Kirsten R. Butcher portrait
  • Director: Center for the Advancement of Technology in Education (CATE) College of Education, College Of Education
  • Director: Instructional Design and Educational Technology (IDET) Program, Educational Psychology
  • Associate Professor, Educational Psychology

Publications

  • Butcher, K.R., & Jameson, J. M. (2016). Computer-based instruction (CBI) within special education. In J. K. Luiselli and A. J. Fischer (Eds.), Computer-Assisted and Web-Based Innovations in Psychology, Special Education, and Health. Elsevier. Published, 01/2016.
  • Butcher, K.R., & Davies, S. (2015). Inference generation during online study and multimedia learning. In E.J. O’Brien, A.E. Cook, & R.F. Lorch (Eds.), Inferences during Reading. New York: Cambridge University Press. Published, 04/2015.
  • Butcher, K. R., Leary, H., Foster, J. & Devaul, H. (2014). Adopting an online curriculum planning tool: Facilitation for teachers’ thinking about student-centered pedagogy and technology integration. Journal of Technology and Teacher Education, 22(4), 423-447. Published, 10/2014.
  • Butcher, K. R., Leary, H., Foster, J. & Devaul, H. (2014). Adopting an online curriculum planning tool: Facilitation for teachers’ thinking about student-centered pedagogy and technology integration. Journal of Technology and Teacher Education.. Published, 10/2014.
  • Johnson, A. M., Butcher, K. R., Ozogul, G., & Reisslein, M. (2014). Introductory circuit analysis learning from abstract and contextualized circuit representations: Effects of diagram labels. IEEE Transactions on Education, 57 (3), 160-168. Published, 07/2014.
  • Butcher, K.R. (2014). The multimedia principle. In R. E. Mayer (Ed.), The Cambridge Handbook of Multimedia Learning, 2nd Edition (pp. 174-205). New York: Cambridge University Press. Published, 07/2014.
  • Johnson, A. M., Butcher, K. R., Ozogul, G., & Reisslein, M. (2013). Learning from abstract and contextualized representations: The effect of verbal guidance. Computers in Human Behavior, 29(6), 2239-2247. Published, 11/2013.
  • Johnson, A. M., Butcher, K. R., Ozogul, G., & Reisslein, M. (2013). Introductory circuit analysis learning from abstract and contextualized circuit representations: Effects of diagram labels. IEEE Transactions on Education, 89, 1-9. Available from: http://ieeexplore.ieee.org/stamp/stamp.jsp?tp=&arnumber=6637101. Published, 10/2013.
  • Wetzler, P., Bethard, S., Leary, H., Butcher, K., Bahreini, S. D., Zhao, J., Martin, J., & Sumner, T. (2013). Characterizing and predicting the multi-faceted nature of quality in educational web resources. Transactions on Interactive Intelligent Systems, 3(3), Article 15 (15:1-15:25). Published, 10/2013.
  • Butcher, K. R., Aleven, V. (2013). Using student interactions to foster rule-diagram mapping during problem solving in an intelligent tutoring system. Journal of Educational Psychology, 105(4), 988-1009. Published, 10/2013.
  • Davies, S., Butcher, K., & Stevens, C. (2013). Self-regulated learning with graphical overviews: When spatial information detracts from learning. In M. Knauff, M. Pauen, N. Sebanz, & I. Wachsmuth (Eds.), Proceedings of the 35th Annual Conference of the Cognitive Science Society (pp. 2136 – 2141). Austin, TX: Cognitive Science Society. Published, 08/2013.
  • Butcher, K.R., & Kintsch, W. (2012). Text comprehension and discourse processing. In A. F. Healy & R. W. Proctor (Eds.), Experimental Psychology. Volume 4 in I. B. Weiner (Editor-in-Chief) Handbook of psychology, 2nd Edition. New York: Wiley. Published, 10/2012.
  • Ferrara, L., & Butcher, K. R. (2012). Understanding Feedback: Exploring Students’ Perceived Needs and Ideas about Feedback in Online Learning Environments. International Journal on Cyber Behavior, Learning, and Psychology, 2(2), 48-70. Published, 04/2012.
  • Butcher, K. R., & Sumner, T. (2011). How does prior knowledge impact students’ online learning behaviors? International Journal on Cyber Behavior, Learning, and Psychology, 1 (4), 1-18. Published, 10/2011.
  • Butcher, K. R., & Sumner, T. (2011). Self-directed learning and the sensemaking paradox. Human Computer Interaction, 26(1), 123-159. doi: http://dx.doi.org/10.1080/07370024.2011.556552. Published, 01/2011.
  • Butcher, K.R., & de la Chica, S. (2010). Supporting Student Learning with Adaptive Technology: Personalized Conceptual Assessment and Remediation. In M. Banich & D. Caccamise (Eds.), Generalization of Knowledge: Multidisciplinary Perspectives. Taylor & Francis. Published, 05/2010.
  • Butcher, K.R., de la Chica, S., Ahmad, F., Gu, Q., Sumner, T., & Martin, J. (2008). Conceptual Customization for Learning with Multimedia: Developing Individual Instructional Experiences to Support Science Understanding. In R. Zheng (Ed.), Cognitive effects of multimedia learning. Hershey, PA: IGI Global. Published, 2008.
  • de la Chica, S., Ahmad, F., Sumner, T., Martin, J. H., & Butcher, K. (2008). Computational Foundations for Personalizing Instruction with Digital Libraries. International Journal on Digital Libraries, 9, 3-18. Published, 2008.
  • Caillies, S., & Butcher, K. R. (2007). Comprehension of idiomatic expressions: Evidence for a new hybrid view. Metaphor and Symbol, 22, 79-108. Published, 2007.
  • Butcher, K. R., Bhushan, S., & Sumner, T. (2006). Multimedia displays for conceptual search processes: Information seeking with strand maps. ACM Multimedia Systems Journal, 11, 236-248. Published, 2006.
  • Butcher, K. R. (2006). Learning From Text With Diagrams: Promoting Mental Model Development and Inference Generation. Journal of Educational Psychology, 98, 182-197. Published, 2006.
  • Butcher, K. R., & Kintsch, W. (2001). Support of content and rhetorical processes of writing: Effects on the writing process and written product. Cognition and Instruction, 19, 277-322. Published, 2001.

Research Statement

The goal of my research is to better understand how multimedia and educational technology can support meaningful learning and knowledge transfer, with particular attention to the cognitive processes employed by learners and the learning outcomes that they achieve. Theoretical models of comprehension have established different levels at which knowledge can be encoded: shallow encoding results in a representation of knowledge that can be recalled by a learner but is rigid, preventing application and transfer. Deeper encoding results in a flexible, long-lasting representation that facilitates transfer and application; encoding at this level is evidenced by high-level cognitive processes such as integration and inference (see Butcher & Kintsch, 2012, for a discussion). My research program rigorously assesses the technology-supported conditions under which high-level cognitive processing occurs and, as a result, deep, flexible knowledge is formed.  

My work is particularly focused on the role that visual representations play in facilitating deep learning with educational technology. I study visual representations such as diagrams and animations, as well as visuospatial displays – such as knowledge maps – that combine visual and verbal information in conceptually meaningful ways. In my research, visual representations may take one or more roles in a learning environment: they may be presented to learners, facilitate learner interactions, and/or serve as a computational basis by which the system analyzes and responds to learner input. 

Although much of my work examines STEM (science, technology, engineering, and mathematics) learning in K-12 contexts, my collaborative work also examines the role of technology in supporting teachers’ instructional practices and knowledge development. For example, in recent work, I developed a verbal protocol methodology and coding framework used to analyze teachers’ thinking about technology as integrated into their core pedagogy (Butcher, Leary, Foster, & Devaul, submitted).

Research Keywords

  • Multimedia Learning
  • Instructional Technology
  • Educational Technology
  • Multimedia or Interactive Communications Technology
  • Scientific Visualization
  • Comprehension Processes
  • Intelligent Agents or Systems

Presentations

  • Levitt-Bussian, C. G., Runburg, M., Butcher, K., Lane, M., Toth, N. (2016, October). Diverse Approaches to Paleo Outreach Programs: Ideas, Strategies, and Logistics. Workshop presented at Society of Vertebrate Paleontology Annual Meeting, 2016. October 26-29, Salt Lake City, UT. Presentation, Presented, 10/2016.
  • Butcher, K. R., & Runburg, M. (2015, June). Leveraging 3D technologies for learning. New Media Consortium Summer Conference. June 10-11, Washington, DC. *Winner: Best of NMC Award. Presentation, Presented, 06/2015.
  • Invited talk: J. Willard Marriott Library Information Visualization Lecture Series. Title: "Multimedia in the Classroom: How Images and Visual Interactions Promote Deeper Learning". Invited Talk/Keynote, Presented, 02/05/2013.
  • Plenary Speaker: POGIL (Process Oriented Guided Inquiry Learning) Southwest Regional Workshop. Invited Talk/Keynote, Presented, 07/11/2012.
  • Butcher, K. R. (2012, March). Visual multimedia for learning: What, when, and how? Talk presented at the Utah Coalition for Educational Technology (UCET 2012), Jordan High School, Sandy, UT. Presentation, Presented, 03/2012.
  • Ferrara, L., & Butcher, K. R. (2011). Visualizing feedback. Using graphical cues to promote self-regulated learning. In L. Carlson, C. Hölscher, & T. Shipley (Eds.), Proceedings of the 33rd Annual Conference of the Cognitive Science Society (pp. 1880-1885). Austin, TX: Cognitive Science Society. Conference Paper, Refereed, Presented, 07/2011.
  • Butcher, K. R., Davies, S., Crockett, A., Dewald, A., & Zheng, R. (2011). Do graphical search interfaces support effective search for and evaluation of digital library resources? Proceedings of the 11th annual international ACM/IEEE-CS Joint Conference on Digital Libraries (JCDL ‘11) (pp. 315-324). New York: Association for Computing Machinery. Conference Paper, Refereed, Presented, 06/2011.
  • Butcher, K. R. (2010). How diagram interaction supports learning: Evidence from think alouds during intelligent tutoring. In A. Goel, M. Jamnik, & N. H. Narayanan (Eds.), Diagrammatic Representation and Inference: Lecture Notes in Computer Science, Volume 6170 (pp. 295-297). Berlin/Heidelberg: Springer. Conference Paper, Refereed, Presented, 08/2010.
  • Butcher, K. R., & Aleven, V. A. (2010). Learning during intelligent tutoring: When do integrated visual-verbal representations improve student outcomes? In S. Ohlsson & R. Catrambone (Eds.), Proceedings of the 32nd Annual Conference of the Cognitive Science Society (pp. 2888 – 2893). Austin, TX: Cognitive Science Society. Conference Paper, Refereed, Presented, 08/2010.
  • Butcher, K. R., Sumner, T., Maull, K., & Okoye, I. (2010). Conceptual personalization technology: Promoting effective self-directed, online learning. In V. Aleven, J. Kay & J. Mastow (Eds.), Lecture Notes in Computer Science 6095: Intelligent Tutoring Systems Conference, 2010, Part II (pp. 278-280). Berlin: Springer-Verlag. Conference Paper, Refereed, Presented, 06/2010.
  • Sumner, T., Butcher, K. R., & Wetzler, P. (2010). Open educational resource assessments (OPERA). In V. Aleven, J. Kay & J. Mastow (Eds.), Lecture Notes in Computer Science 6095: Intelligent Tutoring Systems Conference, 2010, Part II (pp. 414-416). Berlin: Springer-Verlag. Conference Paper, Refereed, Presented, 06/2010.
  • Butcher, K. R., & Aleven, V. A. (2009). Visual self-explanation during intelligent tutoring? More than attentional focus? European Association for Research on Learning and Instruction (EARLI). Conference Paper, Refereed, Presented, 2009.
  • Bethard, S., Wetzler, P., Butcher, K. R., Martin, J. H., Sumner, T. (2009). Automatically characterizing resource quality for educational digital libraries. ACM/IEEE Joint Conference on Digital Libraries, JCDL 2009. ***Winner: JCDL 2009 Vannevar Bush Best Paper Award***. Conference Paper, Refereed, Other, 2009.
  • Butcher, K. (2008). Research in Robust Learning. Society for the Advancement of Native Americans & Chicanos in Science (SACNAS). Invited Talk/Keynote, Presented, 10/10/2008.
  • Butcher, K.R., & Aleven, V. A. (2008). Diagram Interaction during Intelligent Tutoring in Geometry: Support for Knowledge Retention and Deep Understanding. In B. C. Love, K. McRae, & V. M. Sloutsky (Eds.), Proceedings of the 30th Annual Conference of the Cognitive Science Society (pp. 1736-1741). Austin, TX: Cognitive Science Society. Conference Paper, Refereed, Presented, 07/2008.

Research Groups

  • Matt Orr, Visiting Student. Learning Sciences Program. 09/2014 - present.

Research Equipment and Testing Expertise

  • The MIND Lab: Usability suite, multimedia tools, qualitative analysis software, drawing tablets, and screen capture tools.