The CLICK Research Group was all over AERA2019! Robert Plumley presented a paper, Vic Deekens presented a poster, and Brian Cartiff and Bekah Duke presented a poster as well. In our excitement, we forgot to take a picture of Robert (oops!) but here are some pics of the rest of the crew presenting, and our annual Research Group dinner!

Recent Conference Presentations!

Kudos to CLICK lab members who have presented this summer:

Bekah Freed presented a poster at the American Psychological Association Conference

Bekah Duke and Brian Cartiff presented a paper at the 11th International Conference on Conceptual Change hosted by the European Association of Research on Learning and Instruction (EARLI) Special Interest Group on Conceptual Change.

Nikki Lobczowski presented a paper at the EARLI Special Interest Group meeting on Motivation and Emotion

And Kayley Lyons also presented a paper at the EARLI SIG on Motivation and Emotion

Great job team!

New Research Published!

We’ve had a number of studies published this year:

Funding from the Spencer Foundation

We are thrilled to announce that we have been funded by the Spencer Foundation to conduct research entitled: “Investigating the Role of Self-Regulatory Ego-Depletion in Online Learning with Multiple Sources.” Here’s a brief summary:

An increasing number of people rely upon online sources for their news, including social media.  However, many report feeling overwhelmed and challenged when they encounter views differing from their own.  Such feelings may prevent productive exploration of important issues. My research has shown that online learning requires that people both self-regulate their learning, and that they enact specific kinds of critical thinking, called epistemic cognition.  These feelings of being overwhelmed may prevent people from enacting self-regulated learning or epistemic cognition, but there has been no empirical research on this phenomenon.  We will study this phenomenon by integrating theory and methods from self-regulatory ego depletion research into our work on self-regulated learning and epistemic cognition in online learning environments.  Through a study using an authentic online learning task, we will test my hypothesis that ego-depletion has significant effects on the quantity and quality of online learning, as well as learning performance.  If the hypotheses are supported, the findings will seed larger projects into the nuances and moderators of these ego-depletion effects, and how educators can prepare learners to overcome them, to ensure effective, critical consumption of information in the digital age.