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

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

Editors-in-Chief: Lijia Lin (East China Normal University, China) and Robert K. Atkinson (Arizona State University, USA)
Indexed In: SCOPUS, PsycINFO®, INSPEC and 13 more indices
Published: Quarterly |Established: 2011
ISSN: 2155-7136|EISSN: 2155-7144|DOI: 10.4018/IJCBPL


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.

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

Mission and Scope

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.

Table of Contents and List of Contributors

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Open Access Articles: Forthcoming
Volume 9: 4 Issues (2019): Forthcoming, Available for Pre-Order
Volume 8: 4 Issues (2018): Forthcoming, Available for Pre-Order
Volume 7: 4 Issues (2017)
Volume 6: 4 Issues (2016)
Volume 5: 4 Issues (2015)
Volume 4: 4 Issues (2014)
Volume 3: 4 Issues (2013)
Volume 2: 4 Issues (2012)
Volume 1: 4 Issues (2011)
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Editor(s)-in-Chief Biography

Lijia Lin is an Associate Professor in the School of Psychology and Cognitive Science at East China Normal University in Shanghai, China. He earned his Ph.D. from the Educational Technology Program at Arizona State University in the United States. His research focuses on using a variety of digital technologies and instructional strategies to enhance learning and engagement. His work has been widely published in international peer-reviewed journals, including Learning and Instruction, Computers & Education, and Interactive Learning Environments. He has also made dozens of presentations at the international conferences, such as the annual meeting of the American Educational Research Association, the bi-annual meeting of the International Conference on Computer Supported Collaborative Learning, and the Cognitive Load Theory Conference.
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.

Editorial Board

International Advisory Board
Lucia Monacis, University of Foggia, Italy
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, United States
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, Germany
Paul Gorsky, The Open University of Israel, Israel
Mark Griffiths, Nottingham Trent University, United Kingdom
Pentti Haddington, University of Helsinki, Finland
Weidong Huang, University of Tasmania, Australia
Laura Hunter, Utah Education Network, United States
Marie Iding, University of Hawaii at Manoa, United States
Angeline Khoo, Nanyang Technological University, Singapore
Gert-Jan Meerkerk, Addiction Research Institute, United States
Gustavo Mesch, The University of Haifa, Israel
Charles Miller, University of Minnesota, United States
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, United Kingdom
Wendy Rickman, University of Central Arkansas, United States
Claudia Smarkola, Temple University, United States
Nikos Tsianos, National & Kapodistrian University, Greece
Haomin Wang, Dakota State University, United States
Barbara Wilmes, University of Central Arkansas, United States


Prospective authors should note that only original and previously unpublished articles will be considered. INTERESTED AUTHORS MUST CONSULT THE JOURNAL’S GUIDELINES FOR MANUSCRIPT SUBMISSIONS at PRIOR TO SUBMISSION. All article submissions will be forwarded to at least 3 members of the Editorial Review Board of the journal for double-blind, peer review. Final decision regarding acceptance/revision/rejection will be based on the reviews received from the reviewers. All submissions must be forwarded electronically.

All submissions and inquiries should be directed to the attention of:

All inquiries regarding IJCBPL should be directed to the attention of:

Robert  K. Atkinson
Lijia Lin
International Journal of Cyber Behavior, Psychology and Learning

All manuscript submissions to IJCBPL should be sent through the online submission system: