ORCID as entered in ROS
https://orcid.org/0000-0002-4996-4850
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Book Chapters
, 2021, 'Designing Multi-disciplinary Interactive Virtual Environments for Next-Generation Immersive Learning Experiences: Case Studies and Future Directions in Astrobiology, Anatomy and Cultural Heritage.', in Creative and Collaborative Learning through Immersion Interdisciplinary and International Perspectives, Springer, pp. 49 - 67, http://dx.doi.org/10.1007/978-3-030-72216-6_4
, 2021, 'Designing Multi-disciplinary Interactive Virtual Environments for Next-Generation Immersive Learning Experiences: Case Studies and Future Directions in Astrobiology, Anatomy and Cultural Heritage', in Creative and Collaborative Learning through Immersion, Springer Nature, pp. 49 - 67, http://dx.doi.org/10.1007/978-3-030-72216-6_4
, 2019, 'Factors That Impact on The Effectiveness of Instructional Animations.', in Tindall-Ford S; Agostinho S; Sweller J (ed.), Advances in Cognitive Load Theory Rethinking Teaching, Routledge, London, https://www.routledge.com/Advances-in-Cognitive-Load-Theory-Rethinking-Teaching-1st-Edition/Tindall-Ford-Agostinho-Sweller/p/book/9780367246907
, 2010, 'Adaptive Tutorials for Virtual Microscopy: A Design Paradigm to Promote Pedagogical Ownership.', in Aleven V; Kay J; Mostow J (ed.), Intelligent Tutoring Systems 10th International Conference, ITS 2010, Pittsburgh, PA, USA, June 14-18, 2010, Proceedings, Springer Science & Business Media, pp. 266 - 268, http://dx.doi.org/10.1007/978-3-642-13437-1_40
, 2008, 'Interdisciplinary Perspectives on Cognitive Load Research as a Key to Tackle Challenges', in Zumbach J (ed.), Beyond Knowledge: The Legacy of Competence, Springer, Speringr-Veriag New York, pp. 1 - 9, http://www.springer.com/education+%26+language/learning+%26+instruction/book/978-1-4020-8826-1
Journal articles
, 2024, 'Comparing Real and Imitative Practice with No Practice during Observational Learning of Hand Motor Skills from Animations', Education Sciences, 14, http://dx.doi.org/10.3390/educsci14090949
, 2023, 'Investigating the role of hand perspective in learning from procedural animations', British Journal of Educational Psychology, 93, pp. 251 - 269, http://dx.doi.org/10.1111/bjep.12542
, 2022, 'Increasing learner interactions with E-learning systems can either decrease or increase cognitive load depending on the nature of the interaction', L’Année psychologique/Topics in Cognitive Psychology, 122, pp. 405 - 437, http://dx.doi.org/10.3917/anpsy1.223.0405
, 2022, 'Cognitive-based methods to facilitate learning of software applications via E-learning systems', Cogent Education, 9, pp. 2082085, http://dx.doi.org/10.1080/2331186X.2022.2082085
, 2022, 'Investigating the impact of gender-differences and spatial ability on learning from instructional animations', Annee Psychologique, 122, pp. 537 - 561, http://dx.doi.org/10.3917/ANPSY1.223.0537
, 2022, 'Video Generative Adversarial Networks: A Review', ACM Computing Surveys
, 2021, 'The effect of narrative-based E-learning systems on novice users’ cognitive load while learning software applications', Educational Technology Research and Development, 69, pp. 2451 - 2473, http://dx.doi.org/10.1007/s11423-021-10024-5
, 2020, 'Using mimicking gestures to improve observational learning from instructional videos', Educational Psychology, 40, pp. 550 - 569, http://dx.doi.org/10.1080/01443410.2019.1650896
, 2019, 'Does observing hand actions in animations and static graphics differentially affect learning of hand-manipulative tasks?', Computers and Education, 141, pp. 103636, http://dx.doi.org/10.1016/j.compedu.2019.103636
, 2018, 'Evaluation of an adaptive tutorial supporting the teaching of mathematics', European Journal of Engineering Education, 44, pp. 787 - 804, http://dx.doi.org/10.1080/03043797.2018.1513993
, 2017, 'Can mimicking gestures facilitate learning from instructional animations and static graphics?', Computers and Education, 110, pp. 64 - 76, http://dx.doi.org/10.1016/j.compedu.2017.03.010
, 2017, 'Strategies to reduce the negative effects of spoken explanatory text on integrated tasks', Instructional Science, 45, pp. 239 - 261, http://dx.doi.org/10.1007/s11251-016-9400-2
, 2014, 'Evaluation of an adaptive virtual laboratory environment using Western Blotting for diagnosis of disease', BMC Medical Education, 14, pp. 222 - 230, http://dx.doi.org/10.1186/1472-6920-14-222
, 2014, 'Evaluation of an adaptive virtual laboratory environment using Western Blotting for diagnosis of disease', BMC medical education, 14, pp. 222, http://dx.doi.org/10.1186/1472-6920-14-222
, 2014, 'Measuring Cognitive Load Using Linguistic Features: Implications for Usability Evaluation and Adaptive Interaction Design', International Journal of Human Computer Interaction, 30, pp. 343 - 368, http://dx.doi.org/10.1080/10447318.2013.860579
, 2013, 'Can more become less? Effects of an intensive assessment environment on students' learning performance', European Journal of Engineering Education, 38, pp. 631 - 651, http://dx.doi.org/10.1080/03043797.2013.834295
, 2013, 'Should hand actions be observed when learning hand motor skills from instructional animations?', Computers in Human Behavior, 29, pp. 2172 - 2178, http://dx.doi.org/10.1016/j.chb.2013.04.035
, 2012, 'Analysis of Collaborative Communication for Linguistic Cues of Cognitive Load', Human Factors, 54, pp. 518 - 529, http://dx.doi.org/10.1177/0018720811431258
, 2012, 'Cognitive load theory, the transient information effect and e-learning', Learning and Instruction, 22, pp. 449 - 457, http://dx.doi.org/10.1016/j.learninstruc.2012.05.004
, 2012, 'The transient information effect: Investigating the impact of segmentation on spoken and written text', Applied Cognitive Psychology, 26, pp. 848 - 853, http://dx.doi.org/10.1002/acp.2885
, 2009, 'Instructional animations can be superior to statics when learning human motor skills', Computers in Human Behavior, 25, pp. 339 - 347, http://dx.doi.org/10.1016/j.chb.2008.12.012
, 2009, 'Learning hand manipulative tasks: When instructional animations are superior to equivalent static representations', Computers in Human Behavior, 25, pp. 348 - 353, http://www.sciencedirect.com/science/article/pii/S0747563208002240
, 2009, 'The mirror neuron system and observational learning: Implications for the effectiveness of dynamic visualizations', Educational Psychology Review, 21, pp. 21 - 30, http://dx.doi.org/10.1007/s10648-008-9094-3
, 2008, 'Interdisciplinary perspectives on cognitive load research as a key to tackle challenges of contemporary education', , pp. 7 - 9, http://dx.doi.org/10.1007/978-1-4020-8827-8_2
, 1996, 'Understanding instructions', Journal of Educational Psychology, pp. 49 - 63
, 1996, 'Understanding instructions.', Journal of Educational Psychology, 88, pp. 49 - 63, http://dx.doi.org/10.1037//0022-0663.88.1.49
Conference Papers
, 2024, 'Exploring the Cognitive Load Effects of Diverse Virtual Reality Interaction Methods in Interactive Educational Platforms', Seattle, USA, presented at
, 2024, 'Assessing the Efficacy of Virtual Reality-Based Laboratories Versus Real-Life Settings for PCR Procedures, within Medical Science Laboratories,', Seattle, USA, presented at
, 2024, 'The Effects of Stress and Anxiety in Technology-Based Learning Environments', The Regents of the University of California, Netherlands, presented at
, 2022, 'Diverse Audio-to-Video GAN Using Multiscale Image Fusion', Australia, presented at
, 2022, 'Cascaded Siamese Self-supervised Audio to Video GAN', USA, presented at
, 2021, 'PhonicsGAN: Synthesizing Graphical Videos from Phonics Songs', Online, presented at
, 2021, 'Learning with Dynamic Visualizations: Influence of Observing Hands, Spatial Ability, and Perspective EARLI 2021', in EARLI 2021, Online, presented at
, 2021, 'The valley of non-distraction: Effect of robot's human-likeness on perception load', in ACM IEEE International Conference on Human Robot Interaction, Association for Computing Machinery (ACM), ELECTR NETWORK, pp. 99 - 103, presented at
, 2019, 'Learning with Dynamic and Static Visualizations: Influence of Observing Hands and Spatial Ability', in European Association for Research on Learning and Instruction (EARLI), RWTH Aachen University, Germany., presented at
, 2017, 'We Built It and They Came: An Adaptive eLearning Experience', in Huda N; Inglis D; Tse N; Town G (eds.), 28th Australasian Association for Engineering Education, 2017, School of Engineering, Macquarie University, Sydney, Australia, Manly, Australia, pp. 528 - 535, presented at
, 2017, 'The Role of Gender and Spatial Ability in Enhancing Static Pictures with Embodied Cognition.', in European Association for Research on Learning and Instruction. (ed.), The 17th Biennial EARLI 2017 conference, Tampere, Finland, presented at
, 2017, 'If We Build It, Will They Come? A Mathematics Adaptive Tutorial Experience', in Johnston JP (ed.), EdMedia 2017 Proceedings, Association for the Advancement of Computing in Education (AACE), Washington DC, pp. 1042 - 1045, presented at
, 2017, 'How the Adaptive eLearning Platform has been used to support Blended Learning', in Azouz L; Griffith S; Pagnucco M (eds.), UNSW Engineering, UNSW, Sydney, Australia, presented at
, 2016, 'Towards Autonomous Adaptation and Trust.', Daejeon, Korea, presented at
, 2015, 'The Impact of Segmentation on Written and Spoken Explanations involving Complex Explanatory Text', in European Association for Research on Learning and Instruction. (ed.), 16th Biennial EARLI conference, Limassol, Cyprus, presented at
, 2015, 'The Adaptive Virtual Workshop: improving engineering education with the use of online adaptive tutorials', in Research in Engineering Education Symposium (REES2015), Dublin, presented at
, 2015, 'Strategies and Learner Characteristics that Make Instructional Animations Effective', in Shoniregun CA; Akmayera GA (ed.), Published Proceedeings of the 2015 Irish International Conference on Education,, Dublin, pp. 340 - 344, presented at
, 2015, 'Using Galvanic Skin Response (GSR) to Measure Trust and Cognitive Load in the Text-Chat Environment', Seoul, Korea, presented at
, 2014, 'The Adaptive Virtual Workshop: Maintaining student engagement through an on-line adaptive resource for engineering design education', in Proceedings of the AAEE2014 Conference Wellington, New Zealand, Wellington, presented at
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https://orcid.org/0000-0002-4996-4850