Dr Sylvie Studente

Dr. Sylvie Studente is an Assistant Professor and Course Leader for the MA in User Experience Design. With over 20 years research experience, Sylvie has led and contributed to a number of international research projects. She obtained her PhD in Human Computer Interaction in 2008, and is currently studying towards a Professional Doctorate in Education. She also holds a number of additional postgraduate qualifications in Education and Research Supervision. She also holds the role of Educational Developer at Regent’s. 

Her research interests span the areas of; education, assessment, e-learning and technology. Prior to her position at Regent’s, Sylvie  taught at other HE institutions leading courses on; Interaction Design, Artificial Intelligence, Marketing and Project Management. She also has industry experience in Project Management, Artificial Intelligence and Interaction Design in both Business and Education contexts. As well as her duties at Regent’s, Sylvie is Chief External Examiner for Digital Business at the University of Westminster, a Doctoral Supervisor for the University of Northampton and a Research Consultant for the Open University (educations projects). She is a member of the Advisory Board for the Journal of Knowledge Management, Economics and Information Technology. 

• EdD Professional Doctorate in Education, Institute of Educational Technology, The Open University, UK (Currently Studying).
• PhD in Human Computer Interaction, Knowledge Media Institute, The Open University, UK, 2007.
• Post Graduate Certificate in Research Degree Supervision, University of Northampton UK, 2018.
• Post Graduate Certificate in Higher Education, Regent’s University London, UK, 2016.
• Post Graduate Diploma in Online and Distance Education, Institute of Educational Technology, The Open University UK, 2010.
• MSc Business Computing (Awarded with Distinction), University of Northampton, UK, 2004.
• BA (Hons) In Business Information Systems (1st Class Honours), University of Northampton, UK, 2001.

Professional Qualifications

• Professional Development Course in External Examining, Advance HE. 2020.
• Senior Fellow of the Higher Education Academy. 2021.

• 2011 – Present: Assistant Professor in UX Design,  Regent's University London.
• 2021 – Present: External Examiner / Chief External Examiner, University of Westminster, London.
• 2009 – 2010: Course Leader for Human Computer Interaction, Milton Keynes University Centre, Milton Keynes
• 2007 – 2010: Education Research Project Manager. Knowledge Media Institute. The Open University Milton Keynes
• 2006 – 2006: Learning Technologist. The Library, The Open University, Milton Keynes
• 2005 – 2006: Research Project Consultant. Intelligent Media Services and Systems Laboratory, The University of Reading, Reading.
• 2001 – 2002: Lecturer in Information Systems. The University of Northampton, Northampton
• 2001 – 2001: Systems Developer. ITARUS. Northampton. 

Books:

• S. Studente  (in progress) User Experience Design: A study guide.
• S. Studente & Cattaneo, E (Eds) Contemporary Issues in Luxury Brand Management (2023) Routledge; New York.
• Studente, S, Ellis, S & Desai, B (2021) The Impact of COVID-19 on Teaching and Learning in Higher Education. Nova Science Publishers.
• Truman, S (2013) Computational Support for Creativity: A Study and Framework. Lambert Academic Publishing

Book chapters:

• Opuwari, C & Studente, S (in progress) International mobility in Higher Education: Exploring the determinants of students migrating to the UK. Progress in Education. Vol 74. Nova Science Publishers.
• Studente, S & Desai, B (2023) Digital marketing and analytics for luxury brands. In  S. Studente & Cattaneo (Eds.) Contemporary issues in luxury brand management.  
• Routledge; New York.
• Studente, S (2022) The use of chatbots for providing collaborative study support to undergraduate students during the COVID-19 pandemic. In S. McKenzie, L. Arulkadacham,  J. Chung & Z. Aziz (Eds.) The Future of Online Education. Nova Science Publishers.
• Studente, S & Garivaldis, F (2022) A preliminary analysis of the impacts of COVID- 19 on the mental wellbeing of entrepreneur students. In Yousafzai, S, Ng, W, Coogan, T, Green, H & Sheikh, S (Eds.) Exploring the Intersectionality between Disability and Entrepreneurship. Edward Elgar; Cheltenham.
• Desai, B , Studente, S & Garivaldis, F (2022) The Impact of the COVID-19 Pandemic on Consumer Purchasing Behaviour: Implications for Digital Marketing in the Retail Sector. In Tabari, S & Chen, W (Eds.) Global Strategic Management in the Service Industry: A Perspective of the New Era. Emerald Publishing.
• Studente, S (2021) Staying IConnected: Minimizing Isolation and Building Leaning Communities via Chatbot Technology. In S. Studente, S. Ellis & B. Desai (Eds.) The Impact of COVID-19 on Teaching and Learning in Higher Education. Nova Science Publishers.
• Studente, S, Ellis, S & Desai, B (2021) The effect of mitigation strategies on university student’s mental  health and wellbeing: a review of preliminary studies. In S. Studente, S. Ellis & B. Desai (Eds.) The Impact of COVID-19 on Teaching and Learning in Higher Education. Nova Science Publishers.
• Studente, S (2021) The impact of e-learning technology on students self-perceived confidence in music composition. In Progress in Education. Nova Science Publishers.
• Studente, S, Ellis, S & Garivaldis, F (2020) The impact of chatbots to pedagogy and student engagement: preliminary findings and lessons from a pilot. In R. Nata (Ed.) Progress in Education. Nova Science Publishers.
• Studente, S & Ellis, S (2020) Enhancing the Online Student Experience Through Creating Learning Communities: The Benefits of Chatbots in Higher Education. In S. McKenzie, M. Mundy, F. Garivaldis & K. Dyer (Eds.) Tertiary Online Teaching and Learning: TOTAL Perspectives and Resources for Digital Education. Springer-Verlag.
• Studente, S & Garivaldis, F (2019)  Facilitating and motivating student’s verbal and visual creativity in higher education through assessment feedback. In R. Cuadra (Ed.) Understanding Creativity: Past, Present and Future Perspectives. Nova Science Publishers.
• Truman, S (2011) A generative framework of creativity: encouraging creative collaboration in children’s music composition. In D. Faulkner & L. Coates (Eds.) Exploring Children’s Creative Narratives. Routledge; Oxford.
• Truman, S.M (2008) Guiding the design of e-learning programs: A design framework for creative learning experiences. In Lipshitz, A.R & Parsons, S.P (Eds) E-Learning: 21st Century Issues and Challenges. Nova Science Publishers.
• Truman, S.M (2008) Guiding the design of e-leaning programs: managing presentation content to match the cognitive factors of users. In Scott, T.B & Livingston, J. I (Eds) Leading-Edge Educational Technology. Nova Science Publishers.

Journal articles:

• Garivaldis, F, McKenzie, S, Henrikson, D & Studente, S (2022) Achieving Lasting Education in the New Digital Learning World. Australasian Journal of Educational Technology. 38, 4.  Pp 1 – 11.
• Studente, S (2021) Psychological responses experienced by undergraduate students as a consequence of the COVID-19 pandemic. International Journal of Psychology and Psychological Research. Vol.11, No. 2
• Studente, S, Ellis, S & Garivaldis, F (2020) Exploring the potential of chatbots in higher education: a preliminary study. International Journal of Educational and Pedagogical Sciences. 14, 9. Pp 768 – 771.
• Studente, S, Garivaldis, F & Seppala, N (2019) Readdressing the redundancy effect: a cognitive strategy for e-learning design. Journal of Psychological Research. Vol. 1, No. 2. Pp 1 – 7.
• Studente, S, Seppala, N & Sadowska, N (2016) Facilitating creative thinking in the classroom: Investigating the effects of plants and the colour green on visual and verbal creativity. Thinking Skills and Creativity. 19. Pp 1 – 8.
• Studente, S & Fox, B (2015) The application of Vygotskian and Piagetian theories to higher education: practical implications for classrooms. AngloHigher: Education, Psychology & Sociology. 008
• Truman, S (2012) Learning to create and creating to learn: An approach to structuring activities in higher education classrooms. AngloHigher 4, 1. Pp 12 – 14.
• Truman, S (2011) A generative framework for creative learning: A tool for planning creative-collaborative tasks in the classroom, Border Crossing. Number 1101, pp.1-13
• Truman, S.M (2007) A Review of Collaborative Creativity: Contemporary Perspectives. D Miell & K. Littleton (eds). Thinking Skills and Creativity Journal. 2, 148 – 150.
• Truman, S. M. & Truman, P. J. (2006) An investigation of the situated learnability effects of single- and dual-modal systems in education: a report of music-oriented learning environment and science computer-assisted teaching studies. British Journal of Educational Technology. 37 (1), 131-142.
• 11. Truman, S.M (2006) A computer supported approach towards collaborative and creative musicality in the classroom: concepts and framework. December issue of “Interfaces”.

Conference Papers Given

• Studente, S (2023) The use of Chatbots to create learning communities in HE: The case of RUL. Interface of Teaching and Research Conference. London.
• Studente, S & Sargent, J (2023) The use of chatbots to support international students in Higher Education: A proposed study. The 3rd IAFOR Conference on Educational Research  and Innovation. Washington, US.
• Studente, S, Ellis, S & Garivaldis F (2021) The use of chatbot technology for improving connectedness and learning support among international students during the COVID-19  Pandemic. The 19th Academic Practice and Technology Conference (APT). London.
• Studente, S, Ellis, S & Garivaldis F (2020) Exploring the POtential of Chatbots in Higher Education: A Preliminary Study. International Conference on Advanced Learning Technologies. Amsterdam.
• Studente, S & Garivaldis, F (2019) The effect of feedback and self-regulation  on facilitating and motivating student’s verbal and visual creativity in assessments. The Creativity Conference. Southern Oregon University, USA.
• Studente S & Garivaldis, F (2018) The role of self-regulation and assessment feedback on creative performance. Proceedings of the 20th International Conference on Applications of Neuropsychology, Cognition, Emotion and Motivation. Rome, Italy. Awarded Best Presentation Award.
• Studente, S, Garivaldis, F & Seppala, N (2017) Readdressing the redundancy effect: A cognitive strategy for elearning design. Proceedings of the International Academic Conference on Teaching, Learning and E-learning. Vienna, Austria.
• Studente, S, Garivaldis, F & Seppala, N (2016) Designing Multimedia Materials for Non-Native English-Speaking Students: Challenging Visual-Verbal Classifications. The European Conference on Technology in the Classroom. Brighton.
• Studente, S, Seppala, N & Sadowska, N (2014) Facilitating Creative Thinking in the Classroom: Investigating the Effects of Plants on Visual Creativity. Proceedings of the International Conference on Creativity and Thinking Skills in Learning, Teaching and Management. Riga, Latvia. 2014.
• Studente, S & Garivaldis, F (2014) The effect feedback on facilitating and motivating student’s creativity in the context of higher education: Implications for Assessment. Proceedings of the International Conference on Excellence in Education. Paris 2014.
• Seppala, N, Studente, S & Sadowksa, N (2014) Privacy in the physical environment and ethical behaviour. Proceedings of The British Academy of Management Conference 2014.
• Truman, S (2013) Revisiting the relationship between HCI and cognitive psychology: a report on two studies using dual modal e-learning systems. Proceedings of the European Conference on Technology in the Classroom. Brighton
• Truman, S (2012) Designing creative-collaborative learning tasks in secondary education classrooms. Proceedings of the international Conference on Bringing Creativity and Thinking Skills into the Educational Process. Riga, Latvia.
• Truman, S.M (2011) An Exploration of Creativity in School Children’s Music Composition: Study, Software and Framework. Proceedings of the 8th ACM Conference on Creativity and Cognition. Atlanta, United States. Georgia Institute of Technology.
• Truman, S.M (2011) SoundScape: A music composition environment designed to facilitate collaborative creativity in the classroom. Proceedings of the 8th Sound and Music Computing Conference. Padova, Italy. Universita Di Padova.
• Zdrahal, Z, Mulholland, P, Truman, S, & Smid, M. (2009) G-LEARN: Using constraint modelling to teach geographical principles, Proceedings of the Interactive Computer Aided Learning, Conference (ICL). Villach, Austria.
• Smid, M, Truman, S., Mulholland, P., Zdrahal, Z., Crouch, S. (2009) G-LEARN: An exploratory learning environment for school geography level, Znalosti 2009, Slovenska Technicka, Univerzita V Bralislave, Prague., pp. 213 – 224.
• Truman, S. M (2007) Designing educational software inline with the creative learning process: just how important is the preparation phase? Volume 2 Proceedings of the 21st BCS HCI Group Conference HCI 2007. 3rd – 7th September 2007. Lancaster University.
• Truman, S.M (2007) A computer supported approach towards collaborative and creative musicality in the classroom: presentation of results. Proceedings of the Centre for Research in Computing PhD Conference. The Open University. July
• Truman, S.M (2007) Encouraging children’s collaborative creativity in a music composition task: summary and results. Proceedings of Fifth International Conference on Musical Understanding: Research in Music Education (RIME).  School of Education and Lifelong Learning. The University of Exeter. April.
• Truman, S.M & Mulholland, P (2006) Designing educational software to enhance the creative learning experience: An integrative framework. Volume 2 Proceedings of the BCS HCI Group Conference HCI 2006 Engage. 11th – 15th September. Queen Mary, University of London.
• Truman, S.M (2006) Supporting creativity in a children’s music composition task: A summary and results. Proceedings of the Centre for Research in Computing PhD Conference. Department of Maths and Computing. The Open University. 6th – 7th July.
• Truman, S.M & Mulholland, P (2005) A computer assisted approach towards music composition in the classroom: facilitating creativity in mainstream education. Proceedings of The Leeds International Music Technology in Education Conference. Leeds College of Music. 11th – 12th November.
• Truman, S.M (2005) Enhancing creativity in children’s music compositions: objectives, framework and software. Proceedings of the Centre for Research in Computing Colloquium. The Open University, 18th October.
• Truman, S.M (2005) An integrative framework of learning and creativity: facilitating creative thinking in school children’s music composition. Proceedings of the 2nd Music Teaching in Professional Practice Initiate Conference ‘Musical Creativity’. Pp 26 – 27. International Centre for Research in Music Education, University of Reading. 15th – 16th July.
• Truman, S.M (2005) Facilitating creative thinking in children’s music composition: an integrative framework. Proceedings of the Centre for Research in Computing PhD Conference. Pp 22. Department of Maths and Computing. The Open University. 4th – 5th July.
• Truman, S.M & Mulholland, P (2005) How can we advance the potential for learning via technology? It’s all in the CREATIVE design. Proceedings of the 9th Human Centred Technology Workshop: Advancing the Potential for Communication, Learning and Interaction. Pp 9 – 12. Brighton. 28th – 29th June.
• Truman, S.M, Mulholland, P & Badii, A (2005) Bridging social learning and creativity: an integrative framework for collaborative-creative music composition within the classroom. Proceedings of the Society for Education, Music and Psychology Research (SEMPRE) Conference: Musical Creativity in Culture and Mind. Pp 3. Faculty of Music, University of Cambridge. 16th April.
• Truman, S.M, Mulholland, P & Badii, A (2005) A creative alternative to music notation: exploiting visual metaphors to encourage musical creativity in school aged children. Proceedings of the Fourth International Conference on Musical Understanding. Pp 47 – 48. School of Education and Lifelong Learning. University of Exeter. 5th – 9th April.
• Truman, S.M (2003) Facilitating collaborative music composition within the classroom: a creative learning perspective. Proceedings of SEMPRE Researching Musical Understanding. Department of Psychology, Keele University.
• Truman, S (2002) A computer supported approach towards collaborative and creative musicality in the classroom: concepts and framework. Proceedings of the 6th Human Centred Technology Postgraduate Workshop. University of Sussex.
• Badii, A & Truman, S (2001) Cognitive factors in interface design: an e-learning environment for memory performance and retention optimisation. Proceedings of the 8th European Conference on Information Technology Management. P49. September. Oriel College, Oxford University.

A  supervisor at Postgraduate and Undergraduate levels at Regent’s University London.

PhD Student: Chimeuma Darlington Beke – Student Mobility for Higher Education. The University of Northampton.

Research Interests

UX, Education / Learning / E-learning / Assessment / Technology

External Reviewer Duties and Chairing Roles

• 2022: Guest Editor for special issue on “Achieving Lasting Education in the New Digital Learning World”. Australasian Journal of Educational Technology.
• 2011 – Present: Member of the Advisory Board for the Journal of Knowledge Management, Economics and Information Technology.
• 2018 – 2020: Member of the Editorial Board for the Journal of Psychological Research
• 2011 – 2017: Member of the Editorial Team for Anglo-Higher.
• 2016: Funding application reviewer for BA Leverhulme
• 2013: Senior Chair [Learning Technology Strand]. European Conference of Technology in the Classroom.
• 2012: Paper Reviewer for British Computer Society’s HCI 2012 conference.
• 2011: Paper Reviewer for the INTERACT 2011 conference.
• 2002: Book Reviewer for The ‘Thinking Skills and Creativity Journal’.

Research Projects

• 2022 – current: Project: “Investigating the Pedagogical use of Chatbots to Support Student Learning in Higher Education” (EdD Research).
• 2021 – 2021:  Project: “Investigating the Impacts on Student Wellbeing as a Consequence of Mitigation Strategies During the COVID-19 Pandemic”. Participating Institutions; Regent’s University London, UK. Monash University, Australia.
• 2021 – 2021: Project: “The Impact of the COVID-19 Pandemic on Consumer Purchasing Behaviour: Implications for Digital Marketing in the Retail Sector”. Participating Institutions; Regent’s University London.
• 2019 – 2021: Project: “Exploring the use of chatbots in HE: enhancing student engagement through learning communities. Participating Institutions; Regent’s University London, UK, Edtech Foundry, Sweden.
• 2014 – 2019: Project:” Exploring the role of assessment feedback and student motivation on subsequent assessment performance: developing practice for assessment feedback guidelines”. Participating Institutions; Regent’s University London, UK, Monash University, Australia, The Open University, UK, The University of Hudderfield, UK, University of Western Sydney, Australia and The University of New England, Australia.
• 2013 – 2018: Project: “Guidelines for e-learning technology design: focus on non-native English-speaking students in Higher Education”. Participating Institutions; Regent’s University London, UK, Monash University, Australia and University College London, UK
• 2014 – 2016: Project: “Guidelines for facilitating visual and verbal creative thinking: Implications of including nature in the classroom environment”. Participating Institutions; Regent’s University London, UK and The University of Lincoln, UK.
• 2007 – 2009: Project: “G-LEARN - Geography Learning Environment for Activities, Resources and Narratives”. Participating Institutions; The Open University, UK, The Milton Keynes City Discovery Centre, UK.
• 2006 – 2006: Project: “SAFARI - An online interactive information literacy tutorial for Undergraduates”. Participating Institutions; The Open University UK
• 2005 – 2006: Project: “I-MAESTRO - Interactive Multimedia Environment for Technology Enhanced Music Education and Creative Collaborative Composition and Performance”. Participating Institutions; The University of Reading, UK, City University, UK, Exitech S.R.L, Italy, Fondazione Accademia Nazionale Di Santa Cecilia, Italy, Fundacion Isaac Albeniz, Spain, Institut De Recherche Et De Coordination Acoustique Musique – Ircam, France, Sibelius Software Limited, UK, Stichting Fnb, Netherlands, Universita Degli Studi Di Firenze, Italy.
• 2001 – 2007: Project: “SoundScape: A Children’s Collaborative Music Composition Environment (Key stages 2 & 3 Music)”. PhD Thesis “A computer supported approach towards collaborative and creative musicality in the classroom: concepts and framework”. Knowledge Media Institute, The Open University. 2001 – 2007. Funded by Advanced Knowledge Technologies (Studentship).

• Professional Development Course in External Examining, Advance HE. 2020.
• Senior Fellow of the Higher Education Academy. 2021.

• Senior Fellow of the Higher Education Academy
• Professional Member of the British Computer Society (Chartered Institute for IT)
• Member of the Association for Project Management

External Examining

• External Examiner/Chief External: UG Business & Management. University of Westminster.

Committees, Groups and Initiatives

• 2023 – Present: Educational Developer
• 2019 – 2021: Community Manager, Learning Bot Project
• 2018 – 2020: Member of the Equality, Diversity and Inclusion Steering Committee
• 2013 – 2016: Department Research Leader

Specialisms:

UX Design, Interaction Design, HCI, Cognitive Psychology, Artificial Intelligence Digital Marketing, Digital Business, Web Design, Mobile App Design, Systems Development, Project Management, and Marketing Analytics.

Currently Teaching on:

• MKT 505: Digital Marketing, Web and Mobile Apps
• ENT 605: Project Management for Enterprise
• UED 701: UX Design Lab
• UED 704: UX Strategy & Leadership Lab

Module development:

No module code: UX Design: Major Project
No module code: UX Design Lab
No module code: UX Strategy & Leadership Lab
INF 5A3: Interaction Design for the Digital World
INF 4A3: Project Management and IT Skills
INF 4A5: Web Design for Business
COAP 2020: Desktop Publishing
COAP 2050: Design Principles
LBM 723: Digital Marketing and Analytics for Luxury
MKT 6B4: Digital Marketing and Data Analytics
ENT 6A7: Web and App Design for Innovation
ENT 6A6: Project Management for Enterprise
FSM 705: Research Methods

Programme Development and Validation:

• 2021 – present: MA User Experience Design. Programme Development. 
• 2019 – 2020: MA Global Events & Experience Management. Regent’s University London.
• 2019 – 2020: BA (Hons) Global Business Management: Entrepreneurship Pathway. (eevalidation). Regent’s University London.
• 2019 – 2020: BA (Hons) International Business: Marketing Pathway (revalidation). Regent’s University London.
• 2018 – 2019: BA (Hons) Business Management: Digital Business Pathway (External Advisor). University of Westminster. 
• 2018 – 2019: Foundation Certificate in Business Management (External Advisor) University of Westminster.
• 2016 – 2017: BA (Hons) Global Business Management: Entrepreneurship Pathway.  Regents University London.
• 2014 – 2015: MSc Occupational Psychology & MSc Organisational Behaviour (Internal Validation Panel Member). Regents University London
• 2014 – 2015: MSc Organisational Behaviour. (Internal Validation Panel Member). Regents University London
• 2011 – 2012: BA (Hons) International Business: Digital Business Pathway. (Programme Development). Regents University London
• 2011 – 2011: MA Creative Leadership. (Programme Development). Regents University London