Dr. Ilana[Ilana] Dubovi

Nursing - General Program
חוג לסיעוד-תכנית כללית סגל אקדמי בכיר
Dr. Ilana[Ilana] Dubovi
Office: Health Professions, 310

General Information

Dr. Dubovi is a registered nurse (RN) who followed he passion for design & technology by studying and reciving her PhD in Education at the Department of Learning, Instruction and Teacher Education, University of Haifa. Then she completed two postdoc positions, first at the Instructional Technology and Learning Sciences department at Utah State University; and second was at the Faculty of Education at Ben-Gurion University of the Negev, Israel. Her research encompasses a synergy of learning sciences theories, medical sciences and educational digital technology. Her prime interests are grounded in science-related healthcare topics and issues to examine how educational technology can restructure development of mechanistic schemes among patients, students and health-care practitioners to improve both, health outcomes and patient-safety.  

Research Interests

  • Learning process: cognitive and emotional aspects of learning

  • Model-based learning

  • Learning technologies

  • Complex systems 

  • Simulations and medical/nursing education

  • Patient education

  • Lifelong Learning, non-formal learning

  • Design based research

  • Human-computer interaction 

  • Psychophysiological measurements of learning processes (electrodermal activity, eye tracking and facial expression analysis) 





Dubovi, I., Levy, S.T. & Dagan, E. (2015).  The Contribution of Computerized Simulation to Medication Dosage Calculation Skills. Guf Yeda, 13, 4-12.  (in Hebrew, included in the VATAT list).


Dubovi I, Levy ST, & Dagan E. (2017). Now I know how! The learning process of medication administration among1. nursing students with non-immersive desktop virtual reality simulation. Computers & Education, 113, 16-27.      


Dubovi I, Dagan E, Sader-Mazbar O, Nasar L, & Levy ST. (2018). Nursing Students Learning the Pharmacology of Diabetes Mellitus with Complexity-Based Computerized Models: A Quasi-Experimental Study. Nurse Education Today, 61, 175-181.  


Levy S.T, Peleg R, Ofeck E, Tabor N, Dubovi I, Bluestein S, & Ben-Zur H. (2018). Designing for discovery learning of complexity principles of congestion by driving together in the traffic Jams simulation. Instructional Science, 46, 105-132.  


Dubovi I. (2018). Designing for online computer-based clinical simulations: evaluation of instructional approaches. Nurse Education Today, 69; 67-73


Dubovi I, Levy, S.T. & Dagan, E. (2018). Situated Simulation Based Learning Environment to Improve Proportional Reasoning in Nursing Students.  International Journal of Science and Mathematics Education, 1-19.  


Dagan, E., Dubovi, I., Levy, M., Zuckerman‐Levin, N., & Levy, S. T. (2019). Adherence to diabetes care: knowledge of biochemical processes has a high impact on glycemic control among adolescents with type‐1 diabetes. Journal of Advanced Nursing.    


Dubovi, I. (2019). Online Computer-Based Clinical Simulations: The Role of Visualizations. Clinical Simulation in Nursing33, 35-41.     


Dubovi, I., & Lee, V. R. (2019). Instructional support for learning with agent-based simulations: A tale of vicarious and guided exploration learning approaches. Computers & Education142.


Lee, V. R., & Dubovi, I. (2019). At Home With Data: Family Engagements With Data Involved in Type 1 Diabetes Management. Journal of the Learning Sciences, 1-21.


Dubovi, I., Levy, S. T., Levy, M., Zuckerman Levin, N., & Dagan, E. (2020). Glycemic control in adolescents with type 1 diabetes: Are computerized simulations effective learning tools? Pediatric Diabeteshttps://doi.org/10.1111/pedi.12974 


DuboviI., & Tabak, I. (2020). An empirical analysis of knowledge co-construction in YouTube comments. Computers & Education, 103939. https://doi.org/10.1016/j.compedu.2020.103939


Amit Aharon, A.,  Ruban, A.,  & Dubovi, I. (2020). Knowledge and information credibility evaluation strategies regarding COVID-19: A cross-sectional study. Nursing Outlookhttps://doi.org/10.1016/j.outlook.2020.09.001


Aharon, A. A., Dubovi, I., & Ruban, A. Differences in mental health and health-related quality of life between the Israeli and Italian population during a COVID-19 quarantine. Quality of Life Research, 1-10. https://doi.org/10.1007/s11136-020-02746-5


Dubovi, I., & Tabak, I. (2021). Interactions between emotional and cognitive engagement with science on YouTube. Public Understanding of Science, 0963662521990848. https://doi.org/10.1177/0963662521990848 


Dubovi, I. (2022). Cognitive and emotional engagement while learning with VR: The perspective of multimodal methodology. Computers & Education, 104495. https://doi.org/10.1016/j.compedu.2022.104495


Dubovi, I. (2022). Learning with virtual reality simulations: direct versus vicarious instructional experience. Interactive Learning Environments, 1-13.  https://doi.org/10.1080/10494820.2022.2042313


Dubovi, I., Ruban, A., & Amit Aharon, A. (2022). The Role of Science-Based Knowledge on the SARS-CoV-2 Virus in Reducing COVID-19-Induced Anxiety among Nurses. International Journal of Environmental Research and Public Health19(12), 7070. https://doi.org/10.3390/ijerph19127070 


Dubovi, I., & Itzhaki, M. (2022). Playing the Role of a Nurse in a Virtual Reality Simulation: A Safe Environment for Emotion Management. Nurse Educator, 10-1097.‏doi: 10.1097/NNE.0000000000001269


Dubovi, I. & Adler., I.  (2022) The impact of COVID-19 induced anxiety on students’ engagement while learning with online computer-based simulations: the mediating role of boredom. Interactive Learning Environments. DOI: 10.1080/10494820.2022.2100427


Liberman, L., & Dubovi, I. (2022). The effect of the modality principle to support learning with virtual reality: An eye‐tracking and electrodermal activity study. Journal of Computer Assisted Learning.‏ https://doi.org/10.1111/jcal.12763


Grants & Awards:   


Grants / Awards

Other Researchers

Granted by Institute/Company

Title and Total Amount




University of Haifa, Department of Learning, Instruction and Teacher Education

Silver Award for distinguished research ($4,000)


Grant, PI


Co-PI Sharona T. Levy, PhD and

Co- PI Efrat Dagan, PhD

Meital Foundation

The Pharmacology InterLeaved Learning (PILL) Environment: Simulation- and Model-based Learning for Nursing Students ($3,500)


Grant, Co-PI

PI- Efrat Dagan, PhD and

Co-PI Sharona T. Levy, PhD

Ministry of Health, Chief Scientist

The Impact of computerized simulations on knowledge and decision-making, and balance indices in adolescence with diabetes mellitus type I ($40,000)


Grant, Co-PI

PI – Victor Lee, PhD

AIS Technology Innovation Grant

Enhancing student learning through the use of computational simulations and agent-based models in nursing education ($5,000)




Ben-Gurion University of the Negev

Kreitman Post-Doctoral fellowship (competitive)




American Educational Research Association (AERA-2019)

New Investigator Award; Education in the Professions


Grant, PI


2019 Sigma/NLN Research Grant Award

Comparison of Learning with Virtual-Reality Simulation Versus Mannequin-Based Simulation to Roadmap the Role of Physical and Digital Simulated Experiences in Nursing Education
2020- 2021 PI   Joy Neuro-Wellness Research grant  Surprise and Engagement: What multimodal data can tell us about positive emotions while interacting with VR’s visual and tactile stimuli ($20,000)
2020-2021 PI

Co-PI Orit Karnieli-Miller

Faculty of Medicine Collaborative Grant, Tel-Aviv University

Educational technology to promote shared clinician-patient decision-making among patients with diabetes
2022-2024 PI

Co-PI Michal  Haskel Ittah

The Israel National Institute For Health Policy Research

Digital health delivery of patient education: a case study of symptom self-management during cancer treatment 



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