Newsletter What can we do about misinformation about education? Kendeou and Johnson (2023) discuss how to combat misinformation at individual, community, and system levels.
Newsletter Want to squash misinformation? Teach people how science works. Chinn et al. (2023) described how to design learning environments that promote useful scientific literacy, and decrease susceptibility to misinformation.
Newsletter Maybe we should worry less about how much time kids look at screens. Miller et al. (2023) found no support for the idea that excessive screen time "changes kids' brains."
Newsletter Classroom structure is a good thing. Patall et al. (in press) conducted two meta-analyses that showed classroom structure benefits student achievement, engagement, and competence beliefs.
Newsletter Honor codes work...when students are reminded of them. Zhao et al (2023) conducted a clever study to show students benefit when they are reminded about academic integrity.
Newsletter Want to help people learn? Support their autonomy. A new meta-analysis by Mammadov & Schroeder (2023) finds autonomy support predicts positive learning outcomes.
Newsletter Where did the learning styles idea come from? Fallace (2023) has published a definitive history of the learning styles idea, further undermining it.
Newsletter Yes, we can evaluate AI. Landers and Behrend (2023) demonstrate how to audit AI models for fairness and bias.
Newsletter Making education policy a focus of learning research Dr. Sharon Nichols guest edits a special issue on education policy, and talks about it on a podcast
Newsletter Are active learning pedagogies really a "big deal"? Martella et al (2023) call into question the empirical research on active learning pedagogies.
Newsletter When someone asks where they should start their research on a topic in education, this is where I send them. Hallinger's (2023) bibliometric review demonstrates the influence of one journal in education research.
Newsletter No, adolescents' brains aren't "missing" anything, they are just developing. Tervo-Clemmens and colleagues (2023) make a strong case for a common, domain-general developmental trajectory of executive functions.
Newsletter No, it's not "the learning styles myth week" here at Bemusings. But... Touloumakos et al (2023) provide yet more evidence against the idea of learning styles
Newsletter But does it really matter if people believe in learning styles? Yes, it does. Sun et al (2023) found evidence people think "hands-on" learners are not as smart as "visual" learners. Uh oh.
Newsletter Virtuous and vicious cycles of self-regulated learning remind me of shampoo. Theobald et al.'s (2023) impressive conceptual replication study provides support for the cyclical aspects of learning.
Newsletter Control yourself! How self-regulation performance develops over time. Wesarg-Menzel et al's (2023) meta-review reveals how social factors affect the development of self-regulation performance from ages 0-18.
Newsletter In-print beats technology-based reading again, slightly, with several caveats. Salmeron and colleagues' (2023) meta-analysis says reading text on tablets leads to slightly poorer comprehension than reading in print, but there's more research to do.
Newsletter Simmer down now! Be careful about claims that social media "changes our brains." Montag and colleagues (2023) provide a short, readable state of the art on neuroscience research into social media.
Newsletter We should all get more comfortable using other people's toothbrushes. Elson and colleagues (2023) extend Walter Mischel's toothbrush analogy to measurement instruments in psychology.
Newsletter Here's a phrase I love: human-centered artificial intelligence Reflecting on a great podcast with Dr. Fei-Fei Li on human-centered artificial intelligence.
Newsletter Okay, if not learning styles, then what? Come for a talk about alternatives to learning styles by me, stay for a great talk on motivation regulation by Carlton Fong!
Newsletter The ego-depletion literature is...exhausting. Surprise surprise. Hao et al. (2023) found evidence of ego-depletion effects on logical reasoning and monitoring accuracy.
Newsletter Mentors matter. Tise et al. (in press) demonstrate the power of mentors for students who are underrepresented in STEM.
Newsletter How should we be thinking about Generative AI in Education? UNESCO has produced a useful premier on Generative AI in education and what issues should be guiding our thinking about it.
Newsletter Just the facts, ma'am. Jin et al. (2023) found evidence seductive pictures do not enhance refutation effects.
