Golnoush (Lia) HaddadianPronounce my name
Ph.D. in Learning Sciences
Postdoctoral Associate | Georgia State University
✦ About my name: I publish under Golnoush, my legal name, the Persian name my mother gifted me and one I treasure like a gem; it means enduring beauty. In daily life I go by Lia and I am deeply connected to that, meaning one who brings good news.
Hello Amazing People!
Welcome to My Personal Website
I am a Postdoctoral Associate at Georgia State University, where I contribute to two federally funded projects (Transformative & FIPSE), supported by ~$8 million from the U.S. Department of Education, with the aim of reimagining learning and assessment in the age of generative AI (GenAI). My work focuses on developing scenario-based, AI-augmented learning and assessment systems that support students' reflection, metacognition, and self-regulation. These systems allow instructors to use learning and assessment data for formative support while maintaining the psychometric rigor needed to measure learning and evaluate instructional quality. This work is carried out in partnership with Educational Testing Service (ETS), the University of Memphis, and Middle Tennessee State University (MTSU), where I collaborate with leading scholars including Drs. Joseph Magliano and Jonathan D. Cohen (my mentors), John Sabatini (Memphis), Paul Deane (ETS), Tenaha O'Reilly (ETS), Zuowei Wang (ETS), and Randy Floyd (Memphis).
Previously
Previously, I was a Graduate Research Associate in the AI2RL Lab (2021-25), where I contributed to three federally funded National Science Foundation (NSF) projects. The first was the SaTC Project, supported by ~$400,000, in which I worked with Daniel Takabi on the design and deployment of a Private AI curriculum using problem-centered instruction, hands-on labs, and real-world scenarios to develop students' skills in building trustworthy AI systems. The second was the National AI Research Institutes Project, supported by ~$20 million, where, through AI-ALOE, I collaborated with leading scholars including Ashok Goel, Chris Dede, and Scott Crossley on the human-centered design and deployment of AI technologies for personalized online adult learning, lifelong learning, and workforce development. The third was the IUSE Project, supported by ~$300,000, which aimed to design and deploy an AI-augmented formative assessment and feedback system to provide personalized learning support to enhance engagement, problem-solving, and self-regulated learning in large introductory physics courses.
Recruiting & collaborations: If you are interested in working with me, please fill out this brief form.
95
Citations
21
Publications
6
H-Index
3
i10-Index
Via Google Scholar · Updated Oct 2026
Latest Work
Chowdhury Niloy, A., Haddadian, G., & Kim, M. K. (2026). The moving target problem in AI text detection [Conference presentation]. 5th Annual Graduate Conference for Research, Scholarship, and Creative Activity, Georgia State University, Atlanta, GA, United States.
Wang, Z., O'Reilly, T., Magliano, J. P., Cohen, J. D., Suhan, M., & Haddadian, G. (2026). How to generate scenario-based learning and assessment for postsecondary courses with GenAI. 2026 NCME AIME-Con, Pittsburgh, PA, United States.
Chowdhury Niloy, A., Haddadian, G., & Kim, M. K. (2026). Who Keeps Up with Whom? Assessing GenAI Text Detection Across Version Updates. In Proceedings of the Artificial Intelligence in Measurement and Education Conference (AIME-Con): Full Papers (pp. 560–570). https://aclanthology.org/2026.aimecon-main.63.pdf
Khajooeinejad, A., Chapariniya, M., Motevali, S., & Haddadian, G. (2026). Agentic LLM-driven loss function search: Decomposing exploration and exploitation in closed-loop discovery [Paper presentation]. 4th IEEE International Conference on Artificial Intelligence, Blockchain, and Internet of Things (AIBThings), Mount Pleasant, MI, United States.
Khajooeinejad, A., Haddadian, G., Chapariniya, M., & Motevali, S. (2026). Trustless multi-agent AI: Blockchain-based coordination for LLM agents [Paper presentation]. 4th IEEE International Conference on Artificial Intelligence, Blockchain, and Internet of Things (AIBThings), Mount Pleasant, MI, United States.
Haddadian, G., Haddadian, N., & Soleimani, S. (2026). Comparing the Effects of AI-generated and Teacher-delivered Formative Assessment on EFL Learners' Writing Performance and Writing Self-Efficacy. AIRiAL 2026 Conference, Teachers College, Columbia University, New York, United States.
Cohen, J. D., O'Reilly, T., Magliano, J. P., Haddadian, G., Dobar, E. B., Ari, O., Tinker-Sachs, G., & Sabatini, J. (2026). Scenario-based learning and assessment design principles for the AI age. EDULEARN26 Proceedings, Article 1753. https://doi.org/10.21125/edulearn.2026.1753
Dobar, E. B., Haddadian, G., Ari, O., Cohen, J. D., Tinker-Sachs, G., & Magliano, J. P. (2026). Navigating complexity in interdisciplinary problem solving: Insights from a scenario-based assessment. EDULEARN26 Proceedings, Article 1668. https://doi.org/10.21125/edulearn.2026.1668
Cohen, J. D., Sabatini, J., Haddadian, G., O'Reilly, T., Pierce, B., & Magliano, J. P. (2026). Developing authentic learning and assessment through scenarios. In Proceedings of EdMedia 2026 Edinburgh (pp. 1716–1717). Waynesville, NC: Association for the Advancement of Computing in Education (AACE). https://www.learntechlib.org/primary/p/2129763
Malcolm, B., Vickery, M., Louis-Strakes Lopez, J., Siciliano, L. M., Simon, S., Xing, G. (Y.), Kim, J., Kim, C., Zhao, Y., Desai, A., Gadong, E. S., Mabadeje, Y., Mhungu, B., Haddadian, G., Eloy, A., Soodhani, N., Prasad, R., & Bae, Y. (2026). Fostering educational intimacy: ILSSA intergenerational partnerships for purposeful community building. Session presented at the International Society of the Learning Sciences (ISLS).
de Kleijn, R., Brouwer, R., Haddadian, G., van den Beemt, A., & Noroozi, O. (2026). Peer, AI, and teacher feedback: Features, perceptions and uptake. EARLI SIG 1 Conference 2026, Utrecht, The Netherlands.
Noroozi, O., Haddadian, G., Banihashem, K., & Schunn, C. (2026). How students perceive and respond to GenAI for peer feedback uptake. In Understanding and supporting feedback uptake: Bridging research and practice in educational contexts. American Educational Research Association (AERA) Annual Meeting, Los Angeles, CA, United States.
Haddadian, G., Kim, M. K., & Haddadian, N. (2026). Synthesizing Research on Automated Writing Evaluation Tools in EFL Argumentative Writing Context. American Association for Applied Linguistics (AAAL), Chicago, IL, United States.
Motevali, S., Haddadian, G., Desai, P., Seelam, N., & Kim, M. K. (2026). The potential of artificial intelligence for automated scoring of argumentative essays. American Association for Applied Linguistics (AAAL), Chicago, IL, United States.
Haddadian, N., Haddadian, G., & Haddadian, M. (2026). Collaborative use of AI-generated feedback in EFL argumentative writing: Impacts on writing quality and self-efficacy. American Association for Applied Linguistics (AAAL), Chicago, IL, United States.
Collaboration Network
Each circle represents a co-author · Numbers inside show total shared publications · Line thickness reflects frequency of collaboration · Colors indicate research clusters identified by shared co-authorships
(The visualization was generated using data collected through Google Scholar crawling; therefore, its coverage and accuracy may be limited.)