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International Journal of Cyber Behavior, Psychology and Learning (IJCBPL)
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International Journal of Cyber Behavior, Psychology and Learning (IJCBPL)

Published Quarterly. Est. 2011.
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ISSN: 2155-7136|EISSN: 2155-7144|DOI: 10.4018/IJCBPL|
Cite Journal


Atkinson (, Robert K. and Zheng Yan ( "International Journal of Cyber Behavior, Psychology and Learning (IJCBPL)." (2011). Web. 28 Nov. 2015. doi:10.4018/IJCBPL


Atkinson (, R. K., & Yan (, Z. (2011). International Journal of Cyber Behavior, Psychology and Learning (IJCBPL). doi:10.4018/IJCBPL


Atkinson (, Robert K. and Zheng Yan ( "International Journal of Cyber Behavior, Psychology and Learning (IJCBPL)," (2011), accessed (November 28, 2015), doi:10.4018/IJCBPL

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The International Journal of Cyber Behavior, Psychology and Learning (IJCBPL) offers a forum for academic exchange of new ideas and research findings related to psychological aspects and serves as a vehicle for promoting techniques and methodologies derived from rigorous research and practices that use psychological and cognitive principles to design and develop cyber learning. Focusing on cyber behavior, psychology, and learning, IJCBPL encourages the exploration of emerging areas in cyber learning such as online social communication, individual differences, cognitive and metacognitive learning, etc. to generate deep understanding about the behavior, information processing, and psychological orientations of online learners.


Journal Contents

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Volume 5: 3 Issues (2015)
Volume 4: 4 Issues (2014)
Volume 3: 4 Issues (2013)
Volume 2: 4 Issues (2012)
Volume 1: 4 Issues (2011)
View Complete Journal Contents Listing


The mission of the International Journal of Cyber Behavior, Psychology and Learning (IJCBPL) is to identify learners’ online behavior based on the theories in human psychology, define online education phenomena as explained by the social and cognitive learning theories and principles, and interpret the complexity of cyber learning. IJCBPL offers a multi-disciplinary approach that incorporates the findings from brain research, biology, psychology, human cognition, developmental theory, sociology, motivation theory, and social behavior. This journal welcomes both quantitative and qualitative studies using experimental design, as well as ethnographic methods to understand the dynamics of cyber learning. Impacting multiple areas of research and practices, including secondary and higher education, professional training, Web-based design and development, media learning, adolescent education, school and community, and social communication, IJCBPL targets school teachers, counselors, researchers, and online designers.


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Topics Covered

  • Cognitive and information processing related to online learning including cognitive architecture and online information processing
  • Motivation
  • Online behavior such as online gaming, online addiction, and Internet predation
  • Online training, online instructional design, and development with a focus on cognitive and psychological processes
  • Psychological aspects of online learning and instruction, including individual differences and psychological and personal traits
  • Social aspects of online learning including online social communication and relationship formation

Editor(s)-in-Chief Biography

Robert K. Atkinson is an Associate Professor with a joint appointment in the School of Computing, Informatics, and Decision Systems Engineering in the Ira A. Schools of Engineering and the Division of Educational Leadership and Innovation in the Mary Lou Fulton Teacher’s College. He earned in Applied Cognitive Science PhD degree from University of Wisconsin – Madison with a minor in statistics and research design. His current research foci include the design of personalized learning environments, educational applications of social media, mobile learning, learner analytics, and data mining. He has obtained—both independently and collaboratively—over $20 million dollars in grant support from a variety of sources including the National Science Foundation, Office of Naval Research, and the Intel Corporation. His research appears in a variety of highly respected academic journals including Journal of Educational Psychology, Applied Cognitive Psychology, Learning and Instruction, Review of Educational Research, and Educational Psychologist.
Zheng Yan is Associate Professor of developmental and educational psychology at University at Albany since 2007. He graduated from Harvard University Graduate School of Education with a doctoral degree in Human Development and Psychology in 2000. His research mainly concerns dynamic and complex relations between contemporary technologies and human development as well as research methodology of human development. He is currently investigating children’s understanding of the Internet as a complex artifact and human behaviors in the cyber space as an emerged field of research.

Editorial Board

Associate Editors
Kirsten Butcher, University of Utah, United States
Anne Cook, University of Utah, United States
Peter Doolittle, Virginia Tech, United States
Frank Farley, Temple University
Sharmila Ferris, William Paterson University, United States
Louis Leung, The Chinese University of Hong Kong, Hong Kong
Renae Low, University of New South Wales, Australia
Kaveri Subrahmanyam, California State University at Los Angeles, United States
Tony Talbert, Baylor University, United States
Harrison Hao Yang, State University of New York at Oswego, United States
Ronald Yaros, University of Maryland, United States
Editorial Review Board
Kirsten Berthold, University of Freiburg
Paul Gorsky, The Open University of Israel, Israel
Mark Griffiths, Nottingham Trent University, United Kingdom
Pentti Haddington
Weidong Huang, University of Tasmania, Australia
Laura Hunter, Utah Education Network
Marie Iding, University of Hawaii, Manoa, United States
Angeline Khoo, Nanyang Technological University, Singapore
Gert-Jan Meerkerk, Addiction Research Institute
Gustavo Mesch, The University of Haifa, Israel
Charles Miller, University of Minnesota
Kenneth Miller, Youngstown State University, United States
Susan Miller, Kent State University, United States
Bryant Paul, Indiana University at Bloomington, United States
Jochen Peter, University of Amsterdam, Netherlands
Henry Potts, University College London
Wendy Rickman, University of Central Arkansas, United States
Claudia Smarkola, Temple University
Nikos Tsianos, National & Kapodistrian University, Greece
Haomin Wang, Dakota State University, United States
Barbara Wilmes, University of Central Arkansas, United States
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