ACU Researcher

Dr Luke Rowe

Lecturer and Researcher
National School of Education

Areas of expertise: science of learning; evidence-based teaching; study skills; cognitive ability; intelligence; group dynamics; psychometrics; bayesian meta-analysis; meta-science of education; learning strategies

Phone: +613 9953 3249

Email: luke.rowe@acu.edu.au

Location: ACU Melbourne Campus

HDR Supervisor accreditation status: HDR Supervisor Full

ORCID ID: 0000-0001-5027-733X

Dr Luke Rowe is a lecturer and researcher at Australian Catholic University.

His main areas of teaching focuses on the science of learning, evidence-based teaching, and health education at the Australian Catholic University Melbourne campus.

An early career researcher with an eclectic range of interests spanning the science of learning, group dynamics, artificial and human intelligence, and psychometrics, Dr Rowe uses quantitative methods with Bayesian statistics in his research practice.

Prior to his appointment at ACU, Luke was a lecturer and researcher at the University of Melbourne, where he researched study skills and human reasoning, and taught several units on the brain and the science of learning.

His doctoral degree was completed through the Science of Learning Research Centre (SLRC), on the topic of collective intelligence under the supervision of Prof.'s John Hattie, John Munro, and Robert Hester.

Luke welcomes higher degree research supervision of students with interests in any topics related to evidence-based education and the science of learning, study skills, group dynamics, artificial and human intelligence, trauma-informed teaching, and the meta-science of education.

Select publications

• Rowe, L. I., Hattie, J., & Munro, J. (2024). High-performing teams: Is collective intelligence the answer? PLOS ONE, 19(8), e0307945. https://doi.org/10.1371/journal.pone.0307945

• Mills, K. A., Cope, J., Scholes, L., & Rowe, L. (2024). Coding and Computational Thinking Across the Curriculum: A Review of Educational Outcomes. Review of Educational Research, 94(2), 123-150. https://doi.org/10.3102/00346543241241327

• Mills, K. & Rowe, L. (in-press). Quality in Big Qualitative Research. In Flick, U. (Ed.), The SAGE Handbook of Qualitative Research Quality.

• Gutierrez, A., Mills, K., Scholes, L., & Rowe, L. (2024, June 6). 60% of Australian English teachers think video games are a legitimate text to study, but only 15% have used one. The Conversation. https://theconversation.com/60-of-australian-english-teachers-think-video-games-are-a-legitimate-text-to-study-but-only-15-have-used-one-220045

• Gutierrez, A., Mills, K., Scholes, L., Rowe, L., & Pink, E. (2023). What do secondary teachers think about digital games for learning: Stupid fixation or the future of education? Teaching and Teacher Education, 133, 104278. https://doi.org/10.1016/j.tate.2023.104278

• Marcoci, A., Webb, M. E., Rowe, L., Barnett, A., Primoratz, T., Kruger, A., Karvetski, C. W., Stone, B., Diamond, M. L., Saletta, M., van Gelder, T., Tetlock, P. E., & Dennis, S. (2023). Validating a forced-choice method for eliciting quality-of-reasoning judgments. Behavior Research Methods. https://doi.org/10.3758/s13428-023-02234-x

• Gutierrez, A., & Rowe, L. I. (2023). Spiritual and Pedagogical Accompaniment (SPA) Program 2022. Brisbane Catholic Education, Toowoomba Dioceses, and Australian Catholic University. https://acuresearchbank.acu.edu.au/item/8z46w/spiritual-and-pedagogical-accompaniment-spa-program-2022

• Rowe, L. I., & Hattie, J. (2023). Research Through the Eyes of Teachers. In In their own words: What scholars and teachers want you to know about the why and how to apply to science of learning in your academic setting (pp. 44-60). Society for the Teaching of Psychology. https://teachpsych.org/ebooks/itow

• Scholes, L., Rowe, L., Mills, K. A., Gutierrez, A., & Pink, E. (2022). Video gaming and digital competence among elementary school students. Learning, Media and Technology, 1-16. https://doi.org/10.1080/17439884.2022.2156537

• Marcoci, A., Webb, M., Rowe, L.I., Barnett, A., Primoratz, T., Kruger, A., Saletta, M., Stone, B., van Gelder, T., Diamond, M., Dennis, S. (2022). Measuring Quality of General Reasoning. Proceedings of the Annual Cognitive Science Society (CogSci) Conference - Cognitive Diversity, TOR, CANADA '22, pp. 3229-3235. https://cognitivesciencesociety.org/wp-content/uploads/2022/07/CogSci2022Proceedings-1.pdf

• Gutierrez, A., & Rowe, L. I. (2022). Spiritual and Pedagogical Accompaniment (SPA) Program 2019-2021. Brisbane Catholic Education and Australian Catholic University. https://acuresearchbank.acu.edu.au/item/8z2z7/spiritual-and-pedagogical-accompaniment-spa-program-2019-2021

• Courtney, M. G. R., Chang, K. C. T., Mei, B., Meissel, K., Rowe, L. I., & Issayeva, L. B. (2021). autopsych: An R Shiny tool for the reproducible Rasch analysis, differential item functioning, equating, and examination of group effects. PLOS ONE, 16(10), e0257682. https://doi.org/10.1371/journal.pone.0257682

• Rowe, L. I., Hattie, J., & Hester, R. (2021). g versus c: Comparing individual and collective intelligence across two meta-analyses. Cognitive Research: Principles and Implications, 6(1), 26. https://doi.org/10.1186/s41235-021-00285-2

• Rowe, L. I., Kang, S. (2019). Guidance Report: Metacognition and self-regulated learning. Evidence for Learning. Melbourne, Australia. https://evidenceforlearning.org.au/assets/Guidance-Reports/Metacognition/Guidance-Report-Metacognition-and-self-regulated-learning-WEB.pdf

• Rowe, L. (2019). Exploring collective intelligence in human groups. http://hdl.handle.net/11343/233593

• Hattie, J., Clinton, J., & Rowe, L. I. (2016). Open Dialogue Peer Review: A response to Claxton & Lucas. The Psychology of Education Review, 40(2), 25-31. https://doi.org/10.53841/bpsper.2016.40.1.30

Projects

• Evidence-Based Teaching and Learning: How Do You Know? (current). This project uses an online survey and testing platform to explore preservice teachers' views on evidence-based teaching and learning. We use survey data to iteratively develop a theoretical model that represents how preservice teachers engage with scientific evidence and evaluate its utility across a range of educational scenarios. Role: Principal Investigator. Role: Lead Investigator

• Artificial Intelligence in the Education of Educators: A Delphi-Expert Panel Review (current). This project involves an expert panel of educators across early childhood, primary, and secondary education to build a taxonomy of 'educational uses' for artificial intelligence in the education of educators, including preservice teachers and professional educators. We consider the implications for educational practice in teaching and learning, administration and leadership, and educational research in the context of a multi-campus Australian University that is responsible for training the largest number of teachers in the country. Role: Lead Facilitator

• Translate4Impact Scheme: The Education Research Trust: A Policy and Practice Impact Hub at ACU (current). My contribution to this project involves evaluating the credibility of knowledge claims made from the last 10-years of meta-analyses published in the most prestigious educational research journals. It is situated alongside another project, the ACU Research Trust, which aims to "support School Early Career Researchers as they establish their research profiles at ACU". Role: Early Career Researcher and Content Translation.

• Randomised Controlled Trial and Review of Berry Street Educational Model for Trauma Informed Teaching - Project Proposal, Scoping, and Multi-step Systematic Review (current). This project involves a large-scale multi-school randomized controlled trial aimed at testing the efficacy of the Berry Street Education Model, a trauma-informed pedagogical program designed to empower teachers with the skills necessary to support student learning and wellbeing, particularly those who have experienced significant trauma. The first part of the project will be a scoping review and the second part will involve the RCT and be contingent on a viability analysis conducted in part 1. Role: Co-Researcher.

• The Spiritual and Pedagogical Accompaniment Program (SPA), ACU (2021-2023). This program involves developing an understanding of Catholic Identity for pre-service teachers in Catholic school settings, and supports preservice teachers spiritual and pedagogical companioning and mentoring throughout their teaching in-school placements and first years of teaching.

• Victorian Academy of Teaching and Leadership - Rapid Review Series (2021-2022). This project involves a series of commissioned 'Rapid Reviews' by the Victorian Academy of Teaching and Leadership that are used as artifacts to stimulate discussion and professional learning among school principals and leaders in Victorian schools. Topics focus on the adolescent brain and its implications for learning across a range of students' educational experience. Role: Commissioned Researcher.

• The Powerful Learning Podcast and YouTube Channel (2024-). This project involves developing and producing occasional podcasts and educational content focusing on the science of learning, evidence-based teaching, and effective performance. Expert Guests include Prof. John Hattie, Prof. John Munro, Dr. Luke Mandouit, A/Prof. Jon Quach, and Dr. Kathy Mills, Dr. Amy Berry. The latest episode of the Podcast is available on Apple and Spotify or via the Buzz Sprout page accessed here: https://www.buzzsprout.com/2014550; The YouTube Channel (Powerful Learning Hub) can be accessed here: https://www.youtube.com/@powerfullearninghub. Role: Podcast and YouTube channel host.

Awards

• Excellence in Teaching - Australian Catholic University (2021, 2022)

• Thesis Publication Award - University of Melbourne (2020)

Public engagement

• Luke is available as a guest speaker for teachers and educators who are interested in learning more about the science of learning and evidence-based teaching.

• Using a combination of his expertise in the learning sciences and his own experience as a high-achieving student (he was Dux of his high school and graduated first place in his university studies), Luke also provides speaking services to students in senior high school who want to improve their study skills and ace their exams.