Dr. Rachel Flynn

Rachel Flynn

( She/Her/Hers )
Associate Professor
Faculty Advisor
Email: rachelflynn@sfsu.edu

Rachel is a developmental psychologist whose research centers on media and technology’s impact on children. Studying media's impact on children's physical, social, and cognitive development is particularly relevant for understanding the rapidly changing social and cultural environments in which children live. Rachel was recognized for her research through several dissertation research grants and an early career award from the American Educational Research Association and Society for Research in Child Development and has published numerous peer-reviewed articles on video games effects on children’s development. Her current research explores Virtual Reality (VR) to promote cognition and physical activity for youth in partnership with researchers in SF State’s Kinesiology Department and how to create developmentally appropriate Artificial Intelligence (AI) literacy for children. 

Rachel also has over a decade of experience working directly with children and families in schools, communities, and youth development programs. Her direct service work with children has centered on creating safe and inclusive learning environments and teaching adults how to adapt for individual needs and to proactively and positively manage challenging behaviors.  These experiences shape her teaching, research and service to the community. Before joining SFSU, Rachel was a Research Assistant Professor at Northwestern University and a postdoc fellow at New York University.  

Educational Background

Post-doctoral Fellowships, McSilver Institute for Poverty Policy and Research and Department of Teaching and Learning, New York University, New York

Ph.D., Psychology, University of California, Riverside, CA

M.A., Psychology in Education, Teacher’s College, Columbia University, New York

B.S., Biopsychology and Cognitive Science, University of Michigan, Ann Arbor, MI

Selected Publications

  1. Flynn, R.M., Han, Y.C., Kaat, A.J., Mansolf, M., Dworak, E.M., Pila, S., Yao, L., Carlson, S.M., Oakes, L.M., Gershon, R.C., Zelazo, P.D. (2025). Development and validation of the NIH Baby Toolbox® executive function and memory measures. Infant Behavior and Development(80). https://doi.org/10.1016/j.infbeh.2025.102118 
  2. Kleinknecht, E., Blumberg, F.C., Flynn, R.M. (2024). Making a case for artificial intelligence literacy skills for elementary school-age children. In: Papadakis, S., Kalogiannakis, M. (Eds) Education, Development and Intervention. Integrated Science, Vol 23. Springer, Cham. https://doi.org/10.1007/978-3-031-60713-4_13  
  3. Blumberg, F., Flynn, R.M., Homer, B., Bailey, J.O., Eng, C.M., Green, C.S., Giannkos, M., Papadakis, S., & Gentile, D. (2024). Current state of play: Children’s learning in the context of digital games. Journal of Children and Media, 1–7. https://doi.org/10.1080/17482798.2024.2335725 
  4. Eng, C.M., Flynn, R.M., Thiessen, E.D., Fisher, A.V. (2023).  A review on the effects of exergame interventions on executive function in youth. Technology, Mind and Behavior, 4(3). doi:10.1037/tmb0000118    
  5. Flynn, R.M., Shaman, N.J., Redleaf, D.L. (2023). The unintended consequences of “Lack of Supervision” child neglect laws: How developmental science can inform policies about childhood independence and child protection. Society for Research in Child Development, Social Policy Report, 36(1). https://doi.org/10.1002/sop2.27  
  6. Lennon, M., Pila, S., Flynn, R.M., & Wartella, E. (2022). Young children’s social and independent behavior during play with a coding app: Digital game features matter in a 1:1 child to tablet setting. Computers and Education, 190(104608) https://doi.org/10.1016/j.compedu.2022.104608  
  7. Badke, C.M., Krogh-Jespersen, S., Flynn, R.M., Shukla, A., Essner, B.S., Malakooti, M.R. (2022) Virtual reality in the Pediatric Intensive Care Unit: Patient emotional and physiologic responses. Frontiers in Digital Health, 4. https://www.frontiersin.org/article/10.3389/fdgth.2022.867961  
  8. Wong, K.M., Flynn, R.M., & Neuman, S.B. (2021). L2 vocabulary learning from educational media: The influence of screen-based scaffolds on the incidental-intentional continuum. TESOL Journal, 12(4). https://doi.org/10.1002/tesj.641  
  9. Polinsky, N., Flynn, R.M., Wartella, E., & Uttal D. (2021). The role of spatial abilities in young children’s spatially-focused touchscreen game play. Cognitive Development, 57. https://doi.org/10.1016/j.cogdev.2020.100970  
  10. Neuman, S.B., Wong, K.M., Flynn, R.M., Kaefer, T. (2019). Learning vocabulary from educational media:  The role of pedagogical supports for low-income preschoolers. Journal of Educational Psychology, 111(1), 32-44. doi: 10.1037/edu0000278  
  11. Flynn, R.M., Bower, J., Colon C., Zhou, J., (2019) A game-based repeated assessment for cognitive monitoring: Initial usability and adherence in a summer camp setting. Journal of Autism and Developmental Disorders, 49, 2003-2014. doi: 10.1007/s10803-019-03881-w  
  12. Flynn, R.M., Wong, K.M., Neuman, S.B., & Kaefer, T. (2019). Children's attention to screen-based pedagogical supports predicts vocabulary learning: An eye-tracking study with low-income preschool children in the United States. Journal of Children and Media, 13(2). doi: 10.1080/17482798.2019.1575887  
  13. Flynn, R.M., Staiano, A.E, Beyl, R., Richert, R.A., Wartella, E., & Calvert, S.L.  (2018). The Influence of active gaming on cardiorespiratory fitness in Black and Hispanic youth. Journal of School Health, 88(10), 768 - 775. doi: 10.1111/josh.12679  
  14. Flynn, R.M. & Richert, R.A. (2018). Cognitive, not physical, engagement in videogaming influences accuracy in executive functioning. Journal of Cognition and Development, 19(1), 1-20. doi: 10.1080/15248372.2017.1419246  

 

Complete List of Published Work at https://orcid.org/0000-0002-2522-2932