Jiahui Wang

Kent State University | KSU · School of Teaching, Learning & Curriculum Studies

This study explored the relationships between eye tracking and traditional usability testing data in the context of analyzing the usability of Algebra Nation™, an online system for learning mathematics used by hundreds of thousands of students. Thirty-five undergraduate students (20 females) completed seven usability tasks in the Algebra Nation™ on...

There has been a lack of research on how people with individual differences learn with multimedia materials, in particular with regard to individuals with dyslexia. Dyslexia is a learning disability characterized by subpar ability in reading, spelling, writing, word recognition, and phonological decoding. This population could potentially benefit f...

This study explores a proposition that individuals with dyslexia develop enhanced peripheral vision to process visual-spatial information holistically. Participants included 18 individuals diagnosed with dyslexia and 18 who were not. The experiment used a comparative visual search design consisting of two blocks of 72 trials. Each trial presented t...

The prevailing methods used for reading have been honed through centuries of social engineering so as to be extraordinarily efficient. And yet most people read at speeds far below the known neurological limits for language processing (Vagharchakian, Dehaene-Lambertz, Pallier, & Dehaene, 2012, J. Neurosci.), using methods inherited from pen and ink...

Existing evidence suggested learners with differences in attention and cognition might respond to the same media in differential ways. The current study focused on one format of video design-instructor visibility and explored the moderating effects of working memory capacity on learning from such video design and if learners with high and low worki...

Teacher educators use various measures to gauge pre-service teachers’ knowledge, skills, and attitudes, including behavioral measures, self-report questionnaires, and interviews. These measures often fail to capture the granularities of the teaching and learning processes. As such, there has been a burgeoning and recent interest in the use of biome...

Research has provided evidence of the significant promise of using educational games for learning. However, there is limited understanding of how individual differences (e.g., self-efficacy and prior knowledge) affect visual processing of game elements and learning from an educational game. This study aimed to address these gaps by: a) examining th...

With the advancement in technology and the emphasis on computer science education, there has been a strong push for more widespread programming instruction at K-12 and higher education levels. Existing research has mostly focused on students at the secondary and post-secondary levels. Little work has involved students at the elementary school age,...

The purpose of this study was to examine the application of the multimedia and modality principles on cued-recall, recognition, and mental effort of college students with and without dyslexia. The study used a Multimedia (Image Present vs. Image Absent) × Modality (Narration vs. Onscreen Text) × Dyslexia (Dyslexia vs. Non-Dyslexia) 3-way factorial...

This chapter addresses an important educational problem: the need to capitalize on the affordances of twenty-first-century technology and emerging assessment methods to design learning environments that are sensitive to learners’ individual differences in motivation, affect, and cognition. To help address this problem, we review relevant research o...

Many online videos feature an instructor on the screen to improve learners' engagement; however, the influence of this design on learners' cognitive load is underexplored. This study investigates the effects of instructor presence on learners' processing of information using both subjective and psychophysiological measures of cognitive load. Sixty...

An increasing number of instructional videos online integrate a real instructor on the video screen. So far, the empirical evidence from previous studies has been limited and conflicting, and none of the studies have explored how learners' allocation of visual attention to the on-screen instructor influences learning and learner perceptions. Theref...

Parallel to the recent advancements in information and communications technologies, research on multimedia learning has generated a number of theories and empirical findings. Numerous trends and issues have emerged, showing the complex and dynamic nature of multimedia learning and the associated scholarship. To provide a comprehensive knowledge map...

As teammates adjust their cognition and behavior, synchronizations of information can be observed across verbal, postural, and neurophysiological systems. This study explored the synchrony of mutually interacting brains, or team neurosynchrony, during cyber‐enabled collaborative problem solving. Mixed‐sex dyads defined and solved an authentic probl...

People who are practiced in using text‐to‐speech can drive listening speeds to surprisingly high limits. Here, we investigate the extent to which people who are otherwise untrained, with and without dyslexia, can increase their reading speed when forcibly accelerated visual or auditory presentations are used in isolation or in tandem. The experimen...

One of the strongest instructional interventions documented in educational literature is the use of feedback to influence learning outcomes. However, there is lack of empirical research specifically pertaining to the use of multimedia in the feedback message. The purpose of this research was to test whether organizational pictures and modality as a...

In an effort to reach more students, educators are designing online learning experiences, particularly in the form of online videos. While many instructional videos feature a picture-in-picture view of instructor, it is not clear how instructor presence influences learners’ visual attention and what it contributes to learning and affect. On one han...

When perceiving visual stimuli, features are registered early, automatically, and in parallel, while objects are identified separately and at a later stage in processing (Treisman & Gelade, 1980). It has been suggested that people with dyslexia can develop enhanced peripheral vision to make use of a holistic strategy during visual search (Schneps,...