Dr Rebecca Marrone is a Lecturer: Learning Sciences and Development for the Centre for Change and Complexity in Learning (C3L) at UniSA Education Futures. She has a background in Educational Psychology, and her research is primarily in the fields of creativity, wellbeing, and human and artificial cognition. More specifically, Rebecca researches the impact of technology on wellbeing with a particular emphasis on how AI impacts teacher and student wellbeing.
About me
Dr Rebecca Marrone is a Lecturer: Learning Sciences and Development for the Centre for Change and Complexity in Learning (C3L) at UniSA Education Futures. She has a background in Educational Psychology, and her research is primarily in the fields of creativity, wellbeing, and human and artificial cognition. More specifically, Rebecca researches the impact of technology on wellbeing with a particular emphasis on how AI impacts teacher and student wellbeing.
About me
Doctor of Philosophy University of South Australia
Bachelor of Psychology (Honours) University of South Australia
Research
Excludes commercial-in-confidence projects.
Self Regulated Learning RCT, Department for Education, 19/06/2023 - 31/12/2029
Extending workplace learning through a Univeristy-school partnership., Pulteney Grammar School, 22/02/2024 - 21/02/2027
Rapid Response Evidence Review – Civics and Citizenship, Department for Education, 14/04/2025 - 14/07/2025
Rapid Response Evidence Review + extension , Department for Education, 01/07/2024 - 30/06/2025
Self Regulation Measurement, Department for Education, 07/06/2023 - 06/06/2024
Improving Student Outcomes: Exploring the Diagnostic Value of WEC Items in Education, Department for Education, 13/11/2023 - 29/02/2024
Research
Research outputs for the last seven years are shown below. Some long-standing staff members may have older outputs included. To see earlier years visit ORCID, ResearcherID or Scopus
Open access indicates that an output is open access.
| Year | Output |
|---|---|
| 2025 |
|
| 2024 |
|
| 2024 |
|
| 2023 |
1
|
| 2023 |
9
|
| 2022 |
Open access
2
|
| Year | Output |
|---|---|
| 2025 |
Open access
|
| 2025 |
Open access
|
| 2025 |
Open access
30
24
1
|
| 2025 |
Open access
|
| 2025 |
Open access
2
|
| 2025 |
Open access
1
|
| 2025 |
|
| 2025 |
Open access
|
| 2025 |
Open access
|
| 2025 |
Open access
|
| 2024 |
Open access
4
60
|
| 2024 |
Open access
9
5
65
|
| 2024 |
Open access
1
|
| 2024 |
Open access
5
2
4
|
| 2023 |
9
9
4
|
| 2023 |
Open access
|
| 2023 |
Open access
68
35
|
| 2023 |
Open access
9
6
3
|
| 2022 |
Open access
|
| 2022 |
Open access
44
24
6
|
| 2022 |
Open access
204
140
|
| 2022 |
Open access
75
42
122
|
| 2022 |
Open access
66
28
|
| 2021 |
67
51
7
|
| 2020 |
Open access
31
22
4
|
| 2019 |
Open access
23
19
3
|
| 2018 |
Open access
60
40
5
|
| 2017 |
|
| Year | Output |
|---|---|
| 2025 |
|
| 2024 |
|
| 2023 |
Open access
|
| 2023 |
Open access
|
| 2023 |
Open access
|
External engagement & recognition
| Organisation | Country |
|---|---|
| Department for Education | UNITED KINGDOM |
| Erasmus University Rotterdam | NETHERLANDS |
| Federal University of Sergipe | BRAZIL |
| Flinders University | AUSTRALIA |
| Geelong Grammar School | AUSTRALIA |
| Ifo Institute | GERMANY |
| Instituto Tecnológico Metropolitano | COLOMBIA |
| Johannes Gutenberg University of Mainz | GERMANY |
| Johns Hopkins University | UNITED STATES |
| Monash University | AUSTRALIA |
| Oxley College | AUSTRALIA |
| Pulteney Grammar School | AUSTRALIA |
| Radboud University Nijmegen | NETHERLANDS |
| University College London | UNITED KINGDOM |
| University of Adelaide | AUSTRALIA |
| University of British Columbia | CANADA |
| University of Buckingham | UNITED KINGDOM |
| University of Connecticut | UNITED STATES |
| University of Granada | SPAIN |
| University of Hamburg | GERMANY |
| University of Koblenz | GERMANY |
| University of Mannheim | GERMANY |
| University of Nebraska at Omaha | UNITED STATES |
| University of Nebraska–Lincoln | UNITED STATES |
| University of South Australia | AUSTRALIA |
| University of Sydney | AUSTRALIA |
| University of Technology Sydney | AUSTRALIA |
| University of Toronto | CANADA |
| University of Wollongong | AUSTRALIA |
| University of Würzburg | GERMANY |
| Vrije University Brussel | BELGIUM |
External engagement & recognition
| Engagement/recognition | Year |
|---|---|
South Australia Young Achiever of the Year Finalist (STEM)Awards Australia |
2022 |
South Australia Young Achiever of the Year Finalist (STEM)Awards Australia |
2021 |
Best Speaker AwardMarconi Institute for Creativity |
2019 |
Teaching & student supervision
Teaching & student supervision
Supervisions from 2010 shown
| Thesis title | Student status |
|---|---|
| Assessing the Impact of Game-Based Learning on Mathematics Anxiety: Addressing Gender Disparities | Current |
| ePortfolios and self-regulated learning in higher education | Current |
| Exploring the use of interactive virtual reality to improve year 5/6 student's creativity and engagement in STEM | Current |
| The contribution of creative confidence to closing the gender gap in STEM | Current |
| Towards Responsible AI: A Study on the Ethical Implications of Artificial Intelligence | Current |
| Trust Dynamics and Role Emergence in Complex Problem-Solving: A Study of Human-AI Collaborative Learning Environments in Secondary Education | Current |
| Understanding the role of creativity in supporting female STEM participation | Current |
