ROBERT ZHENG portrait
  • Associate Professor, Educational Psychology
801-587-1731

Publications

  • Zheng, R. (2018). Understanding the functional roles of multi-modal processing and Gc activation in older people's performance in caregiving training. OBM Geriatrics. Vol. 4(2) doi:10.21926/obm.geriatr.. Published, 12/26/2018.
    http://www.lidsen.com/journals/geriatrics/geriatri...
  • Smith, D. & Zheng, R., Metz, A. J., Morrow, S., Pompa, J., Hill, J., & Rupper, R (2018). Role of cognitive prompts in video caregiving training for older adults: Optimizing deep and surface learning. Educational Gerontology. Accepted, 10/10/2018.
  • Zheng, R. & Smith, D., Metz, A. J., Morrow, S., Pompa, J., & Rupper, R. (2018). Activation of older adults’ schemas: the use of cognitive prompts to facilitate meaningful learning in caregiving. International Journal of Education and Ageing. Vol. 5(1). Accepted, 07/18/2018.
  • Zheng, R. & Greenberg, K. (2018). Effective design in human and machine learning: A cognitive perspective. In F. Chen & J. Zhou (eds.), Human and machine learning: Visible, explainable, trustworthy and transparent (pp. 55-74). New York, NY: Springer. Published, 05/01/2018.
  • Zheng, R. (2018). Factors influencing learners’ cognitive and affective processes in visual learning. In A. Ursyn (ed.), Visual approaches to cognitive education with technology integration (pp. 216-232). Hershey, PA: Information Science Reference/IGI Global Publishing. Published, 04/16/2018.
  • Zheng, R. & Greenberg, K. (2018). The boundary of different approaches in cognitive load measurement: Strengths and limitations. In R. Zheng (ed.), Cognitive load measurement and application: A theoretical framework for meaningful research and practice (pp. 45-56). New York, NY: Routledge. Published, 03/15/2018.
  • Zheng, R. (2018). Personalization with digital technology: A deep cognitive process perspective. In R. Zheng (ed.), Digital technologies and instructional design for personalized learning (pp. 1-27). Hershey, PA: Information Science Reference/IGI Global Publishing. Published, 03/15/2018.
  • Zheng, R., Dreon, O., Wang, Y.Q. & Wang, S. (2018). Perceptions on the role of digital technology and personalized learning: An international perspective. In R. Zheng (ed.), Digital technologies and instructional design for personalized learning (pp. 229-252). Hershey, PA: Information Science Reference/IGI Global Publishing. Published, 03/15/2018.
  • Zheng, R. (2018). (Ed.). (2018). Digital technologies and instructional design for personalized learning. Hershey, PA: Information Science Reference/IGI Global Publishing. Published, 03/15/2018.
  • Zheng, R. (2018). (Ed.). (2018). Cognitive load measurement and application: A theoretical framework for meaningful research and practice. New York, NY: Routledge. Published, 03/15/2018.
  • O’Donnell, M., Nelson, L. D., … & Zheng, R. (2018). A variant of study 4 from Dijksterhuis, A. & van Knippenberg, A. (1998). The relation between perception and behavior, or how to win a game of trivial pursuit . Perspectives on Psychological Science. Vol. 13(2), 268-294. Published, 02/15/2018.
  • Greenberg, K. & Zheng, R. (2018). A study on deep learning and mental reasoning in digital technology in relation to cognitive load. In R. Zheng (ed.), Strategies for deep learning with digital technology: Theories and practices in education (pp. 331-354) . Hauppauge, NY: NOVA Science Publishers. Published, 01/15/2018.
  • Zheng, R. (2018). (Ed.). (2018). Strategies for Deep learning with Digital Technology: Theories and Practices in Education. New York, NY: NOVA Science Publishers. Published, 01/15/2018.
  • Zheng, R. & Truong, T.N. (2017). A framework for promoting knowledge transfer in SNS game-based learning. In R. Zheng and M. Gardner (eds.), Serious game for educational applications (pp. 66-91). Hershey, PA: IGI Publishing. Published, 01/01/2017.
  • Zheng, R. & Gardner, M. (2017). (Eds.). (2017). Handbook of research on serious games for educational applications. Hershey, PA: IGI Publishing. Published, 01/01/2017.
  • Zheng, R. & Smith, D., Luptak, M., Hill, R., Hill, J., & Rupper, R. (2016). Does visual redundancy inhibit older persons’ information processing in learning? . Educational Gerontology, 42(9), 635-645. Published, 09/15/2016.
  • Zheng, R. & Wang, Y.Q. (2016). Optimizing students’ information processing in science learning: A knowledge visualization approach. In A. Ursyn (ed.), Knowledge visualization and visual literacy in science education (pp. 307-329). Hershey, PA: Information Science Reference/IGI Global Publishing. Published, 07/01/2016.
  • Zheng, R. & Daniel, C., Hill, R., Luptak, M., Hickon, B., Grant, M., & Rupper, R. (2016). Effects of digital technology on caregiving training for older adults: cognitive and affective perspectives. Educational Gerontology, 42(8), 540-550. Published, 05/04/2016.
  • Zheng, R. & Spears, J., Luptak, M., & Wilby, F. (2015). Understanding older adults’ perceptions of Internet use: An exploratory factor analysis. Educational Gerontology, 41(7), 504-518. Published, 01/15/2015.

Research Statement

My reseasrch focuses on multimedia learning, individual differences, cognitive load theory, instructional/educational technology, instructional design, and k-12 technology integration.

Research Keywords

  • Web Design
  • Online Education
  • Instructional Technology
  • Cognitive Psychology

Presentations

  • Zheng, R. (2018). Embedding annotation in abstract/concrete visual representations to facilitate knowledge acquisition and transfer in science education. Presentation at the 29th Annual Conference of the Society for Information Technology and Teacher Education. Washington DC. Presentation, Presented, 03/23/2018.
  • Greenberg, K., & Zheng, R. (2018). Digital technology to support deep learning and mental reasoning. Presentation at the 29th Annual Conference of the Society for Information Technology and Teacher Education. Washington DC. Presentation, Presented, 03/23/2018.
  • Zheng, R., Luptak, M., Smith, D., & Rupper, R. (2015). Do Additional Visuals Benefit Older Adults’ Information Processing in Learning? International Convention of Psychological Science. Amsterdam, The Netherlands. Presentation, Presented, 03/12/2015.