TRACING TO LEARN IN STEM SUBJECTS

Paul Ginns

Authors

Paul Ginns The University of Sydney https://orcid.org/0000-0003-0714-5205

Keywords:

tracing effect, STEM, cognitive load theory, embodied cognition

Author Biography

Paul Ginns, The University of Sydney

Dr Paul Ginns is Associate Professor in Educational Psychology in the Sydney School of Education and Social Work at The University of Sydney. He has worked with both Australian and international colleagues on a wide variety of educational research projects. He uses a range of research designs (e.g. experimental and survey-based research) and analytic methods (e.g. General Linear Models for experimental and non-experimental designs, exploratory and confirmatory factor analysis, structural modelling, meta-analysis) to investigate research questions based on cognitive architecture, embodiment, motivation and engagement.

References

Ginns, P., & King, V. (2021). Pointing and tracing enhance computer-based learning. Educational Technology Research & Development, 69(3), 1387-1403.

Paas, F., & Sweller, J. (2012). An evolutionary upgrade of cognitive load theory: Using the human motor system and collaboration to support the learning of complex cognitive tasks. Educational Psychology Review, 24(1), 27-45.

Wang, B., Ginns, P., & Mockler, N. (2022). Sequencing tracing with imagination. Educational Psychology Review, 34(1), 421–449.