Deborah Moyaki
Doctoral Candidate of Engineering Education and Transformative PracticeUniversity of Georgia
Deborah Moyaki is an engineering educator and researcher whose work bridges technology, learning, and user experience in higher education. With a background in Educational Technology, she is passionate about how emerging technologies, when thoughtfully integrated, can enhance teaching, learning, and the user experience in formal instructional environments.
Currently a doctoral candidate in the Engineering Education and Transformative Practice program at the College of Engineering, Deborah’s research explores how faculty and students experience and interact with new technologies as they build engineering competencies. Her dissertation investigates the human factors, challenges, and support systems that shape meaningful technology adoption in engineering education — offering insights into how UX principles can inform educational design and practice.
Deborah has led collaborative projects that have resulted in peer-reviewed publications focused on the intersection of technology, pedagogy, and user-centered approaches in engineering contexts. Outside academia, she blogs about her research and enjoys reading fiction.
My Session(s)
Poster Session
Awaiting LocationKoichiroi Doi
RajeshKalidindi
Ali Cuthbertson
Samyukta K
Ramtin Ranjpour
Xiao Yu
Jack Holmes
Deborah Moyaki
Mike Jin
Johanna Weitbrecht
Bhuvana Narayanamurthy
Join this informal, visual, and interactive session and explore the posters at UXPA International 2026. During this session, attendees will be able to move from poster to poster and engage with each speaker to hear more about the speakers’ work and ideas. This session consists of posters on a variety of topics including career development, […]
A User-Centered Approach to Technology Adoption Research in STEM
Awaiting LocationThis poster presents a user-centered approach to understanding how faculty and students adopt emerging technologies in STEM education. Rather than treating them only as end-users, the study positions faculty and students as co-creators whose lived experiences provide critical insights for technology design. Grounded in a conceptual framework that integrates the Technology Acceptance Model (TAM), Diffusion […]