Nathaniel Hunsu, Ph.D.

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Associate Professor of Engineering Education

Research Interests: Cognitive and affective engagement, Quantitative and meta-analysis research design, Educational instrument development

Nathaniel Hunsu is an Associate Professor of Engineering Education at the University of Georgia, affiliated with the Engineering Education Transformational Institute (EETI) and the School of Electrical and Computer Engineering. He leads the Engineering Student Learning and Engagement Research (ESLER) group, mentoring students in projects that explore how engineering learners engage with tasks, technologies, and learning environments.

His research focuses on conceptual understanding, epistemic cognition, and student engagement, with an emphasis on evidence-based strategies that enhance learning in engineering education. He applies quantitative research designs, systematic reviews, meta-analysis, and assessment instrument development to advance both the theory and practice of engineering education.

Dr. Hunsu’s work also investigates the use of emerging educational technologies, including AI, XR, and robotics, in fostering active and self-regulated learning. His goal is to bridge research and practice, equipping educators and learners to achieve meaningful, lasting learning outcomes.

Education

Ph.D., Educational Psychology, Washington State University, 2016
M.S., Project Management, Sunderland University, England
B.Sc., Electronic and Computer Engineering, Lagos State University, Nigeria

Professional Appointments

Associate Professor, University of Georgia, 2024 – present
Assistant Professor, University of Georgia, 2017 – 2024

Areas of Expertise

Cognitive learning and conceptual understanding in engineering education
Integration of emerging technologies (AI, XR, robotics) to enhance learning
Quantitative research, systematic reviews, and assessment instrument development
Student engagement, motivation, and evidence-based instructional innovation

Selected Publications

Oje, A. V., Hunsu, N. J., & May, D. (2023). Virtual reality assisted engineering education: A multimedia learning perspective. Computers & Education: X Reality, 3, 100033.
Hunsu, N. J., Oje, A. V., Tanner-Smith, E. E., & Adesope, O. (2023). Relationships between risk factors, protective factors and achievement outcomes in academic resilience research: A meta-analytic review. Educational Research Review, 41, 100548.
May, D., Morkos, B., Beyette, F. R., Hunsu, N. J., Jackson, A., Ragland, A. E., … & Walther, J. (2022). Faculty perspectives on transitioning to exclusively online lab classes in electrical and computer engineering. IEEE Frontiers in Education Conference (FIE), 1–5.
Hunsu, N. J., Kehinde, O. J., & Oje, A. V. (2022). Single versus multiple resilience factors: An investigation of the dimensionality of the Academic Resilience Scale. American Educational Research Association Annual Meeting.
Hunsu, N. J., Al Weshah, A., Yao, K., & Olaogun, O. P. (2022). Work in progress: The Electric Circuit Concepts Diagnostic (ECCD). ASEE Annual Conference & Exposition.
Hunsu, N. J., Oje, A. V., & Olaogun, O. P. (2021). Examining approach and avoidance valences of the 3 × 2 achievement goal types on an engineering student sample: A validity approach. Frontiers in Psychology, 12, 628004.
Hunsu, N. J., Carnell, P. H., & Sochacka, N. W. (2021). Resilience theory and research in engineering education: What good can it do? European Journal of Engineering Education, 46(6), 1026–1042.

For a full list of publications and citations, see my Google Scholar profile.

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