Robert Zheng

Presentation of Complex Medical Information: Interaction Between Concept Maps and Spatial Ability on Deep Learning

The purpose was to test the effect of placement of concept maps on learning complex medical information presented online. Blocked by a median split of scores on the Paper Folding Test (Ekstrom, French, & Harman, 1979), college students were randomly assigned to one of three experimental conditions (map before text, map after text, and no map). For purposes of analyses, learners were categorized into low and high ability groups using the lower and upper 25% of scores. A 3 X 2 MANOVA was performed on two correlated dependent variables, recall and application, revealing a statistically significant interaction effect on application learning. For this dependent variable, low spatial ability learners in the no map condition (control group) scored statistically significantly lower than high spatial ability learners.

Do graphical search interfaces support effective search for and evaluation of digital library resources

This paper explores the cognitive processes and online behaviors in which preservice teachers engage when seeking educational resources for classroom instruction. Participants used graphical and keyword search interfaces provided by a large-scale digital library (NSDL.org) and a keyword search interface from a large, commercial search engine (Google.com) to complete searches for online materials that would support classroom instruction. Overall, findings from the current work indicate that a graphical search interface can support comprehension by providing a conceptual organization of domain content during digital search and evaluation. Findings also show that digital libraries allow users to offload processing related to resource trustworthiness, thereby increasing cognitive capacity for other purposes.

The Effects of High and Low Technologies on Emotional Support for Caregivers: An Exploratory Study

Understanding the role of modern technology in providing adjunctive emotional support to caregivers has been a focus in contemporary caregiving research. However, it remains largely unknown 1 whether there are differences regarding the technologies used in caregiving support to achieve this objective and 2 which factors influence the outcome of emotional support. The current research describes a framework to address this issue and examines the role of different technologies in supporting caregiver emotional needs. Sixty older caregivers were recruited in the current study and randomly assigned to high and low technology guided caregiver support conditions. The findings revealed a significant impact in the high technology guided intervention for emotional support as measured by burden reduction. The discussion on the use of high technology guided support strategies for older caregiver training is offered with implications for future research and practice.

Growing From Childhood into Adolescence: The Science of Cyber Behavior

In this theoretical review paper, the authors discuss five important issues about the science of cyber behavior as a field of scientific research. First, they argue that the science of cyber behavior as a field of research is entering its adolescence after growing from its childhood, but before spearheading into its adulthood. The paper reviews the current understanding of human behavior in general and state that behavior sciences have generated extensive knowledge about human behavior theoretically, empirically, and methodologically across multiple disciplines. Next, the authors focus on cyber communication as an example to illustrate current knowledge about various types of cyber behaviors. They showcase exemplary research programs on cyber behavior in four disciplines of behavioral sciences, social psychology, cognitive psychology, communication studies, and sociology. Finally, the paper outlines future research programs in five major directions for further development of the field. Taking the opportunity to commemorate the inaugural issue of the International Journal of Cyber Behavior, Psychology and Learning, the authors attempt to draw the first sketch of the science of cyber behavior from the perspective of history of science.

Does the Format of Pretraining Matter?: A Study on the Effects of Different Pretraining Approaches on Prior Knowledge Construction in an Online Learning Environment

The current study investigated an important issue pertinent to pretraining and prior knowledge construction. It examined whether different formats of pretraining, namely, concept map and two-phase, isolated-interactive elements learning would influence the way prior knowledge was constructed. In addition, it looked into the influence of spatial ability on pretraining and prior knowledge construction. Results showed that spatial ability did not play a significant role in learners’ prior knowledge construction. The findings suggest that effective learning is marked by a relevant existing prior knowledge (i.e., schema). The successful construction of the relevant prior knowledge, irrespective of the format, is what makes learning meaningful and effective.

Digital Technology and Caregiver Training for Older Persons: Cognitive and Affective Perspectives.

ABSTRACT This research project included two studies that investigated (a) differences between technology use in tech-knowledgeable and less tech-knowledgeable older persons, (b) cognitive and affective variables and their association with the application of technology, and (c) the implications of these variables on the design of remote-delivered caregiver education. Study 1 findings suggested that high technology (e.g., Internet delivered education) reduced stress among the tech-knowledgeable group. In Study 2, which focused on the less tech-knowledgeable group, neither high technology (e.g., telehealth-delivered education) nor low technology (e.g., phone-delivered education) was associated with the cognitive and affective measures used in the study. Implications in the training of older caregivers with digital technology are discussed for negotiating the affective and cognitive features in remote delivered caregiver eduational protocols.

Evolving Psychological and Educational Perspectives on Cyber Behavior

Robert Zheng is an associate professor of Instructional Design and Educational Technology in the Department of Educational Psychology at the University of Utah. He also is the director of Center for the Advancement of Technology in Education (CATE) at the University of Utah. His research interests include online instructional design, cognition and multimedia learning, and human-computer interaction. He edited and co-edited several books including Cognitive Effects on Multimedia Learning, Online Instructional Modeling: Theories and Practices, and Adolescent Online Social Communication and Behavior: Relationship Formation on the Internet. He has published numerous book chapters and research papers in the areas of multimedia, online learning, and cognition. Market: This premier publication is essential for all academic and research library reference collections. It is a crucial tool for academicians, researchers, and practitioners and is ideal forclassroom use. Robert Zheng (The University of Utah, USA)

An Investigation of Perceptional Differences between Eastern and Western Adolescents in Online Social Communication

The current study focused on an important issue pertaining to online social communication by investigating perceptional differences between eastern and western adolescents. A total of 309 participants were recruited from three countries: China, Singapore, and the United States. Significant differences were found between eastern and western adolescents in terms of their perceptions in online social networking and communication. The study has generated important findings that help understand the dynamics of online social communication for adolescents, especially for online social communication that involves global communities.