Papers by Olusola Adesope
Review of Educational Research, Jun 1, 2010
Bookmarks Related papers MentionsView impact
Cambridge University Press eBooks, Nov 30, 2021
Bookmarks Related papers MentionsView impact
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.
Bookmarks Related papers MentionsView impact
Educational Psychology Review, Jan 3, 2021
Bookmarks Related papers MentionsView impact
Social Psychology of Education, Aug 2, 2023
Bookmarks Related papers MentionsView impact
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.
Bookmarks Related papers MentionsView impact
School Science and Mathematics, Apr 1, 2022
Bookmarks Related papers MentionsView impact
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.
Bookmarks Related papers MentionsView impact
Frontiers in Education, Apr 12, 2023
Bookmarks Related papers MentionsView impact
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.
Bookmarks Related papers MentionsView impact
Educational Psychology, May 12, 2020
Bookmarks Related papers MentionsView impact
Zenodo (CERN European Organization for Nuclear Research), Aug 14, 2021
Bookmarks Related papers MentionsView impact
Proceedings of the 2019 AERA Annual Meeting
Bookmarks Related papers MentionsView impact
2021 ASEE Virtual Annual Conference Content Access, Jul 26, 2021
Bookmarks Related papers MentionsView impact
2021 ASEE Virtual Annual Conference Content Access, Jul 26, 2021
Bookmarks Related papers MentionsView impact
2021 ASEE Virtual Annual Conference Content Access, Jul 26, 2021
Bookmarks Related papers MentionsView impact
2021 ASEE Virtual Annual Conference Content Access, Jul 26, 2021
Bookmarks Related papers MentionsView impact
2021 ASEE Virtual Annual Conference Content Access, Jul 26, 2021
Bookmarks Related papers MentionsView impact
Bookmarks Related papers MentionsView impact
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...
Bookmarks Related papers MentionsView impact
Uploads
Papers by Olusola Adesope