Peer Reviewed Articles [* Denotes co-first authorship; ± Denotes student author]
Peer Reviewed Articles [± co-first author; *graduate student author; **undergraduate student author]
Carbonell-Carrera, C., Jaeger, A. J., Saorin, J. L., & Melián Díaz, D. (2026). Virtual Reality 360° Panoramic Technology to Support Topographic Mapping Tasks. Journal of Geography in Higher Education, 50(1) 118-132. https://doi.org/10.1080/03098265.2025.2563342
Fiorella, C. L., *Capobianco, A., & Jaeger, A. J. (2025). Benefits and Boundaries of Learner-Generated Explanations and Drawings. Journal of Educational Psychology, 118(6), 1000-1012. https://doi.org/10.1037/edu0000995
Nevid, J. S., *Keating, L., & Jaeger, A. J. (2025). Topical coverage in teaching introductory psychology: A national survey of instructors. Scholarship of Teaching and Learning in Psychology, 11 (2), 260-272. https://doi.org/10.1037/stl0000348
*Lieblich, S., & Jaeger, A. J. (2025). Traversing the jungle: Examining analogy use in psychotherapy. Professional Psychology: Research & Practice, 56, 315-323. https://doi.org/10.1037/pro0000630
Jaeger, A. J. (2025). When mistakes instruct: Explaining errors in diagrams supports comprehension for low spatial individuals. Learning and Individual Differences, 118, 102632. https://doi.org/10.1016/j.lindif.2025.102632
Jaeger, A. J. (2024). Google Earth as a tool for supporting geospatial thinking. Land, 13 (12), 2218. https://doi.org/10.3390/land13122218
Fiorella, C. L., Jaeger, A. J., *Capobianco, A., & **Burnett, A. (2024). “My drawing is quite different”: Drawbacks of comparing generative drawings to provided visuals. Contemporary Educational Psychology, 77, 102277. https://doi.org/10.1016/j.cedpsych.2024.102277
Griffin, T. D., Jaeger, A. J., Britt, M. A., & Wiley, J. (2024). Supporting multiple document comprehension. Instructional Science, 52, 639-664. https://doi.org/10.1007/s11251-023-09657-1
Jaeger, A. J., & Fiorella, C. L. (2024). Metacognitive effects of instructional visuals: The role of cue use and judgment type. Metacognition and Learning, 19, 249-291. https://doi.org/10.1007/s11409-023-09370-x
*Jackson, S., Jaeger, A. J., & Del Vecchio, T. (2023). Predictors of help-seeking behavior in mothers of preschoolers. Clinical Child Psychology and Psychiatry, 28, 1495-1508. https://doi.org/10.1177/13591045231160644
Fiorella, L., & Jaeger, A. J. (2023). Are there metacognitive benefits of learner- and instructor-generated visualizations? Applied Cognitive Psychology, 37, 1430 – 1443. https://doi.org/10.1002/acp.4135
Jaeger, A. J., Weisberg, S. M., Nazareth, A., & Newcombe, N. (2023). Using a picture (or a thousand words) for supporting spatial knowledge of a complex virtual environment. Cognitive Research: Principles and Implications, 8, 48. https://doi.org/10.1186/s41235-023-00503-z
Saorin, J. L., Carbonell-Carrera, C., Jaeger, A. J., & Melian-Diaz, D. (2023). Landscape Design Outdoor-Indoor VR Environments User Experience. Land, 12, 376. https://doi.org/10.3390/land12020376
Carbonell-Carrera, C., Saorin, J. L., & Jaeger, A. J. (2021). Navigation tasks in desktop VR environments to improve the spatial orientation skill of building engineers. Buildings, 11, 492. https://doi.org/10.3390/buildings11100492
Carbonell-Carrera, C., Jaeger, A. J., Saorin, J. L., Melian-Diaz, D., & De la Torre-Cantero, J. (2021). Minecraft as a Block Building Approach for Developing Spatial Reasoning. Entertainment Computing, 38, 100427. https://doi.org/10.1016/j.entcom.2021.100427
Jaeger, A. J., **Marzano, J., & Shipley, T. F. (2020). When seeing what's wrong makes you right: The effect of incorrect examples on 3D diagram learning. Applied Cognitive Psychology, 34, 844 - 861. https://doi.org/10.1002/acp.3671
Brudzinski, M., Jaeger, A. J., & Shipley, T. F. (2019). Challenges in making meaning from Ground Motion Visualizations: The role of geoscience knowledge in interpreting dynamic spatiotemporal patterns. Seismological Research Letters, 90, 1692 – 1701. https://doi.org/10.1785/0220180289
*McLaughlin, J. A., Lombardi, D.,..., Jaeger, A. J., & Shipley, T. F. (2018). What’s hidden beneath? Using spatial sketching and feedback to help deepen students’ understanding of Earth’s subsurface. The Science Teacher, 54, 54 – 60. https://www.jstor.org/stable/26611996
Jarosz, A. F., & ±Jaeger, A. J. (2019). Inconsistent operations: A weapon of math disruption. Applied Cognitive Psychology, 33, 124-138. https://doi.org/10.1002/acp.3471
Carbonell-Carrera, C., Jaeger, A. J., & Shipley, T. F. (2018). 2D cartography training: Has the time come for a paradigm shift? International Journal of Geo-Information, 7(5), 197. https://doi.org/10.3390/ijgi7050197
Jaeger, A. J., **Velazquez, M., **Dawdanow, A., & Shipley, T. (2018). Using sketching to reduce memory for seductive details. Journal of Educational Psychology, 110, 899 – 916. https://doi.org/10.1037/edu0000254
Wiley, J., Jaeger, A. J., Taylor, A. R., & Griffin, T. D. (2017). When analogies harm: The effects of analogies and valid cues on the metacomprehension of science text. Learning and Instruction, 55, 113-123. https://doi.org/10.1016/j.learninstruc.2017.10.001
Jaeger, A. J., Shipley, T. F., & Reynolds, S. (2017). The roles of working memory and cognitive load in geoscience learning. Journal of Geoscience Education: Synthesizing Results and Defining Future Directions of Geoscience Education Research, 65, 506-518. https://doi.org/10.5408/16-209.1
Wiley, J., Hastings, P., Blaum, D., Jaeger, A. J., Hughes, S., Wallace, P., Griffin, T. D., & Britt, M. A. (2017). Different approaches to assessing the quality of explanations following a multiple-document inquiry activity in science. International Journal of Artificial Intelligence in Education, 27, 758-790. https://doi.org/10.1007/s40593-017-0138-z
Jaeger, A. J., Wiley, J., & Moher, T. (2016). Leveling the playing field: Grounding learning with embedded simulations in geoscience. Cognitive Research: Principles and Implications, 1:23, 1-14. https://doi.org/10.1186/s41235-016-0026-3
Wiley, J., Griffin, T. D., Jaeger, A. J., Jarosz, A. F., Cushen, P. J., & Thiede, K. W. (2016). Improving metacomprehension accuracy in an undergraduate course context. Journal of Experimental Psychology: Applied, 22, 393-405. https://doi.org/10.1037/xap0000096
Jaeger, A. J., Taylor, A. R., & Wiley, J. (2016). When, and for whom, analogies help: The role of spatial skills and interleaved presentation. Journal of Educational Psychology, 108, 1121 – 1139. https://doi.org/10.1037/edu0000121
Jaeger, A. J., & Wiley, J. (2015). Reading an analogy can cause the illusion of comprehension. Discourse Processes, 52, 376 - 405. https://doi.org/10.1080/0163853X.2015.1026679
Sanchez, C. A., & Jaeger, A. J. (2015). If it’s hard to read, it changes how long you do it: Reading time as an explanation for perceptual fluency effects on judgment. Psychonomic Bulletin & Review, 22, 206-211. https://doi.org/10.3758/s13423-014-0658-6
Jaeger, A. J., & Wiley, J. (2014). Do illustrations help or harm metacomprehension accuracy? Learning & Instruction, 34, 58-73. https://doi.org/10.1016/j.learninstruc.2014.08.002
Book Chapters
Ryker, K., Jaeger, A. J., Brande, S., Guereque, M., Libarkin, J., & Shipley, T. F. (2018). Research on cognitive domain in geoscience learning: Temporal and spatial reasoning. In K. St. John (Ed.), Community Framework for Geoscience Education Research. National Association of Geoscience Teachers. DOI https://doi.org/10.25885/ger_framework/7
Wiley, J., Jaeger, A. J., & Griffin, T. D. (2018). Effects of task instructions on comprehension of multiple documents in history and science. In J. L. G. Braasch, I. Bråten, and M. T. McCrudden (Eds.) Handbook of Multiple Source Use (pp. 341-361). New York, NY: Routledge.
Wiley, J., Sanchez, C. A., & Jaeger, A. J. (2014). The individual differences in working memory capacity principle in multimedia learning. In R. Mayer (Ed.), The Cambridge Handbook of Multimedia Learning (2nd ed., pp. 598-619). New York: Cambridge University Press.
Wiley, J., Ash, I. K., Sanchez, C. A., & Jaeger, A. J. (2011). Clarifying readers' goals for learning from expository science texts. In M. McCrudden, J. Magliano, and G. Schraw, (Eds.) Text relevance and learning from text (pp. 353-374). Greenwich, CT: Information Age Publishing.
Proceedings
Moher, T., Gnoli, A., Jaeger, A. J., Wiley, J., & Lopez-Silva, B. (2011). Embodied learning for embedded spaces. Proceedings of the Ninth International Computer-Supported Collaborative Learning Conference, 3, 1085-1086.
Moher, T., Wiley, J., Jaeger, A. J., Lopez-Silva, B., Novellis, F., & Kilb, D. (2010). Spatial and temporal embedding for science inquiry: An empirical study of student learning. Proceedings of the International Conference of the Learning Sciences, 1, 826-833.
Jaeger, A. J., & Wiley, J. (2010). Seductive images and the metacomprehension of science texts [Abstract]. In S. Ohlsson & R. Catrambone (Eds.), Proceedings of the 32nd Annual Conference of the Cognitive Science Society (p. 561). Austin, TX: Cognitive Science Society.
Manuscripts under review
Jaeger, A. J., Carbonell-Carrera, C., & Lieblich, S. (revise and resubmit). Google Earth as a tool for supporting geospatial thinking.
±Lieblich, S., & Jaeger, A. J. (under review). Traversing the jungle: Examining analogy use in psychotherapy.
Fiorella, C. L., Jaeger, A. J., ±Capobianco, A., & ±Burnett, A. (under review). “My drawing is quite different”: Drawbacks of comparing generative drawings to provided visuals.