In this work stream, we focus on the application, implementation and evaluation of digital technologies designed to accelerate learning and education. Our work covers a spectrum of research tools and approaches that supplement traditional teaching methods.

Advances in artificial intelligence, coupled with the large scale, linked datasets generated and curated by the CAER are beginning to deliver new insights into how we can make most effective and efficient use of new technologies (e.g. virtual and augmented reality). To maximise the impact of our research, we work together with students, schools, universities and large training providers to reduce barriers to education and maximise benefits to learning and teaching.

Specific Projects

Digital Makers

The aim of Digital Makers is to ensure Bradford is digitally prepared by empowering school leavers to develop to access the digital world and by identifying and fast-tracking the digital leaders of tomorrow.

Read about our plans here:

Digital Makers, Bradford’s digital revolution (pdf)

Built in Bradford

In collaboration with our partners in the Centre for Immersive Technologies at the University of Leeds, in September 2020 we will be embarking on the world’s largest ever Virtual Reality experiment. Building on the success of the Born in Bradford Longitudinal Study, we are creating virtual environments in which students from across the city of Bradford get to work together with researchers to understand the processes underlying adolescent development with an unprecedented level of precision and scale. With the power afforded by Immersive Technologies coupled with a unique approach to citizen science, we will focus on mental health (and data collected on the risk and protective factors afforded by digital technologies).

Research outputs

Brookes, J., Warburton, M., Alghadier, M., Mon-Williams, M., & Mushtaq, F. (2019). Studying human behavior with virtual reality: The Unity Experiment Framework. Behavior Research Methods.

Giles, O. T., Shire, K. A., Hill, L. J. B., Mushtaq, F., Waterman, A., Holt, R. J., … Mon-Williams, M. (2018). Hitting the Target: Mathematical Attainment in Children Is Related to Interceptive-Timing Ability. Psychological Science, 29(8), 1334–1345.

An example of one of our VR tasks can be found here.

Meet the team

Dr Faisal Mushtaq

Action Project Leader and Associate Professor

Dr Emily Williams

Research Fellow

Dr Muhammad Awais

Research Fellow

Jack Brookes

PhD Student

John Pickavance

PhD Student

Max Townsend

Max Townsend

PhD Student