ROBERT ZHENG portrait
  • Professor, Educational Psychology
  • Interim Associate Dean for Research, College of Education
  • Chair, Department of Educational Psychology
801-587-1731

Publications

  • Greenberg, K. & Zheng, R. (2022). Revisiting the Debate on Germane Cognitive Load versus Germane Resources. Journal of Cognitive Psychology. Published, 12/28/2022.
    https://www.tandfonline.com/eprint/SMASZPWM5NBBIH4...
  • Zheng, R. & Cordner, H., & Spears, J. (2022). The impact of annotation on concrete and abstract visual representations in science education: Testing the expertise reversal effect. Research and Practice in Technology Enhanced Learning, 17:18. https://doi.org/10.1186/s41039-022-00194-y. Published, 10/01/2022.
  • Greenberg, K. & Zheng, R. (2022). Cognitive load theory and its measurement: A study of secondary tasks in relation to working memory. Journal of Cognitive Psychology. Published, 01/20/2022.
    https://www.tandfonline.com/doi/epub/10.1080/20445...
  • Zheng, R. (2022). Foster transversal skills in game-based learning: A deep learning approach. In I. Rivera-Trigueros, A. López-Alcarria, D. Ruiz-Padillo, M. Olvera-Lobo, and J. Gutiérrez-Pérez (Eds.), Using disruptive methodologies and game-based learning to foster transversal skills (pp. 106-130). Hershey, PA: IGI Global Publishing. Published, 01/15/2022.
    https://www.igi-global.com/chapter/fostering-trans...
  • Zheng, R. (2022). Exploring affective and cognitive measurements in global online learning. In P. Isaias, T. Issa and P. Kommers (Eds.), Measurement methodologies to assess the effectiveness of global online learning (pp. 162-198). Hershey, PA: IGI Global Publishing. Published, 01/10/2022.
    https://www.igi-global.com/chapter/exploring-affec...
  • Zheng, R. (2021). Concept map to facilitate meaningful learning. In J. L. Gómez Ramos and I. M. Gómez-Barreto (Eds.), Design and measurement strategies for meaningful learning. Hershey, PA: IGI Global Publishing. Accepted, 12/10/2021.
  • Greenberg, K. & Zheng, R., Gardner, M., & Orr, M. (2021). Individual differences in visuospatial working memory capacity influence the modality effect. Journal of Computer Assisted Learning. Vol. 37(3), 735-744. Published, 06/01/2021.
    https://onlinelibrary.wiley.com/doi/10.1111/jcal.1...
  • Zheng, R. (2021). Personalization with digital technology: A deep cognitive process perspective (Reprint). In M. Khosrow-Pour (Ed.), Research anthology on artificial intelligence applications in security . (pp. 2000-2026). Hershey, PA: Information Science Reference/IGI Global Publishing. Published, 01/21/2021.
  • Gupta, U. & Zheng, R. (2020). Cognitive load in solving mathematics problems: Validating the role of motivation and the interaction among worked examples, task difficulty, and prior knowledge. European Journal of STEM Education. Vol. 5(1), 05. https://doi.org/10.20897/ejsteme/9252. Published, 09/30/2020.
  • Spears, J. & Zheng, R. (2020). Older adults’ self-efficacy in computer use and the factors that impact their self-efficacy: A path analysis. Educational Gerontology. Vol. 46(12), 757-767. Published, 09/01/2020.
    https://www.tandfonline.com/doi/full/10.1080/03601...
  • Zheng, R. (2020). Learning with immersive technology: A cognitive perspective. In R. Zheng (Ed.), Cognitive and affective perspectives on immersive technology in education. (pp. 1-21). Hershey, PA: IGI Publishing.. Published, 05/01/2020.
  • Zheng, R. & Greenberg, K. (2020). Immersive technology: Past, present, and future in education. In R. Zheng (Ed.), Cognitive and affective perspectives on immersive technology in education . (pp. 107-126). Hershey, PA: IGI Publishing. Published, 05/01/2020.
  • Zheng, R. (Ed.) (2020). Cognitive and affective perspectives on immersive technology in education. Hershey, PA: IGI Publishing. Published, 05/01/2020.
  • Zheng, R. (2020). Preface. In R. Zheng (Ed.), Cognitive and affective perspectives on immersive technology in education (pp. xv-xxi). Hershey, PA: IGI Publishing. Published, 05/01/2020.
  • Greenberg, K. & Zheng, R., Gardner, M., & Barth-Cohen, L. (2020). The effects of test mode and contiguity of material on geometry test scores, cognitive load, and self-efficacy. Journal of Education & Practice. Vol. 11(12), 15-22. Published, 04/30/2020.
  • Zheng, R. & Gardner, M. (2019). Memory in education. . New York, NY: Routledge/Taylor & Francis Group. Published, 10/15/2019.
  • Zheng, R. (Ed.) (2019). Examining multiple intelligences and the use of digital technologies for enhanced learning opportunities. Hershey, PA: IGI Publishing. Published, 09/20/2019.
  • Zheng, R. (2019). Influence of multimedia and cognitive strategies in deep and surface verbal processing: A verbal-linguistic intelligence perspective. In R. Zheng (Ed.), Examining multiple intelligences and the use of digital technologies for enhanced learning opportunities (pp. 162-183). Hershey, PA: IGI Publishing. Published, 09/20/2019.
  • Greenberg, K. & Zheng, R., & Maloy, I. (2019). Understanding the role of digital technology in multiple intelligence education: A meta-analysis. In R. Zheng (Ed.), Examining multiple intelligences and the use of digital technologies for enhanced learning opportunities (pp. 65-92). . Hershey, PA: IGI Publishing.. Published, 09/20/2019.
  • Zheng, R. & Smith, D., Metz, A. J., Morrow, S., Pompa, J., & Rupper, R. (2019). 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), 43-60. Published, 05/15/2019.
  • Smith, D. & Zheng, R., Metz, A. J., Morrow, S., Pompa, J., Hill, J., & Rupper, R (2019). Role of cognitive prompts in video caregiving training for older adults: Optimizing deep and surface learning. Educational Gerontology. Vol. 45(1), 45-56. Published, 03/25/2019.
  • 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.
  • Zheng, R. & Greenberg, K. (2018). Leveraging computer interface to support creative thinking. In A. Ursyn (ed.), Interface Support for Creativity, Productivity, and Expression in Computer Graphics (pp. 246-265).. Hershey, PA: Information Science Reference/IGI Global Publishing. Published, 10/15/2018.
  • 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. (Ed.) (2018). Digital technologies and instructional design for personalized learning. Hershey, PA: Information Science Reference/IGI Global Publishing. Published, 03/15/2018.
  • Zheng, R. (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. (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. (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.
    https://www.tandfonline.com/doi/full/10.1080/03601...
  • 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. & Bret L. Hicken, Robert D. Hill, Marilyn Luptak, Candice M. Daniel, Marren Grant, Randall Rupper (2016). Digital technology and caregiver training for older persons: Cognitive and affective perspectives. Educational Gerontology, 42(8), 540-550. Published, 05/04/2016.
    https://www.tandfonline.com/doi/full/10.1080/03601...
  • 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.
    https://www.tandfonline.com/doi/full/10.1080/03601...

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. (2024). Untethering the conceptual predicament of cognitive load: A revisit of germane load and germane resources in working memory. Presentation at The 2024 Athens Institute for Education and Research. Athens, Greece. Presentation, Accepted, 05/20/2024.
  • Zheng, R. (2024). Leveraging cognitive strategies in content design to support creative thinking in mobile learning. Presentation at The 20th International Conference on Mobile Learning (ML 2024). Porto, Portugal. Presentation, Accepted, 03/09/2024.
  • Zheng, R. (2023). Which is in play in working memory during complex learning, germane cognitive load or germane resources? Poster presentation at 2023 International Convention of Psychological Science. Brussel. Presentation, Presented, 03/01/2023.
  • Spears, J., & Zheng, R. (2021). Rural older adults’ perception of socialization post Covid-19. Council on Social Work Education (CSWE) 67th Annual Program Meeting. Orlando, Florida. Presentation, Presented, 06/22/2022.
  • Zheng, R., & Greenberg, K. (2022). Objectivity of secondary tasks in cognitive load measurement during complex learning. Poster presentation at 2022 APS Annual Convention. Chicago. Presentation, Presented, 04/08/2022.
  • 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.