Structured Abstract
Setting
Sample
Research design and methods
Control condition
Key measures
Data analytic strategy
People and institutions involved
IES program contact(s)
Products and publications
ERIC Citations: Find available citations in ERIC for this award here.
Select Publications:
Book chapters
Brunken, R., Plass, J.L., and Moreno, R. (2010). Current Issues and Open Questions in Cognitive Load Research. In J.L. Plass, R. Moreno, and R. Brunken (Eds.), Cognitive Load Theory (pp. 253-272). New York: Cambridge.
Homer, B.D., and Hayward, E.O. (2008). Cognitive and Representational Development in Children. In K.B. Cartwright (Ed.), Literacy Processes: Cognitive Flexibility in Learning and Teaching(pp. 19-41). New York: Guilford Press.
Kalyuga, S., and Plass, J.L. (2008). Evaluating and Managing Cognitive Load in Educational Games. In R.E. Ferdig (Ed.), Handbook of Research on Effective Electronic Gaming in Education (pp. 719-737). Hershey, PA: IGI Global Press.
Milne, C. (2007). Power, Status and the Whole Shebang: A Personal Perspective of Collaborative Research. In S. Ritchie (Ed.), Research Collaboration: Relations and Praxis (pp. 107-122). Rotterdam, Netherlands: Sense Publishers.
Plass, J.L., Kalyuga, S., and Leutner, D. (2010). Individual Differences and Cognitive Load Theory. In J.L. Plass, R. Moreno, and R. Brünken (Eds.), Cognitive Load Theory (pp. 65-90). New York: Cambridge.
Journal articles
Domagk, S., Schwartz, R.N., and Plass, J.L. (2010). Interactivity In Multimedia Learning: An Integrated Model. Computers in Human Behavior, 26(5): 1024-1033.
Homer, B.D., and Nelson, K.N. (2009). Naming Facilitates Young Children's Understanding of Scale Models: Language and the Development of Symbolic Understanding. Journal of Cognition and Development, 10(1): 115-134.
Homer, B.D., and Plass, J.L. (2009). Expertise Reversal for Iconic Representations in Science Visulizations. Instructional Science: An International Journal of the Learning Sciences, 38(3): 259-276.
Homer, B.D., Plass, J.L., and Blake, L. (2008). The Effects of Video on Cognitive Load and Social Presence in Computer-Based Multimedia-Learning. Computers in Human Behavior, 24(3): 786-797.
Lee, H., Plass, J.L., and Homer, B.D. (2006). Optimizing Cognitive Load for Learning From Computer-Based Science Simulations. Journal of Educational Psychology, 98(4): 902-913.
Plass, J.L., Homer, B., and Hayward, E. (2009). Design Factors for Educationally Effective Animations and Simulations. Journal of Computing in Higher Education, 21(1): 31-61.
Plass, J.L., Homer, B.D., Milne, C., Jordan, T., Kalyuga, S., Kim, M., and Lee, H.J. (2009). Design Factors for Effective Science Simulations: Representation of Information. International Journal of Gaming and Computer-Mediated Simulations, 1(1): 16-35.
Proceedings
Kalyuga, S., and Plass, J.L. (2007). Managing Cognitive Load in Instructional Simulations. In Proceedings of the IADIS International Conference E-Learning(pp. 198-219). E-Learning: IADIS Press.
Related projects
Supplemental information
Phase 2 will involve design experiments in the form of quasi-experimental field-testing of the simulations created in phase 1. For this second phase of the research, the four simulations developed during phase 1 will be tested with students enrolled in high school chemistry in urban New York City schools. During the summer of phase 2, two additional simulations will be developed, informed by the results of phase 1 and phase 2 research. In this development project, a small experimental study to evaluate the potential of the simulations to improve student learning in chemistry will be conducted in the final year. Three classrooms (approximately 25 students each) from each of 4 different high schools will participate in the study. Each class will be randomly assigned to either an experimental group or to a control group.
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