Two research teams within the College of Lifetime Learning are exploring ways to integrate human–computer interaction technologies into online courses through Provost-funded projects. These projects introduce new approaches to improve learning at scale while offering more tailored educational experiences. These projects introduce new approaches that aim to optimize learning at scale while also offering more tailored educational experiences.

Research Scientists Eunhye Grace Flavin, Abeera Rehmat, and Jeonghyun (Jonna) Lee are leading a project to develop an AI-assisted course titled Design of Learning Environments. As part of their research, the team is piloting the course within the College to gather feedback and data before wider deployment. “We want to study how AI can meaningfully support learning,” Flavin said, “and how it can deepen engagement and enhance instructional design rather than distract from it.” 

Meanwhile, Research Scientists Meryem Yılmaz Soylu and Jeonghyun (Jonna) Lee, along with Research Associate Eric Sembrat, are developing an immersive VR module featuring case-based scenarios with a virtual agent, enabling students to practice leadership and workplace decision-making in realistic environments. The module is being piloted in the Online Master of Science in Analytics (OMSA) program during the spring 2026 semester.

“Technical expertise alone is no longer enough. Our students need opportunities to practice leadership, navigate conflict, and communicate across stakeholders in realistic settings. Virtual reality allows us to create emotionally resonant, high-stakes scenarios in a safe environment where students can experiment, reflect, and grow,” Yılmaz Soylu said.

For the Design of Learning Environments course, the College's faculty and staff can assist in two ways. Some will enroll in the class and participate in all AI activities and surveys, while others review the class and its four instructional models with AI learning activities. Both groups will then complete feedback surveys and optional follow-up interviews.

“In many ways, we are building the future of online learning. We’re asking what works and what supports learning. It’s incredibly exciting to be part of a college that embraces this sort of thoughtful experimentation. Innovation like this can help us responsibly design courses for the individuals we serve,” Flavin said. 

Regarding the VR module, the team is developing immersive, branching 360° scenarios where students’ communication choices, tone, and strategic decisions influence virtual stakeholders’ responses. Students don’t just learn about leadership; they experience its consequences in real time. “By embedding immersive VR into a highly technical graduate program, we ensure that our students develop advanced analytical skills and the durable leadership competencies that sustain success throughout a lifetime of work,” Yılmaz Soylu said. Insights from the pilot will guide refinements to strengthen usability, instructional alignment, and scalability before full implementation in the next course cycle.

To create and pilot the VR module, the team is collaborating with a group of Lifetime Learning colleagues, including Instructional Media Production Manager Desmond Gardfrey, Instructional Designer Shakis Hall, Instructional Technologist Stephen Murphy, and Postdoctoral Researcher Gayane Grigoryan. They’re also working with members of the Georgia Tech Community, including School of Materials Science and Engineering Associate Chair for Undergraduate Programs Mary Lynn Realff, OMSA Director Joel Sokol, Professor of Practice in the Scheller College of Business Robert Thomas, and Christie Hayes, director of Georgia Tech Online.

The two teams’ work reflects the College’s Strategy 2035 plan in action. As the College works to expand access and learning experiences for individuals in a rapidly changing world, this intentional research ensures that new technologies will enhance quality and deliver meaningful outcomes for learners at every stage of life.