Newsletter Will some students learn more easily with VR headsets than others? Lawson and Mayer (2023) provide initial evidence that we need more research on individual differences and learning in virtual reality.
Newsletter How can we apply the science of learning to college-level teaching? Overton et al. (2023) have published an essential (and free!) resource for postsecondary educators.
Newsletter Knowledge matters for reading. But what knowledge? Hattan et al. (2023) systematically reviewed the literature on prior knowledge and reading, and found promising results but also a need for more specificity.
Newsletter Does social media cause mental health problems? The National Academies of Sciences, Engineering, and Medicine call for more transparency and research on the relationship between social media and mental health.
Newsletter What if our standards for education included love, freedom, and joy? Zusho et al. (2023) argued that educational standards should not only include rigor, and I agree.
Newsletter Useful research, problematic headline Altamura et al (in press) conducted a useful meta-analysis of how digital reading habits relate to reading comprehension. But a headline about it troubles me.
Newsletter Can deliberate practice improve critical thinking skills? Motz et al (2023) tested repeated exposure to induction training for critical thinking in psychology and found it improved people's critical thinking.
Newsletter Let's face it, mindsets are...complicated. de Ruiter & Thomas (2023) assert a situated theory of mindsets.
Newsletter You better think while you use social media Salovich et al (2023) showed you can learn inaccurate information on social media, but taking an active, evaluative approach can help.
Newsletter What do people think when they come across COVID-19 (mis)information in their social media feed? In a new article, our research team explored mental processing and social media behaviors after incidental exposure to COVID-19 information and misinformation.
Newsletter Students learn and achieve in systems. Our research should reflect this. Amidst a critique of expertise, grit, and mindset literatures, Macnamara and colleagues (2023) highlight the importance of taking a systems view of education.
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