SCI Lab at UCSD
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Pilegard, C., & Fiorella, L. (2021). Using gestures to signal lesson structure and foster meaningful learning. Applied Cognitive Psychology, 35(5), 1362-1369.
Fiorella, L., & Pilegard, C. (2021). Effects of generating written explanations on restudying and learning. Educational Psychology, 41(1), 45-62.
Pilegard, C. & Mayer, R. E. (2018). Game over for Tetris as a platform for cognitive skill training. Contemporary Educational Psychology, 54, 29-41.
Pilegard, C. & Fiorella, L. (2016). Helping students help themselves: Generative learning strategies improve middle school students’ self-regulation in a cognitive tutor. Computers in Human Behavior, 65, 121-126.
Adams, D. M., Pilegard, C., & Mayer, R. E. (2016). Evaluating the cognitive consequences of playing Portal for a short duration. Journal of Educational Computing Research, 54, 173-195.
Pilegard, C. & Mayer, R. E. (2016). Improving academic learning from computer-based narrative games. Contemporary Educational Psychology, 44-45, 12-20.
Pilegard, C. & Mayer, R. E. (2015). Within-subject and between-subject conceptions of metacomprehension accuracy. Learning and Individual Differences, 41, 54-61.
Pilegard, C. & Mayer, R. E. (2015). Adding judgments of understanding to the metacognitive toolbox. Learning and Individual Differences, 41, 62-72.
Mayer, R. E. & Pilegard, C. (2014). Principles for managing essential processing in multimedia learning: Segmenting, pre-training, and modality principles. In R. E. Mayer (Ed.), Cambridge handbook of multimedia learning (2nd ed., pp. 316-344). New York: Cambridge University Press.