CIAE Universidad de Chile / Publicaciones académicas relacionadas con Juan Cristobal Castro-Alonso

+56 22978 2762 contacto@ciae.uchile.cl

Publicaciones académicas relacionadas con Juan Cristobal Castro-Alonso

Castro-Alonso, J.C.; Ayres, Paul.; Zhang, Shirong.; de Koning, Bjorn B.; Paas, Fred.

(2024).

Research Avenues Supporting Embodied Cognition in Learning and Instruction.

EDUCATIONAL PSYCHOLOGY REVIEW,

(36),

0-0.

https://doi.org/10.1007/s10648-024-09847-4

Castro-Alonso, J.C.; Hidalgo, Alejandro A.; Sweller, John.

(2024).

Biological evolution and human cognition are analogous information processing systems.

FRONTIERS IN PSYCHOLOGY,

(14),

0-0.

https://doi.org/10.3389/fpsyg.2023.1330345

Hanham, José.; Castro-Alonso, J.C.; Chen, Ouhao.

(2023).

Integrating cognitive load theory with other theories, within and beyond educational psychology.

British Journal of Educational Psychology,

(0),

0-0.

https://doi.org/10.1111/bjep.12612

Sepp, Stoo.; Wong, Mona.; Hoogerheide, Vincent.; Castro-Alonso, J.C.

(2022).

Shifting online: 12 tips for online teaching derived from contemporary educational psychology research.

JOURNAL OF COMPUTER ASSISTED LEARNING,

(38),

1304-1320.

https://doi.org/10.1111/jcal.12715

Carreño, María José.; Castro-Alonso, J.C.; Gallardo, María José.

(2021).

Interest in Physics After Experimental Activities with a Mobile Application: Gender Differences.

International Journal of Science and Mathematics Education,

(0),

0-0.

https://doi.org/10.1007/s10763-021-10228-4

Castro-Alonso, J.C.; de Koning, Bjorn B.; Fiorella, Logan.; Paas, Fred.

(2021).

Five Strategies for Optimizing Instructional Materials: Instructor- and Learner-Managed Cognitive Load.

Educational Psychology Review,

(33),

1379-1407.

https://doi.org/10.1007/s10648-021-09606-9

Castro-Alonso, J.C.; Wong, Rachel M.; Adesope, Olusola O.; Paas, Fred.

(2021).

Effectiveness of Multimedia Pedagogical Agents Predicted by Diverse Theories: a Meta-Analysis.

Educational Psychology Review,

(0),

0-0.

https://doi.org/10.1007/s10648-020-09587-1

Goycolea, Rodrigo.; Castro-Alonso, J.C.; Dörr, Anneliese.

(2021).

Visuospatial Processing Decline Due to Cannabis Consumption in Nondependent High School Students.

Educational Psychology Review,

(33),

619-635.

https://doi.org/10.1007/s10648-020-09564-8

Castro-Alonso, J.C.; de Koning, Björn B.

(2020).

Latest trends to optimize computer-based learning: Guidelines from cognitive load theory.

Computers in Human Behavior,

(112),

106458-0.

https://doi.org/10.1016/j.chb.2020.106458

Castro-Alonso, J.C.; Wong M.; Adesope O.O.; Ayres P.; Paas F.

(2019).

Gender Imbalance in Instructional Dynamic Versus Static Visualizations: a Meta-analysis.

Educational Psychology Review,

(0),

0-0.

https://doi.org/10.1007/s10648-019-09469-1

Chen, O.; Castro-Alonso, J.C.; Paas F.; Sweller, J.

(2018).

Undesirable Difficulty Effects in the Learning of High-Element Interactivity Materials.

FRONTIERS IN PSYCHOLOGY,

(9),

0-0.

https://doi.org/10.3389/fpsyg.2018.01483

Castro-Alonso, J.C.; Ayres, P.; Wong, MN.; Paas, F.

(2018).

Learning symbols from permanent and transient visual presentations: Don't overplay the hand.

COMPUTERS EDUCATION,

(116),

1-13.

https://doi.org/10.1016/j.compedu.2017.08.011

Wong, Mona.; Castro-Alonso, J.C.; Ayres, Paul.; Paas, Fred.

(2018).

Investigating gender and spatial measurements in instructional animation research.

Computers in Human Behavior,

(),

-.

https://doi.org/10.1016/j.chb.2018.02.017

Chen O.; Castro-Alonso, J.C.; Paas F.; Sweller J.

(2017).

Extending Cognitive Load Theory to Incorporate Working Memory Resource Depletion: Evidence from the Spacing Effect.

EDUCATIONAL PSYCHOLOGY REVIEW,

(30),

1-19.

https://doi.org/10.1007/s10648-017-9426-2

Castro-Alonso, J.C.; Ayres, Paul.; Paas, Fred.

(2016).

Comparing apples and oranges? A critical look at research on learning from statics versus animations.

COMPUTERS EDUCATION,

(102),

234-243.

https://doi.org/10.1016/j.compedu.2016.09.004

Wong, M.; Castro-Alonso, J.C.; Ayres, P.; Paas, F.

(2015).

Gender Effects When Learning Manipulative Tasks From Instructional Animations and Static Presentations.

Educational Technology and Society,

(18),

37-52.