%0 Journal Article %J Applied Cognitive PsychologyApplied Cognitive PsychologyAppl Cognit Psychol %D 2020 %T Assessing structure building in college classrooms at scale %A Soicher, Raechel N. %A Kathryn A. Becker-Blease %K higher education %K measurement %K reader ability %K structure building %K translational science %X Summary Structure building refers to the way in which people construct meaning from incoming information by creating a foundation of mental nodes, mapping incoming information to the foundational structure, and shifting to a new structure when necessary. Structure building ability has been shown to moderate learning both in laboratory-based and classroom-based research (e.g., use of outlines for effective note-taking and course final grades, respectively). However, measurement of structure building can be resource intensive. The purpose of the present study was to evaluate a shortened, scalable measure of structure building (developed by a textbook publisher) in a real-world context. The results are consistent with the hypothesis that this tool, embedded in the online ancillary materials accompanying a textbook, can be used to measure a variable that is relevant to students' learning in introductory psychology courses. %B Applied Cognitive PsychologyApplied Cognitive PsychologyAppl Cognit Psychol %V 34 %P 747 - 753 %8 2020/05/01 %@ 0888-4080 %G eng %U https://doi.org/10.1002/acp.3643 %N 3 %! Applied Cognitive Psychology %0 Journal Article %J Journal of Computer Assisted LearningJournal of Computer Assisted LearningJ Comput Assist Learn %D 2020 %T Testing the segmentation effect of multimedia learning in a biological system %A Soicher, Raechel N. %A Kathryn A. Becker-Blease %K cognitive load %K learning %K multimedia %K segmentation %K self-paced %X

Abstract Multimedia instruction, the combination of pictures and words to produce meaningful learning, involves attention, selection, organization, and integration of new information with previously learned information. Because there is a large, theory-based literature supporting the effectiveness of multimedia instruction, we proposed that multimedia instruction could be leveraged to address issues in health communication. The cognitive theory of multimedia learning outlines techniques to improve meaningful learning when the processing load of essential information exceeds the cognitive capacity of the learner (Mayer, 2014). Specifically, segmentation, or presentation of the material in a learner paced fashion, results in deeper learning of the material than continuous presentation (Mayer & Chandler, 2001). We proposed a conceptual replication of the segmentation effect with multimedia materials relevant in a health communication context. We hypothesized that transfer of information from a multimedia presentation about kidney function would be improved in a segmented, versus continuous, condition. Additionally, we hypothesized that participants' perceived cognitive load during the learning task would be lower in the segmented, versus continuous, presentation condition. We were unable to replicate either of these advantages for the use of segmentation with health-related materials.

%B Journal of Computer Assisted LearningJournal of Computer Assisted LearningJ Comput Assist Learn %V 36 %P 825 - 837 %8 2020/12/01 %@ 0266-4909 %G eng %U https://doi.org/10.1111/jcal.12485 %N 6 %! Journal of Computer Assisted Learning %0 Journal Article %J Scholarship of Teaching and Learning in Psychology %D 2020 %T Utility value interventions: Why and how instructors should use them in college psychology courses. %A Soicher, Raechel N. %A Kathryn A. Becker-Blease %K *College Students %K *Intervention %K *Psychology Education %K *Reading %K *Teachers %K Experimenter Expectations %K Motivation %X

According to expectancy-value models of achievement motivation, a core component of increasing student motivation is utility value. Utility value refers to the importance that a task has in one’s future goals. Utility value interventions provide an opportunity for students to make explicit connections between course content and their own lives. A large body of literature suggests that utility value interventions are effective for a wide range of students (e.g., both adolescent and adult learners) in a variety of courses (e.g., introductory psychology, introductory biology, and physics). This review provides (1) an overview of an expectancy value model of achievement motivation, (2) a comprehensive review of the experimental studies of utility value interventions in psychology, (3) concrete pedagogical recommendations based on the evidence from over 30 studies of the utility value intervention, and (4) suggestions for future research directions. After reading this review, college-level psychology instructors should be able to decide whether the utility value intervention is appropriate for their own course and, if so, implement the intervention effectively. (PsycInfo Database Record (c) 2020 APA, all rights reserved)

%B Scholarship of Teaching and Learning in Psychology %P No Pagination Specified - No Pagination Specified %8 2020 %@ 2332-211X(Electronic),2332-2101(Print) %G eng %0 Journal Article %J Psychology Learning & TeachingPsychology Learning & Teaching %D 2016 %T Do Exam Wrappers Increase Metacognition and Performance? A Single Course Intervention %A Soicher, Raechel N. %A Gurung, Regan A. R. %X

Previous research has indicated that an intervention called ?exam wrappers? can improve students? metacognition when they are using wrappers in more than one course per academic term. In this study, we tested if exam wrappers would improve students? metacognition and academic performance when used in only one course per academic term. A total of 86 students used either exam wrappers (an exercise with metacognitive instruction), sham wrappers (an exercise with no metacognitive instruction), or neither (control). We found no improvements on any of three exams, final grades, or metacognitive ability (measured with the Metacognitive Awareness Inventory, MAI) across conditions. All students showed an increase in MAI over the course of the semester, regardless of condition. We discuss the challenges of improving metacognitive skills and suggest ideas for additional metacognitive interventions.

%B Psychology Learning & TeachingPsychology Learning & Teaching %V 16 %P 64 - 73 %8 2017/03/01 %@ 1475-7257 %G eng %U https://doi.org/10.1177/1475725716661872 %N 1 %! Psychology Learning & Teaching