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Washington State University

MERIT Laboratory

Select Recent Publications

As researchers in the MERIT Lab, we strive to actively publish work in a variety of venues to build knowledge in the field of education. Below is a sample of our recent publications. If you want to collaborate with us or learn more about what we do, contact one of our researchers.

Multimedia Learning
  • * Wang, Z., & Adesope, O.O. (2017). Do focused self-explanation prompts overcome seductive details? A multimedia study.  Journal of Educational Technology & Society, 20, 47-57.
  • * Wang, Z.+, Sundararajan, N.+, Adesope, O. O., & Ardasheva, Y.  (in press). Moderating the seductive details effect in multimedia learning with note-taking. British Journal of Educational Technology.
  • * Wang, Z+., & Adesope, O. O. (2016). Exploring the effects of seductive details with the 4-phase model of interest. Learning and Motivation, 55, 65-77.
  • * Wang, Z., & Adesope, O. O  (2016). Does prior knowledge moderate the seductive details effect? A 2 by 3 study varying the placement of seductive details.  International Journal of Instruction, 9, 35-50.
  • * Schroeder, N. L.+, & Adesope, O. O. (2015). Impacts of pedagogical agent gender in an accessible learning environment. Educational Technology & Society, 18(4), 401-411.
  • * Schroeder, N. L.+, & Adesope, O. O. (2014). A systematic review of pedagogical agents’ persona, motivation, and cognitive load implications for learners. Journal of Research on Technology in Education, 46(3).
  • * Wang, Z.+, & Adesope, O. O  (2014). Effects of seductive details on learning in the Social Sciences. Journal of Studies in Education, 4, 32-44.
  • * Schroeder, N. L.+, Adesope, O. O., & Barouch Gilbert, R.+ (2013). How effective are pedagogical agents for learning? A meta-analytic review. Journal of Educational Computing Research, 49, 1-39.
  • * Schroeder, N. L.+, & Adesope, O. O. (2013). How does a contextually-relevant peer pedagogical agent in a learner-attenuated system-paced learning environment affect cognitive and affective outcomes? Journal of Teaching and Learning with Technology, 2, 114-133.
  • * Adesope, O. O., & Nesbit, J. C. (2012). Verbal redundancy in multimedia learning environments: A Meta-Analysis. Journal of Educational Psychology, 104, 250-263.
  • * Panchal, J., Adesope, O. O., & Malak, R. (2012). Designing undergraduate design experiences – A framework based on the expectancy-value theory. International Journal of Engineering Education, 28, 871-879.
  • * Schroeder, N. L.+, & Adesope, O. O. (2012). A case for the use of pedagogical agents in online learning environments. Journal of Teaching and Learning with Technology, 1, 43-47.
Concept and Knowledge Maps
  • * Adesope, O. O., Cavagnetto, A.,Anguiano, C.+, Hunsu, N.+, & Lloyd, J. (2017). The comparative effects of computer-based concept maps, refutational texts and expository texts on science learning. Journal of Educational Computing Research, 55, 46 – 69.
  • * Schroeder, N., Nesbit, J. C., Anguiano, C., & Adeope, O. O. (in press). Studying and constructing concept maps: A Meta-Analysis. Educational Psychology Review.
  • * Adesope, O. O., & Nesbit, J. C. (2013). Learning with animated and static concept maps. Learning and Instruction, 27, 1-10.
  • Nesbit, J. C., & Adesope, O. O. (2011). Learning from animated concept maps with concurrent audio narration. Journal of Experimental Education, 79, 209-230.
  • Nesbit, J. C., & Adesope, O. O. (2006). Learning with concept and knowledge maps: A meta-analysis. Review of Educational Research, 76, 413-448.
Meta Analyses and Systematic Review
  • * Adesope, O. O., Trevisan, D.+, & Sundararajan, N.+  (2017). Rethinking the use of tests: A meta-analysis of practice testing. Review of Educational Research, 87, 659-701.
  • Schroeder, N., Nesbit, J. C., Anguiano, C., & Adeope, O. O. (in press). Studying and constructing concept maps: A Meta-Analysis. Educational Psychology Review.
  • * Hunsu, N.+, & Adesope, O. O.  (2016). A meta-analysis of the effects of audience response systems (clickers) on cognition and affect. Computers & Education, 94, 102-119.
  • * Ma, W.+, Adesope, O. O., Nesbit, J. C., & Liu, Q.+ (2014). Intelligent tutoring systems and learning outcomes: A meta-analytic survey. Journal of Educational Psychology, 106, 901-918.
  • * Schroeder, N. L.+, & Adesope, O. O. (2014). A systematic review of pedagogical agents’ persona, motivation, and cognitive load implications for learners. Journal of Research on Technology in Education, 46(3).
  • * Adesope, O. O., & Nesbit, J. C. (2012). Verbal redundancy in multimedia learning environments: A Meta-Analysis. Journal of Educational Psychology, 104, 250-263.
  • * Adesope, O. O., Lavin, T., Thompson, T., & Ungerleider, C. (2011). Best practices in teaching literacy to ESL immigrant students: A meta-analysis. British Journal of Educational Psychology, 81, 629-653.
  • * Adesope, O. O., Lavin, T., Thompson, T., & Ungerleider, C. (2010). A systematic review and meta-analysis of the cognitive correlates of bilingualism. Review of Educational Research, 80, 207-245.
  • Nesbit, J. C., & Adesope, O. O. (2006). Learning with concept and knowledge maps: A meta-analysis. Review of Educational Research, 76, 413-448.
Learning, Instruction and Cognition
  • * Hunsu, N+., Adesope, O. O. , & vanWie, B. J. (in press). Engendering situational interest in a hands-on learning classroom: What really matters? Instructional Science.
  • * Ardasheva, Y., Wang, Z.+, Adesope, O. O., & Valentine, J. C.  (2017). Exploring effectiveness and moderators of language learning strategy instruction on second language learning and self-regulation outcomes. Review of Educational Research, 87, 544-582.
  • * Zhang, P.+, Wang, Z+., & Adesope, O. O. (2016). The effects of goal type, learning interest, and task difficulty on achievement: An interactive study.  International Journal of Learning, Teaching, and Educational Research, 15, 32-46.
  • * Adesope, O. O., Zhou, M., & Nesbit, J. C. (2015). Achievement goal orientations and self-reported study strategies as predictors of online studying activities. Journal of Educational Computing Research, 53, 436 – 458.
  • * Chen, P.+, & Adesope, O. O  (2016). The effects of need satisfaction on EFL online learner satisfaction. Distance Education, 37, 89-106.
  • * Kovanovic, V.+, Gašević, D., Joksimovic, S.+, Hatala, M. & Adesope, O. O. (2015). Analytics of communities of inquiry: Effects of learning technology use on cognitive presence in asynchronous online discussions. The Internet and Higher Education, 27, 74-89.
  • * Gašević, D., Adesope, O. O., Joksimovic, S.+ & Kovanovic, V.+ (2015). Externally-facilitated regulation scaffolding and role assignment to develop cognitive presence in asynchronous online discussions. The Internet and Higher Education, 24, 53-65.
  • * Barouch-Gilbert, R.+, Adesope, O. O., & Schroeder, N. L.+ (2014). Efficacy beliefs, job satisfaction, stress and their influences on retention of English-medium content teachers in the Dominican Republic. Educational Psychology: An International Journal of Experimental Educational Psychology, 34, 876-899.
  • * Joksimovic, S.+, Gašević, D., Kovanic, V.+, Adesope, O. O., &  Hatala, M. (2014). Psychological characteristics in cognitive presence of communities of inquiry: A linguistic analysis of online discussions. The Internet and Higher Education, 22, 1-10.
  • * Crawford, J. K., Riffe, J., Trevisan, D.+, & Adesope, O. O. (2014). Buffering negative impacts of divorce on children: Evaluating impact of divorce education. Journal of Extension, 52(4), 1-10.
  • * Adesope, O. O., & Trevisan, D. A.+ (2013). The neglected benefits of testing: Implications for classroom and self-directed learning. The WERA Educational Journal, 5, 22-26.
  • * Srivastava, S. K., Srivastava, A. K., Adesope, O. O., Minerick, A. R. & Schulz, N. N. (2013). Analyzing self-reported challenges and preferences for enhancing recruitment of women graduate students in engineering and technology. Journal of Women and Minorities in Science and Engineering, 19, 185-208.
  • * Oppegaard, B., & Adesope, O. O. (2013). Mobilizing the past for the present and the future:  Design-based research of a model for interactive, informal history lessons. Journal of Teaching and Learning with Technology, 2, 90-113.
  • * Trevisan, M. S., French, B. F., & Adesope, O. O. (2012). Including contextual factors in the reporting of school improvement data. The WERA Educational Journal, 5, 2-7.
STEM Learning and Computing
  • * Burgher, J. K., Finkel, D. M., VanWie, B. J. & Adesope, O. O.(2017). Implementing interactive physical models in the fluid mechanics classroom International Journal of Engineering Education, 32, 2501-2516.
  • * Srivastava, A., Hahn, A., Adesope, O. O., Hauser, C. H., & Bakken, D. E.(2017). Experience with a multi-disciplinary, team-taught smart grid cyber infrastructure course. IEEE Transactions on Power Systems, 32, 2267-2275.
  • * Carter, A. S., Hundhausen, C. D., & Adesope, O. O. (2017). Blending measures of programming and social behavior into predictive models of student achievement in early computing courses. ACM Transactions in Computing Education, 17, 3, Article 12.
  • * Simmons, D., Ye, Y., Hunsu, N., & Adesope, O. O. (2017). Development of a survey to explore out-of-class engagement of engineering students. International Journal of Engineering Education, 33, 1213-1221.
  • * Ardasheva, Y., Wang, Z., Roo, A., & Adesope, O.O (in press).  Representation Visuals’ Impacts on Science Interest and Reading Comprehension of Adolescent English Learners  Journal of Educational Research.
  • * Abdul, B., Adesope, O. O., VanWie, B. J., & Thiessen, D. (2016). Comparing the effects of two active learning approaches in an engineering education classroom. International Journal of Engineering Education, 32, 1-16.
  • * Burgher, J., Finkel, D., Adesope, O. O, & Van Wie, B. J.  (2015). Implementation of a modular hands-on learning pedagogy: Student attitudes in a fluid mechanics and heat transfer course. Journal of STEM Education, 16(4), 40-50.
  • * Hunsu, N.+, Abdul, B., Vanwie, B.J., Adesope, O. O., & Brown, G.R. (2015). Exploring students’ perceptions of an innovative active learning paradigm in a fluid mechanics and heat transfer course. International Journal of Engineering Education, 31(5), 1-14.
  • * Montfort, D., Herman, G., Matusovich, H., Brown, S., Streveler, R., & Adesope, O. O. (2015). Trans-disciplinary patterns in student conceptual understanding of engineering. International Journal of Engineering Education, 31(6), 1587-1604.
  • * Brown, S., Easley, A.+, Montfort, D., Adam, J., VanWie, B. J., Adesope, O. O., Poor, C., Tobin, C., & Flatt, A. (2014). The effectiveness of a physical model demonstrating open channel flow concepts. Journal of Professional Issues in Engineering Education and Practice, 140.
  • * Panchal, J., Adesope, O. O., & Malak, R. (2012). Designing undergraduate design experiences – A framework based on the expectancy-value theory. International Journal of Engineering Education, 28, 871-879.
Quantitative Techniques
  • * Austin, B.+, French, B. F., Adesope, O. O., & Gotch, C. (2017). The use of standard deviations as predictors in models using large-scale international datasets. Journal of Experimental Education, 85, 559-57339
  • * Buchanan, A.+, McCubbin, L., & Adesope, O. O. (2017). Exploratory factor analysis of the trauma and attachment belief scale among partners of service members. Traumatology, 22, 214-221.
And some of our favorite journals…
  • Journal of Educational Psychology
  • Review of Educational Research
  • Learning and Instruction
  • Computers & Education
  • Journal of educational Computing Research
  • International Journal of Engineering Education

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