Outputs (11)

A critical analysis of the theoretical construction and empirical measurement of cognitive load (2017)
Book Chapter
Martin, S. (2017). A critical analysis of the theoretical construction and empirical measurement of cognitive load. In R. Z. Zheng (Ed.), Cognitive load measurement and application: A theoretical framework for meaningful research and practice (29-44). Routledge. https://doi.org/10.4324/9781315296258-3

The application of cognitive load theory has been at the forefront of work in cognition and learning for some time. Cognitive load theory seeks to explain how and why some material is more difficult to learn and is based on the proposition that the h... Read More about A critical analysis of the theoretical construction and empirical measurement of cognitive load.

Technology-enhanced and collaborative learning: Affordances, approaches and challenges (2017)
Book
Martin, S. (2017). S. Martin, & M. Notari (Eds.). Technology-enhanced and collaborative learning: Affordances, approaches and challenges. Routledge

Identity, citizenship, and moral constructs from the virtual self (2015)
Book Chapter
Martin, S. (2015). Identity, citizenship, and moral constructs from the virtual self. In K. Terry, & A. Cheney (Eds.), Utilizing Virtual and Personal Learning Environments for Optimal Learning (217-237). IGI Global. https://doi.org/10.4018/978-1-4666-8847-6.ch010

Many young people now access digital networks that include individuals very unlike them who promote different cultural, religious and ethical value systems and behaviour. Such value systems can create conflicts of expectation for young people seeking... Read More about Identity, citizenship, and moral constructs from the virtual self.

A situation that we had never imagined: Post-Fukushima virtual collaborations for determining robot task metrics (2015)
Journal Article
Martin, S., Naamani, C., & Vallance, M. (2015). A situation that we had never imagined: Post-Fukushima virtual collaborations for determining robot task metrics. International Journal of Learning Technology, 10(1), 30-49. https://doi.org/10.1504/IJLT.2015.069453

There is no consensus regarding a common set of metrics for robot task complexity in associated human-robot interactions. This paper is an attempt to address this issue by proposing a new metric so that the educational potential when using robots can... Read More about A situation that we had never imagined: Post-Fukushima virtual collaborations for determining robot task metrics.

Lessons from the Great Underground Empire: Pedagogy, computers and False Dawn (2014)
Book Chapter
Martin, S. (2014). Lessons from the Great Underground Empire: Pedagogy, computers and False Dawn. In A. Tatnall, & B. Davey (Eds.), Reflections on the history of computers in education (1-25). Springer. https://doi.org/10.1007/978-3-642-55119-2_1

The educational use of computers in the UK coincided with growing tensions between educators and government policy. This led to the imposition of a National Curriculum and policy that took scant account of research evidence or the views of profession... Read More about Lessons from the Great Underground Empire: Pedagogy, computers and False Dawn.

Measuring cognitive load and cognition: metrics for technology-enhanced learning (2014)
Journal Article
Martin, S. (2014). Measuring cognitive load and cognition: metrics for technology-enhanced learning. Educational Research and Evaluation, 20(7-8), 592-621. https://doi.org/10.1080/13803611.2014.997140

This critical and reflective literature review examines international research published over the last decade to summarise the different kinds of measures that have been used to explore cognitive load and critiques the strengths and limitations of th... Read More about Measuring cognitive load and cognition: metrics for technology-enhanced learning.

Does instructional format really matter? Cognitive load theory, multimedia and teaching English Literature (2012)
Journal Article
Martin, S. (2012). Does instructional format really matter? Cognitive load theory, multimedia and teaching English Literature. Educational Research and Evaluation, 18(2), 125-152. https://doi.org/10.1080/13803611.2012.659899

This article reports a quasi-experimental study on the effects of multimedia teaching and learning in English Literature--a subject which places high cognitive load on students. A large-scale study was conducted in 4 high-achieving secondary schools... Read More about Does instructional format really matter? Cognitive load theory, multimedia and teaching English Literature.

Measuring flow experience in an immersive virtual environment for collaborative learning (2011)
Journal Article
van Schaik, P., Martin, S., & Vallance, M. (2012). Measuring flow experience in an immersive virtual environment for collaborative learning. Journal of Computer Assisted Learning, 28(4), 350-365. https://doi.org/10.1111/j.1365-2729.2011.00455.x

In contexts other than immersive virtual environments, theoretical and empirical work has identified flow experience as a major factor in learning and human–computer interaction. Flow is defined as a ‘holistic sensation that people feel when they act... Read More about Measuring flow experience in an immersive virtual environment for collaborative learning.

Teachers using learning styles: torn between research and accountability? (2010)
Journal Article
Martin, S. (2010). Teachers using learning styles: torn between research and accountability?. Teaching and Teacher Education, 26(8), 1583-1591. https://doi.org/10.1016/j.tate.2010.06.009

The proliferation of instruments reporting learning/cognitive style with school pupils is of particular interest, because most research on them focuses on applications in higher education, training and the adult workplace, where criticisms of their i... Read More about Teachers using learning styles: torn between research and accountability?.

Predicting intercultural competence in educational settings: the validity, reliability and utility of two instruments (2010)
Journal Article
Martin, S. (2010). Predicting intercultural competence in educational settings: the validity, reliability and utility of two instruments. Evaluation and Research in Education, 23(4), 233-254. https://doi.org/10.1080/09500790.2010.495984

Determining individual potential for performance within multicultural environments is important in the increasingly globalised workplace. The Multicultural Personality Questionnaire (MPQ) and the Self-Efficacy Questionnaire (SEQ) aim to measure such... Read More about Predicting intercultural competence in educational settings: the validity, reliability and utility of two instruments.

The impact of synchronous inter-networked teacher training in Information and Communication Technology integration (2008)
Journal Article
Martin, S., & Vallance, M. (2008). The impact of synchronous inter-networked teacher training in Information and Communication Technology integration. Computers & education, 51(1), 34-53. https://doi.org/10.1016/j.compedu.2007.04.001

This paper summarises the outcomes of research that recorded and interpreted change in pre-service teachers' pedagogical beliefs when immersed in unique synchronous networked collaboration. The pre-service teachers were involved in the design and imp... Read More about The impact of synchronous inter-networked teacher training in Information and Communication Technology integration.