Research Areas and Funded Projects
Exploring the Metacomprehension Benefits of Learner-Generated Drawings (NSF # 1955349/1956466/2307285)
The goal of this project is to develop a clearer understanding of the underlying mechanisms that contribute to effective learning with student generated drawings. In particular, the focus of this work has been on examining the effects of learning generated drawing activities on students' ability to monitor and regulate their own learning.
Relevant publicatons:
Fiorella, C. L., Jaeger, A. J., Capobianco, A., & Burnett, A. (revision under review). “My drawing is quite different”: Drawbacks of comparing generative drawings to provided visuals.
Jaeger, A. J., & Fiorella, L. (2023). Metacognitive effects of instructional visuals: The role of cue use and judgment type. Metacognition Learning. https://doi.org/10.1007/s11409-023-09370-x
Fiorella, L., & Jaeger, A. J. (2023). Metacognitive benefits of learner- and instructor-generated visualizations. Applied Cognitive Psychology, 37, 1430-1443. https://doi.org/10.1002/acp.4135
Effects of Instructional Analogies on Illusions of Understanding in Geoscience (NSF # 2300990/2300991/2300992)
The central goals of this project are to understand when and how instructional analogies can cause illusions of understanding, the factors that may determine students’ ability to study and learn from instructional analogies in geoscience, and to develop conditions that train the skills needed to achieve conceptual understanding when students are provided with analogical examples.
Relevant publicatons:
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., 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/10.1037/edu0000121