The University of Phoenix said a peer-reviewed study on environmental science education has been named an Editor's Choice paper by Glacies. The study, published in February 2026, looks at how character-driven narratives and human-centered artificial intelligence can support adult learners in understanding complex environmental science concepts. Its authors are Jacquelyn Kelly, associate dean of the College of General Studies; Dianna Gielstra and Tomáš J. Oberding, faculty in the Environmental Science Program; Jim Bruno, associate dean of the College of Business and Information Technology; and Stephanie Cosentino, a senior instructional designer.
The work was conducted within the university's "Principles of Environmental Science" course, which serves non-science majors and adult learners. The study examined the use of character-driven storytelling and AI-generated imagery, developed through a faculty-guided, human-centered design process, to help learners engage with scientific concepts and environmental systems.
The course uses a storybook-inspired format that introduces concepts through characters and narratives, according to the announcement. Nico Nitrogen, Remi Rock and Waverly Water personify scientific processes and cycles, giving adult learners entry points into complex topics while staying aligned with course learning outcomes. The announcement said the cryosphere plays a critical role in Earth's environmental systems but is often reserved for advanced scientific study, and that the goal was an accessible entry point created by combining virtual landscapes, narrative storytelling and human-centered AI.
Researchers reported positive student responses. The study said 87.1% of surveyed students reported enjoying the anthropomorphic narratives, and 82.0% agreed the approach reinforced systems thinking. Qualitative feedback indicated that narrative framing and consistent visuals helped learners picture relationships among Earth systems and communicate scientific concepts more effectively.
Briana Houlihan, dean of the College of General Studies, said the recognition reflects the quality of scholarship produced by the university's faculty and academic leaders and shows how instructional approaches can help make complex scientific concepts more approachable for adult learners while adding to broader conversations about teaching, learning and technology's role in design. The authors present the work as a practical model for courses serving non-science majors and working adults.
