Jennifer G. Cromley
University of Illinois at Urbana–Champaign
MetacognitionProtocol analysisDevelopmental psychologyMathematics educationPsychologyCognitionCognitive psychologyKnowledge levelSelf-regulated learningReading comprehensionHypermediaIntervention (counseling)Academic achievementComputer scienceProcess (engineering)Science educationMultimediaComprehensionReading (process)Teaching method
89Publications
21H-index
3,095Citations
Publications 84
Newest
#1Jennifer G. Cromley (UIUC: University of Illinois at Urbana–Champaign)H-Index: 21
#2Andrea J. Kunze (UIUC: University of Illinois at Urbana–Champaign)H-Index: 2
Media reports suggest the switch to online courses due to COVID-19 has "demotivated" undergraduates. Our semester-long study of motivation for biology was in progress when COVID-19 was declared a pandemic. We analyze changes in student (N = 182) motivation from before and after. Across variables, subgroups of students changed in adaptive and maladaptive ways; some remained stable. In cross-tabulations, one significant difference was found by sex, and a number of adaptive and maladaptive differen...
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#1Andrea J. Kunze (UIUC: University of Illinois at Urbana–Champaign)H-Index: 2
#2Jennifer G. Cromley (UIUC: University of Illinois at Urbana–Champaign)H-Index: 21
Given the strong relationships found between high-level learning strategies such as drawing and summarising, and student comprehension and performance, we have seen an increase in drawing-to-learn ...
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#1Jennifer G. Cromley (UIUC: University of Illinois at Urbana–Champaign)H-Index: 21
#2Andrea J. Kunze (UIUC: University of Illinois at Urbana–Champaign)H-Index: 2
Last. Aygul Parpucu Dane (UIUC: University of Illinois at Urbana–Champaign)H-Index: 1
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Abstract Learners frequently access multiple, illustrated texts on a single topic, but this kind of multi-text, multi-modal comprehension has been rarely studied. Undergraduates were presented with two sets of biology materials on shared topics, including both texts and captioned illustrations. Process data, including think-alouds and screen recordings of participants' attendance to different foci, were recorded. Both intra-textual (e.g., T1, T1) and inter-textual (e.g., T1, T2) navigation seque...
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#1Jennifer G. Cromley (UIUC: University of Illinois at Urbana–Champaign)H-Index: 21
#2Ting Dai (UIC: University of Illinois at Chicago)H-Index: 7
Last. Aygul Parpucu Dane (UIUC: University of Illinois at Urbana–Champaign)H-Index: 1
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AbstractReasoning skills have been clearly related to achievement in introductory undergraduate biology, a course with a high failure rate that may contribute to dropout of undergraduate STEM major...
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#1Jennifer G. CromleyH-Index: 21
#2Tony PerezH-Index: 11
Last. Michael J. BalsaiH-Index: 2
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Students’ success in undergraduate Science, Technology, Engineering, and Mathematics (STEM) courses requires effective studying behavior, but also the motivation to enact it. Promoting students’ achievement in STEM has commonly focused on either study strategies (cognitive) or motivational interventions; we hypothesized that combinations of these would be more effective. Using a learning management system (LMS) for delivery, we iteratively developed and tested the effect of different combination...
#1Jennifer G. CromleyH-Index: 21
#2Tony PerezH-Index: 11
Last. Michael J. BalsaiH-Index: 2
view all 6 authors...
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#1Avi Kaplan (TU: Temple University)H-Index: 38
#2Jennifer G. Cromley (UIUC: University of Illinois at Urbana–Champaign)H-Index: 21
Last. Michael J. Balsai (TU: Temple University)H-Index: 2
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In this commentary, we complement other constructive critiques of educational randomized control trials (RCTs) by calling attention to the commonly ignored role of context in causal mechanisms unde...
3 CitationsSource
#1Jennifer G. Cromley (UIUC: University of Illinois at Urbana–Champaign)H-Index: 21
#2Shufeng Ma (ECNU: East China Normal University)H-Index: 5
Last. Aygul Parpucu Dane (UIUC: University of Illinois at Urbana–Champaign)H-Index: 1
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When reading scientific text, readers must draw inferences when the author does not make relations explicit; readers also need to pick up on causal relations that the author does make explicit. We ...
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#1Jennifer G. Cromley (UIUC: University of Illinois at Urbana–Champaign)H-Index: 21
#2Yang Du (UIUC: University of Illinois at Urbana–Champaign)H-Index: 1
Last. Aygul Parpucu Dane (UIUC: University of Illinois at Urbana–Champaign)H-Index: 1
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Drawing-to-learn is a specific learning/reading strategy studied across many domains. In response to gaps in our knowledge about drawing-to-learn, we conducted a systematic meta-analysis of the literature published since the influential 2005 Van Meter and Garner literature review. We analyzed the benefits of directed learner-generated visual representations such as sketching, drawing, or computer-assisted creation of a full or partial static image. Forty-one peer-reviewed articles were screened ...
5 CitationsSource
Last. Jennifer G. CromleyH-Index: 21
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