Papers by Olusola Adesope
Review of Educational Research, Jun 1, 2010
Cambridge University Press eBooks, Nov 30, 2021
British Journal of Educational Technology, Jun 21, 2016
Although the seductive details effect, a phenomenon where interesting but irrelevant pictures imp... more Although the seductive details effect, a phenomenon where interesting but irrelevant pictures impede comprehension, is well documented, studies examining ways of moderating its detrimental impact on learning remain few. The present study examined the effect of note‐taking on the seductive details effect. Chinese undergraduate participants (N = 91) were randomly assigned to three conditions that differed in terms of the presence of seductive details and learning strategy (presence or absence of note‐taking for the seductive details group). Mediation analyses results showed that seductive details undermined participants' performance on recall and transfer tasks as a result of increased cognitive load. Results from variance analyses indicated that participants in the seductive details and note‐taking condition outperformed those in the comparison group and that this effect differed depending on participants' prior knowledge and outcome measures (recall or transfer). Overall, our results suggest that note‐taking is an effective cognitive strategy that can help learners overcome the seductive details effect. Implications for theory, practice, and future research are discussed.
Educational Psychology Review, Jan 3, 2021
Multimedia pedagogical agents are on-screen characters that allow users to navigate or learn in m... more Multimedia pedagogical agents are on-screen characters that allow users to navigate or learn in multimedia environments. Several agents' characteristics may moderate their instructional effectiveness, including appearance, gender, nonverbal communication, motion, and voice. Here, we conducted a meta-analysis to test hypotheses from diverse theories predicting the effects of these agents' characteristics. We tested predictions of cognitive load theory, cognitive theory of multimedia learning, computers are social actors, social agency theory, uncanny valley, and the action observation network. Our meta-analysis of 32 effect sizes (N = 2104) revealed a small overall effect (g+ = 0.20), showing that learning with multimedia pedagogical agents was more effective than learning without these agents. As predicted by the redundancy effect of cognitive load theory and the coherence principle of cognitive theory of multimedia learning, 2D agents (g+ = 0.38) tended to be more effective than 3D agents (g+ = 0.11). As predicted by the computers are social actors hypothesis, most of the agents' characteristics, including nonverbal communication, motion, and voice, appeared not to moderate their effectiveness. We conclude that multimedia pedagogical agents help learning through multimedia, and that students may be able to learn similarly from different types of agents. Keywords Multimedia animated pedagogical agent. Cognitive load theory and cognitive theory of multimedia learning. Computers are social actors and social agency theory. Uncanny valley and action observation network. Meta-analysis
Social Psychology of Education, Aug 2, 2023
School Science and Mathematics, 2023
Concept mapping remains widely used in education. However, little is known about how self‐constru... more Concept mapping remains widely used in education. However, little is known about how self‐constructed concept maps and peer feedback can improve student learning outcomes in chemistry. We investigated the effects of peer feedback on concept mapping and how it improves students' learning performance in a large second‐semester, introductory chemistry course. Three hundred and twenty students were randomly assigned to one of two concept mapping conditions: self‐constructed concept map with peer feedback and self‐constructed concept map without peer feedback. Each group constructed concept maps that depicted the relationship between concepts on the topic of intermolecular force. The results showed that students in the self‐constructed concept map with peer feedback condition outperformed students in the no peer feedback condition in chemistry learning outcome. Overall, this study demonstrates that peer feedback enhances the effectiveness of learning with generative concept maps. The implications and future directions are discussed.
School Science and Mathematics, Apr 1, 2022
Journal of Educational Computing Research, Sep 30, 2015
The purpose of this study was to investigate whether achievement motivations influence the adopti... more The purpose of this study was to investigate whether achievement motivations influence the adoption of learning strategies and learning strategies influence studying behavior in an online learning environment. The Goal Orientation Questionnaire was used to measure achievement motives, and the Motivated Strategies for Learning Questionnaire was used to assess learning strategies. In addition, data on how learners tagged and annotated the learning materials were collected using software designed to aid studying and to examine studying behavior. Confirmatory factor analyses were conducted on Goal Orientation Questionnaire data from 170 university students who used the learning software to study a chapter from a textbook. Results showed that task value and effort regulation subscales from the Motivated Strategies for Learning Questionnaire positively predicted the number of notes created. In addition, mastery and performance goals positively predicted task value, and work-avoidance goals negatively predicted effort regulation and task value.
Frontiers in Education, Apr 12, 2023
This study investigated the effect of refutation text structure on reading processes and learning... more This study investigated the effect of refutation text structure on reading processes and learning. Undergraduate biology students (n = 116) who had high or moderate misconceptions were randomly assigned to read either a non-refutation text, a simple refutation text, or an elaborated refutation text that addressed commonly held misconceptions about genetic biology. Participants' were prompted to think-aloud and type their thoughts as they read the text. Typed verbal responses were coded for the use of paraphrasing, bridging inferences, and elaborations. The results showed that the simple and elaborated refutation texts promoted the use of bridging inferences, and the elaborated refutation text promoted the use of elaborations compared to the non-refutation text. Neither text type nor misconception status had a significant effect on post learning outcomes. These results suggest that refutations with illustrative examples can increase the use of cognitive processes that support comprehension.
International Journal of Engineering Education, 2019
Engineering student engagement is linked to belonging and persistence, which have been shown to i... more Engineering student engagement is linked to belonging and persistence, which have been shown to influence graduation rates. Littleis known about the ways in which engineering engagement is influenced by peers and faculty, motivation, satisfaction, andbelonging in a learning setting. This research describes the approach used to develop the items to measure post-secondary students’engineering engagement in their learning environment. Having an instrument that assesses engineering student engagement relativeto their disposition toward their academic discipline, themselves, other students, and faculty will extend the research base onengineering student learning and retention and answer specific calls to examine these factors. We used several statistical techniquesincluding exploratory and confirmatory factor analyses (n = 976) to explore the reliability and validity of the engagement subscales.Exploratory and confirmatory factor analyses of the data indicated that the instrument best fits a six-factor model. The factors are:Major Satisfaction, Academic Discipline Belonging, Major Valuing, Achievement Striving, Peer Interaction, and Positive FacultyRelationship. The consistency of the observed inter-factor correlations strengthens the validity of the PosSE Survey as aninstrument that measures different facets of affective engagement.
Educational Psychology, May 12, 2020
Over 40 years of research, concept maps have shown that they are beneficial for learning. However... more Over 40 years of research, concept maps have shown that they are beneficial for learning. However, much of this research has been conducted in laboratory settings. Although there are a few studies conducted in the classroom, there is little understanding of the instructional efficacy of using different types of concept maps. In a between-subjects design, the present study investigates the effects of learning chemistry in a large undergraduate classroom with three concept mapping activities: static, fill-in-concepts, and fill-in-labels. Students reviewed a static map or completed a fill-in-the-blank concept map. Results show that students studying static concept maps outperformed those who engaged with the fill-in-the-blank concept maps. Further, prior knowledge was found to be a significant predictor of learning performance. Additional findings show that the accuracy of completing partial concept maps mediates the influence of concept map format on learning. Theoretical and practical implications of the findings are discussed.
Zenodo (CERN European Organization for Nuclear Research), Aug 14, 2021
Although there is overwhelming research evidence showing that generative activities such as self-... more Although there is overwhelming research evidence showing that generative activities such as self-generated concept maps are better for student learning than researcher or educator-generated concept maps, little is known about how fully self-generated and partially-generated concept maps activities influence student learning outcomes. Using data from 590 undergraduate students enrolled in a first-year chemistry course at a Pacific Northwest university in the United States, we explored the relative effectiveness of asking students to fully self-generate a concept map versus giving them a scaffolded concept map to fill in. The results revealed no significant overall main effect of concept map condition, we concluded with a recommendation for future studies.
Proceedings of the 2019 AERA Annual Meeting
2021 ASEE Virtual Annual Conference Content Access, Jul 26, 2021
2021 ASEE Virtual Annual Conference Content Access, Jul 26, 2021
2021 ASEE Virtual Annual Conference Content Access, Jul 26, 2021
2021 ASEE Virtual Annual Conference Content Access, Jul 26, 2021
2021 ASEE Virtual Annual Conference Content Access, Jul 26, 2021
(USU) and a registered professional mechanical engineer. Her research examines issues of access, ... more (USU) and a registered professional mechanical engineer. Her research examines issues of access, diversity, and inclusivity in engineering education. In particular, she is interested in engineering professional formation, problem-solving, and the intersections of online learning and alternative pathways for adult, nontraditional, and veteran undergraduates in engineering.
International Journal of STEM Education, 2020
Background Evidence shows that students who are actively engaged with learning materials demonstr... more Background Evidence shows that students who are actively engaged with learning materials demonstrate greater learning gains than those who are passively engaged. Indeed, cognitive engagement is often cited as a critical component of an educational experience. However, understanding how and in what ways cognitive engagement occurs remains a challenge for engineering educators. In particular, there exists a need to measure and evaluate engagement in ways that provide information for instructors to deploy concrete, actionable steps to foster students’ cognitive engagement. The present study reports the development and gathering of validation evidence for a quantitative instrument to measure students’ in-class cognitive engagement. The instrument was informed by Wylie and Chi’s ICAP (Interactive Constructive Active Passive) model of active learning, as well as contextual concerns within engineering courses. Results The process followed the classical measurement model of scale developmen...
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Papers by Olusola Adesope