technology: An International Compendium of Theory, Research, Practice, and Policy. She authored the book Visual Perceptions of Virtual Characters: How the Brain Processes Graphic Design and has published articles in the Journal of Interactive Learning Research (“Virtual Characters: Visual Realism Affects Response Time and Decision-Making”),  International Journal of Higher Education (“Development of the STEM College-Going Expectancy Scale for High School Students”), and Teacher Development (“Measuring Twenty-First Century Skills: Development and Validation of a Scale for In-service and Pre-service Teachers”). Her work in online learning research has been included in the Learning and Technology library

She has served as a reviewer for the American Educational Research Association (AERA) and the International Conference of the Learning Sciences, and she presents her research at the annual conferences of leading national and international organizations, including AERA, Association for the Advancement of Computing in Education (AACE), the Association for Psychological Science (APS), and the Cognitive Neuroscience Society (CNS).

Before joining EDC, Sibuma was an assistant professor of human computer interaction at the State University of New York (SUNY), College at Oswego, where she taught undergraduate and graduate courses in social science research methods and human computer interaction concepts and methods. While at SUNY, she also designed and conducted experimental research on virtual characters for learning using eye-tracking methods. Previously, as a researcher and evaluator at Columbia University’s Institute for Learning Technologies, she contributed her quantitative and qualitative methodological expertise to a number of grant-funded science and technology project evaluations in higher education and K–12.

Sibuma received a BS in Educational Psychology from Cornell University and an MA and EdD in Instructional Technology and Media from Teachers College, Columbia University.