Roy Pea

All Publications

• Variability in youth coach concussion education requirements across states. PM & R : the journal of injury, function, and rehabilitation Asgari, S., Knowles, P., Bugwadia, A. K., Baugh, C. M., Kazis, L. E., Grant, G. A., Zafonte, R. D., Cantu, R. C., Pea, R. D., Sorcar, P., Daneshvar, D. H. 2024

  Abstract

  Youth sports coaches play a critical role in proper concussion recognition and management, reinforcing the need for coach concussion education. As of 2021, most states have statutory and policy measures mandating concussion education for coaches. In practice, these mandates have been enacted through state legislatures and their respective youth sport governing bodies. Prior studies have found significant variations in the contents of state-level concussion risk reduction policies and have raised questions about their specificity.To expand on previous analyses to provide an overview of youth sports coach concussion education, highlighting variations in state policies and discrepancies between state mandates and youth sport governing bodies.This report utilized qualitative content analysis to characterize and compare U.S. state and governing body concussion education requirements for youth sport coaches. State concussion statutes were identified via the National Conference of State Legislatures and Open States databases, and governing body handbooks/bylaws were obtained via their websites. Two researchers independently coded the policies, and discrepancies were resolved through consensus meetings with additional youth traumatic brain injury experts.We found significant variability in educational requirements and their implementation. A majority (68%; n = 34) of states require the completion of concussion education training for coaches. Notably, many states designate responsibility for enforcement and implementation of provisions to another party but just four state statutes delineate explicit consequences for noncompliance. Additionally, only 12 state statutes extend mandates to noninterscholastic sports, limiting their reach. In most cases, independent sanctioning authorities implement more stringent policies than the minimum acceptable standard established by state law.Our findings provide a coded data set of youth coach concussion laws and independent sanctioning authority guidelines that can be used in future research efforts. Further research investigating a relationship between the strength of coach concussion education policies and relevant youth and adolescent concussion-related metrics is required.

  View details for DOI 10.1002/pmrj.13274

  View details for PubMedID 39444245

• The importance of language in describing concussions: A qualitative analysis. PM & R : the journal of injury, function, and rehabilitation Knowles, P., Schneider, K., Bugwadia, A. K., Sorcar, P., Pea, R. D., Daneshvar, D. H., Baugh, C. M. 2024

  Abstract

  Concussions are mild traumatic brain injuries that are often undiagnosed due to difficulties in identifying symptoms. To minimize the negative sequelae associated with undiagnosed concussion, efforts have targeted improving concussion reporting. However, knowing more about concussions does not indicate how likely an athlete is to report their concussion. Alternatively, the attitudes and beliefs of athletes and surrounding stakeholders have shown to be a better indication of whether an athlete intends to report their concussion. Prior research has shown that athletes report concussions less often when the injury is described using language that minimizes their severity, such as when it is referred to as a "ding." This study evaluated whether describing concussions using the word "brain" was associated with individuals' underlying attitudes and beliefs about the injury's severity.To measure the relationship between perceived concussion severity and the language used to describe concussions, specifically whether participants used the word "brain" in describing the injury.One-on-one semi-structured telephone interviews were conducted, and a cross sectional secondary qualitative analysis was performed to assess participants' perceived concussion severity and their use of the word "brain" to describe concussions.Cross-sectional secondary qualitative analysis.One-on-one semistructured telephone interviews.In 2017, 94 individuals involved in high school sports, including athletes, coaches, educators, parents of athletes, and athletic directors were recruited via convenience sampling.Respondents' perceived severity of concussions.Individuals who used a brain phrase to describe concussion also perceived concussions as more severe (p < .001). Specifically, those who described concussions with maximum severity had higher odds of using brain phrases than those who described concussions as having minimum (odds ratio [OR] = 0.05, 95% confidence interval [CI] = 0.002-0.299, p < .001) or moderate severity (OR = 0.24, 95% CI = 0.086-0.647, p = .003), with the most significant relationship found among coaches.These findings demonstrate the relationship between medical terminology and perceived severity of concussions. This relationship may play a role in concussion reporting behavior for coaches, athletes, and parents. Education programs using similar medical terminology may promote concussion reporting behaviors.

  View details for DOI 10.1002/pmrj.13256

  View details for PubMedID 39189352

• Reducing the cognitive abstractness of climate change through an "engineering fiction" learning experience: A natural language processing study JOURNAL OF ENVIRONMENTAL PSYCHOLOGY Reynante, B., Ardoin, N. M., Pea, R. 2024; 95

  View details for DOI 10.1016/j.jenvp.2024.102287

  View details for Web of Science ID 001226385900001

• Loneliness and suicide mitigation for students using GPT3-enabled chatbots. Npj mental health research Maples, B., Cerit, M., Vishwanath, A., Pea, R. 2024; 3 (1): 4

  Abstract

  Mental health is a crisis for learners globally, and digital support is increasingly seen as a critical resource. Concurrently, Intelligent Social Agents receive exponentially more engagement than other conversational systems, but their use in digital therapy provision is nascent. A survey of 1006 student users of the Intelligent Social Agent, Replika, investigated participants' loneliness, perceived social support, use patterns, and beliefs about Replika. We found participants were more lonely than typical student populations but still perceived high social support. Many used Replika in multiple, overlapping ways-as a friend, a therapist, and an intellectual mirror. Many also held overlapping and often conflicting beliefs about Replika-calling it a machine, an intelligence, and a human. Critically, 3% reported that Replika halted their suicidal ideation. A comparative analysis of this group with the wider participant population is provided.

  View details for DOI 10.1038/s44184-023-00047-6

  View details for PubMedID 38609517

  View details for PubMedCentralID 6284019

• A Design Space for Intelligent and Interactive Writing Assistants Lee, M., Gero, K., Chung, J., Shum, S., Raheja, V., Shen, H., Venugopalan, S., Wambsganss, T., Zhou, D., Alghamdi, E. A., August, T., Bhat, A., Choksi, M., Dutta, S., Guo, J. C., Hoque, M., Kim, Y., Knight, S., Neshaei, S., Shibani, A., Shrivastava, D., Shroff, L., Sergeyuk, A., Stark, J., Sterman, S., Wang, S., Bosselut, A., Buschek, D., Chang, J., Chen, S., Kreminski, M., Park, J., Pea, R., Rho, E., Shen, Z., Siangliule, P., ACM ASSOC COMPUTING MACHINERY. 2024

  View details for DOI 10.1145/3613904.3642697

  View details for Web of Science ID 001259864905023

• Bridging the Gulf of Envisioning: Cognitive Challenges in Prompt Based Interactions with LLMs Subramonyam, H., Pea, R., Pondoc, C., Agrawala, M., Seifert, C., ACM ASSOC COMPUTING MACHINERY. 2024

  View details for DOI 10.1145/3613904.3642754

  View details for Web of Science ID 001266059701009

• Scientific and Fantastical: Creating Immersive, Culturally-Relevant Learning Experiences with Augmented Reality and Large Language Models Cheng, A. Y., Guo, M., Ran, M., Ranasaria, A., Sharma, A., Xie, A., Le, K. N., Vinaithirthan, B., Luan, S., Wright, D., Cuadra, A., Pea, R., Landay, J. A., ACM ASSOC COMPUTING MACHINERY. 2024

  View details for DOI 10.1145/3613904.3642041

  View details for Web of Science ID 001255317902051

• Participating in Two Video Concussion Education Programs Sequentially Improves Concussion-Reporting Intention. Neurotrauma reports Daneshvar, D. H., Baugh, C. M., Lama, R. D., Yutsis, M., Pea, R. D., Goldman, S., Grant, G. A., Cantu, R. C., Sanders, L. M., Zafonte, R. D., Hainline, B., Sorcar, P. 2021; 2 (1): 581-591

  Abstract

  Undiagnosed concussions increase the risk of additional concussion and persistent symptoms from concussion. Because there are no reliable objective markers of concussion, self-reporting of subjective and non-visible symptoms are critical to ensuring proper concussion management. For this reason, educational interventions target concussion reporting, but the majority of studies have examined the efficacy of single educational interventions or compared interventions to one another. This randomized crossover study sought to identify whether there was benefit to administering multiple concussion education programs in tandem, back to back. The study randomized 313 male high school football players to first receive CrashCourse concussion education (CC) or Centers for Disease Control and Prevention video concussion education (CDC) followed by crossover with the other education. Athlete concussion-reporting intention, attitudes, subjective norms, perceived behavioral control, and enjoyment of education were assessed at baseline and after each intervention. There were statistically significant improvements across all measures, both after single intervention and crossover (all p < 0.001). Secondary analyses examining differences between education found that athletes reported higher enjoyment of concussion education immediately after participating in CC, as compared to CDC (p < 0.001). These findings demonstrate an additive benefit to implementing CC and CDC education in tandem, without decrement in enjoyment of concussion education after experiencing dual educations; in fact, enjoyment of concussion education improved after receiving education programs back to back. These educational programs appear to complement one another, and the results support the use of multi-modal concussion education to differentially target and maximize concussion reporting.

  View details for DOI 10.1089/neur.2021.0033

  View details for PubMedID 35018360

  View details for PubMedCentralID PMC8742279

• Participating in Two Video Concussion Education Programs Sequentially Improves Concussion-Reporting Intention NEUROTRAUMA REPORTS Daneshvar, D. H., Baugh, C. M., Lama, R. D., Yutsis, M., Pea, R. D., Goldman, S., Grant, G. A., Cantu, R. C., Sanders, L. M., Zafonte, R. D., Hainline, B., Sorcar, P. 2021; 2 (1): 581-591

  View details for DOI 10.1089/neur.2021.0033

  View details for Web of Science ID 000729358800001

• Rethinking Learning: What the Interdisciplinary Science Tells Us EDUCATIONAL RESEARCHER Nasir, N., Lee, C. D., Pea, R., McKinney de Royston, M. 2021; 50 (8): 557-565

  View details for DOI 10.3102/0013189X211047251

  View details for Web of Science ID 000711934100007

• Athlete Enjoyment of Prior Education Moderates change in Concussion-Reporting Intention after Interactive Education. Inquiry : a journal of medical care organization, provision and financing Daneshvar, D. H., Baugh, C. M., Yutsis, M., Pea, R. D., Goldman, S., Grant, G. A., Cantu, R. C., Sanders, L. M., Chen, C. L., Lama, R. D., Zafonte, R. D., Sorcar, P. 2021; 58: 469580211022641

  Abstract

  Undiagnosed concussions increase risk of additional injuries and can prolong recovery. Because of the difficulties recognizing concussive symptoms, concussion education must specifically target improving athlete concussion reporting. Many concussion education programs are designed without significant input from athletes, resulting in a less enjoyable athlete experience, with potential implications on program efficacy. Athlete enjoyment of previous concussion education programs moderates the improvement in concussion-reporting intention after experiencing the research version of CrashCourse (CC) concussion education. Prospective cohort study. Level of evidence: Level IV. Quantitative assessment utilizing ANOVA with moderation analysis of 173 male high school football players, aged 13 to 17, who completed baseline assessments of concussion knowledge, concussion reporting, and attitudes about prior educational interventions. Athletes were subsequently shown CC, before a follow-up assessment was administered assessing the same domains. At baseline, only 58.5% of athletes reported that they enjoyed their previous concussion education. After CC, athletes were significantly more likely to endorse that they would report a suspected concussion (from 69.3% of athletes to 85.6%; P<.01). Enjoyment of previous concussion education moderated concussion-reporting intention after CC (P=.02), with CC having a greater effect on concussion-reporting intention in athletes with low enjoyment of previous concussion education (b=0.21, P=.02), than on individuals with high enjoyment of previous concussion education (P=.99). Enjoyment of CC did not have a moderating effect on concussion-reporting intention. Athletes who previously did not enjoy concussion education exhibited greater gains in concussion-reporting intention than athletes who enjoyed previous education. Given the potential risks associated with undiagnosed concussions, concussion education has sought to improve concussion reporting. Because most athletes participate in concussion education programs due to league or state mandates, improving concussion-reporting intention in these low-enjoyment athletes is of particular relevance to improving concussion-reporting intention broadly.

  View details for DOI 10.1177/00469580211022641

  View details for PubMedID 34053328

• Rethinking schools, rethinking learning PHI DELTA KAPPAN de Royston, M., Lee, C., Nasir, N., Pea, R. 2020; 102 (3): 8–13

  View details for DOI 10.1177/0031721720970693

  View details for Web of Science ID 000584375400003

• Personal Perspectives on the Emergence of the Learning Sciences: 1970s-2005 FRONTIERS IN EDUCATION Pea, R., Linn, M. C. 2020; 5

  View details for DOI 10.3389/feduc.2020.00130

  View details for Web of Science ID 000682724100001

• Handbook of the Cultural Foundations of Learning edited by Nasir, N., Lee, C., Pea, R., Mckinney de Royston, M. Routledge. 2020

  View details for DOI 10.4324/9780203774977

• Routledge Handbook of the Cultural Foundations of Learning edited by Pea, R. Routledge. 2020

  View details for DOI 10.4324/9780203774977

• Mike Eisenberg: A One of a Kind Pioneer in the Learning Sciences JOURNAL OF THE LEARNING SCIENCES Blikstein, P., Kafai, Y., Pea, R. 2019

  View details for DOI 10.1080/10508406.2019.1684751

  View details for Web of Science ID 000496581300001

• Learning With Media Harnessing Viewpoint and Motion to Generate Fields of Potential Action JOURNAL OF MEDIA PSYCHOLOGY-THEORIES METHODS AND APPLICATIONS Lewis, S., Lindgren, R., Wang, S., Pea, R. D. 2019; 31 (3): 128–36

  View details for DOI 10.1027/1864-1105/a000235

  View details for Web of Science ID 000482676100002

• DOI: 10.1159/000496073 The living hand of the past: The role of technology in development Pea, R., Cole, M. 2019; 62 (1-2): 14-39

  View details for DOI 10.1159/000496073

• Immersive Virtual Reality Field Trips Facilitate Learning About Climate Change. Frontiers in psychology Markowitz, D. M., Laha, R., Perone, B. P., Pea, R. D., Bailenson, J. N. 2018; 9: 2364

  Abstract

  Across four studies, two controlled lab experiments and two field studies, we tested the efficacy of immersive Virtual Reality (VR) as an education medium for teaching the consequences of climate change, particularly ocean acidification. Over 270 participants from four different learning settings experienced an immersive underwater world designed to show the process and effects of rising sea water acidity. In all of our investigations, after experiencing immersive VR people demonstrated knowledge gains or inquisitiveness about climate science and in some cases, displayed more positive attitudes toward the environment after comparing pre- and post-test assessments. The analyses also revealed a potential post-hoc mechanism for the learning effects, as the more that people explored the spatial learning environment, the more they demonstrated a change in knowledge about ocean acidification. This work is unique by showing distinct learning gains or an interest in learning across a variety of participants (high school, college students, adults), measures (learning gain scores, tracking data about movement in the virtual world, qualitative responses from classroom teachers), and content (multiple versions varying in length and content about climate change were tested). Our findings explicate the opportunity to use immersive VR for environmental education and to drive information-seeking about important social issues such as climate change.

  View details for DOI 10.3389/fpsyg.2018.02364

  View details for PubMedID 30555387

  View details for PubMedCentralID PMC6284182

• Immersive Virtual Reality Field Trips Facilitate Learning About Climate Change FRONTIERS IN PSYCHOLOGY Markowitz, D. M., Laha, R., Perone, B. P., Pea, R. D., Bailenson, J. N. 2018; 9

  View details for DOI 10.3389/fpsyg.2018.02364

  View details for Web of Science ID 000451930000001

• Leveraging mobile eye-trackers to capture joint visual attention in co-located collaborative learning groups INTERNATIONAL JOURNAL OF COMPUTER-SUPPORTED COLLABORATIVE LEARNING Schneider, B., Sharma, K., Cuendet, S., Zufferey, G., Dillenbourg, P., Pea, R. 2018; 13 (3): 241–61

  View details for DOI 10.1007/s11412-018-9281-2

  View details for Web of Science ID 000444026900002

• Learning Analytics in Education edited by Niemi, D., Pea, R., Saxberg, B., Clark, R. E. Information Age Publishing. 2018
• Learning Analytics in Education INTRODUCTION LEARNING ANALYTICS IN EDUCATION Niemi, D., Pea, R. D., Piety, P., Niemi, D., Pea, R. D., Saxberg, B., Clark, R. E. 2018: XI-XIX

  View details for Web of Science ID 000461843100002

• UNDERSTANDING LEARNING ANALYTICS ACROSS PRACTICES LEARNING ANALYTICS IN EDUCATION Piety, P. J., Pea, R. D., Niemi, D., Pea, R. D., Saxberg, B., Clark, R. E. 2018: 215–32

  View details for Web of Science ID 000461843100011

• Using Mobile Eye-Trackers to Unpack the Perceptual Benefits of a Tangible User Interface for Collaborative Learning ACM TRANSACTIONS ON COMPUTER-HUMAN INTERACTION Schneider, B., Sharma, K., Cuendet, S., Zufferey, G., Dillenbourg, P., Pea, R. 2016; 23 (6)

  View details for DOI 10.1145/3012009

  View details for Web of Science ID 000391567900006

• Designing for deeper learning in a blended computer science course for middle school students COMPUTER SCIENCE EDUCATION Grover, S., Pea, R., Cooper, S. 2015; 25 (2): 199–237

  View details for DOI 10.1080/08993408.2015.1033142

  View details for Web of Science ID 000211837000005

• Toward collaboration sensing INTERNATIONAL JOURNAL OF COMPUTER-SUPPORTED COLLABORATIVE LEARNING Schneider, B., Pea, R. 2014; 9 (4): 371-395

  View details for DOI 10.1007/s11412-014-9202-y

  View details for Web of Science ID 000348573100002

• Understanding video tools for teaching: Mental models of technology affordances as inhibitors and facilitators of lesson planning in history and language arts STUDIES IN EDUCATIONAL EVALUATION Krauskopf, K., Zahn, C., Hesse, F. W., Pea, R. D. 2014; 43: 230-243

  View details for DOI 10.1016/j.stueduc.2014.05.002

  View details for Web of Science ID 000350916700023

• Mobile Learning CAMBRIDGE HANDBOOK OF THE LEARNING SCIENCES, 2ND EDITION Sharples, M., Pea, R., Sawyer, R. K. 2014: 501–21

  View details for Web of Science ID 000357530100026

• Video research in the learning sciences Goldman, R., Pea, R., Barron, B., Derry, S. J. Routledge. 2014
• Real-time mutual gaze perception enhances collaborative learning and collaboration quality INTERNATIONAL JOURNAL OF COMPUTER-SUPPORTED COLLABORATIVE LEARNING Schneider, B., Pea, R. 2013; 8 (4): 375-397

  View details for DOI 10.1007/s11412-013-9181-4

  View details for Web of Science ID 000327088200002

• Preparing for Future Learning with a Tangible User Interface: The Case of Neuroscience IEEE TRANSACTIONS ON LEARNING TECHNOLOGIES Schneider, B., Wallace, J., Blikstein, P., Pea, R. 2013; 6 (2): 117-129

  View details for DOI 10.1109/TLT.2013.15

  View details for Web of Science ID 000319877300003

• Computational Thinking in K-12: A Review of the State of the Field EDUCATIONAL RESEARCHER Grover, S., Pea, R. 2013; 42 (1): 38-43

  View details for DOI 10.3102/0013189X12463051

  View details for Web of Science ID 000316636200005

• How to improve collaborative learning with video tools in the classroom? Social vs. cognitive guidance for student teams INTERNATIONAL JOURNAL OF COMPUTER-SUPPORTED COLLABORATIVE LEARNING Zahn, C., Krauskopf, K., Hesse, F. W., Pea, R. 2012; 7 (2): 259-284

  View details for DOI 10.1007/s11412-012-9145-0

  View details for Web of Science ID 000304627900005

• Media Use, Face-to-Face Communication, Media Multitasking, and Social Well-Being Among 8- to 12-Year-Old Girls DEVELOPMENTAL PSYCHOLOGY Pea, R., Nass, C., Meheula, L., Rance, M., Kumar, A., Bamford, H., Nass, M., Simha, A., Stillerman, B., Yang, S., Zhou, M. 2012; 48 (2): 327-336

  Abstract

  An online survey of 3,461 North American girls ages 8-12 conducted in the summer of 2010 through Discovery Girls magazine examined the relationships between social well-being and young girls' media use--including video, video games, music listening, reading/homework, e-mailing/posting on social media sites, texting/instant messaging, and talking on phones/video chatting--and face-to-face communication. This study introduced both a more granular measure of media multitasking and a new comparative measure of media use versus time spent in face-to-face communication. Regression analyses indicated that negative social well-being was positively associated with levels of uses of media that are centrally about interpersonal interaction (e.g., phone, online communication) as well as uses of media that are not (e.g., video, music, and reading). Video use was particularly strongly associated with negative social well-being indicators. Media multitasking was also associated with negative social indicators. Conversely, face-to-face communication was strongly associated with positive social well-being. Cell phone ownership and having a television or computer in one's room had little direct association with children's socioemotional well-being. We hypothesize possible causes for these relationships, call for research designs to address causality, and outline possible implications of such findings for the social well-being of younger adolescents.

  View details for DOI 10.1037/a0027030

  View details for Web of Science ID 000300961400004

  View details for PubMedID 22268607

• Distributed by Design: On the Promises and Pitfalls of Collaborative Learning with Multiple Representations JOURNAL OF THE LEARNING SCIENCES White, T., Pea, R. 2011; 20 (3): 489-547

  View details for DOI 10.1080/10508406.2010.542700

  View details for Web of Science ID 000299254900005

• Beyond participation to co-creation of meaning: mobile social media in generative learning communities SOCIAL SCIENCE INFORMATION SUR LES SCIENCES SOCIALES Lewis, S., Pea, R., Rosen, J. 2010; 49 (3): 351-369

  View details for DOI 10.1177/0539018410370726

  View details for Web of Science ID 000281148900003

• Conducting Video Research in the Learning Sciences: Guidance on Selection, Analysis, Technology, and Ethics JOURNAL OF THE LEARNING SCIENCES Derry, S. J., Pea, R. D., Barron, B., Engle, R. A., Erickson, F., Goldman, R., Hall, R., Koschmann, T., Lemke, J. L., Sherin, M. G., Sherin, B. L. 2010; 19 (1): 3-53

  View details for DOI 10.1080/10508400903452884

  View details for Web of Science ID 000274736100002

• Comparing Simple and Advanced Video Tools as Supports for Complex Collaborative Design Processes JOURNAL OF THE LEARNING SCIENCES Zahn, C., Pea, R., Hesse, F. W., Rosen, J. 2010; 19 (3): 403-440

  View details for DOI 10.1080/10508401003708399

  View details for Web of Science ID 000279992400004

• Integrating Co-Design Practices into the Development of Mobile Science Collaboratories IEEE International Conference on Advanced Learning Technologies Spiko, D., Milrad, M., Maldonado, H., Pea, R. IEEE. 2009: 393–397

  View details for Web of Science ID 000274264300112

• Video Collaboratories for Research and Education: An Analysis of Collaboration Design Patterns IEEE TRANSACTIONS ON LEARNING TECHNOLOGIES Pea, R., Lindgren, R. 2008; 1 (4): 235-247

  View details for DOI 10.1109/TLT.2009.5

  View details for Web of Science ID 000207847700005

• Cognitive technologies for establishing, sharing and comparing perspectives on video over computer networks SOCIAL SCIENCE INFORMATION SUR LES SCIENCES SOCIALES Pea, R., Lindgren, R., Rosen, J. 2008; 47 (3): 353-370

  View details for DOI 10.1177/0539018408092577

  View details for Web of Science ID 000259640300006

• WILD for Learning: Interacting Through New Computing Devices Anytime, Anywhere The Cambridge handbook of The Learning Sciences pea, R. D., maldonado, H. Cambridge University Press. 2006; 1st: 427–441
• Video-as-Data and Digital Video Manipulation Techniques for Transforming Learning Sciences Research, Education, and Other Cultural Practices INTERNATIONAL HANDBOOK OF VIRTUAL LEARNING ENVIRONMENTS, VOL I Pea, R. D., Weiss, J., Nolan, J., Hunsinger, J., Trifonas, P. 2006: 1321–93

  View details for DOI 10.1007/978-1-4020-3803-7_55

  View details for Web of Science ID 000269126200023

• Functioning in the wireless classroom 2nd IEEE International Workshop on Wireless and Mobile Technologies in Education (WMTE) Goldman, S. V., Pea, R., Maldonado, H., Martin, L., White, T. IEEE COMPUTER SOC. 2004: 75–82

  View details for Web of Science ID 000189494900010

• The diver project: Interactive digital video repurposing IEEE MULTIMEDIA Pea, R., Mills, M., ROSEN, J., Dauber, K., Effelsberg, W., Hoffert, E. 2004; 11 (1): 54-61

  View details for Web of Science ID 000188088400010

• The social and technological dimensions of scaffolding and related theoretical concepts for learning, education, and human activity JOURNAL OF THE LEARNING SCIENCES Pea, R. D. 2004; 13 (3): 423-451

  View details for Web of Science ID 000222613900006

• Changing how and what children learn in school with computer-based technologies FUTURE OF CHILDREN Roschelle, J. M., PEA, R. D., Hoadley, C. M., GORDIN, D. N., Means, B. M. 2000; 10 (2): 76-101

  Abstract

  Schools today face ever-increasing demands in their attempts to ensure that students are well equipped to enter the workforce and navigate a complex world. Research indicates that computer technology can help support learning, and that it is especially useful in developing the higher-order skills of critical thinking, analysis, and scientific inquiry. But the mere presence of computers in the classroom does not ensure their effective use. Some computer applications have been shown to be more successful than others, and many factors influence how well even the most promising applications are implemented. This article explores the various ways computer technology can be used to improve how and what children learn in the classroom. Several examples of computer-based applications are highlighted to illustrate ways technology can enhance how children learn by supporting four fundamental characteristics of learning: (1) active engagement, (2) participation in groups, (3) frequent interaction and feedback, and (4) connections to real-world contexts. Additional examples illustrate ways technology can expand what children learn by helping them to understand core concepts in subjects like math, science, and literacy. Research indicates, however, that the use of technology as an effective learning tool is more likely to take place when embedded in a broader education reform movement that includes improvements in teacher training, curriculum, student assessment, and a school's capacity for change. To help inform decisions about the future role of computers in the classroom, the authors conclude that further research is needed to identify the uses that most effectively support learning and the conditions required for successful implementation.

  View details for Web of Science ID 000168134300006

  View details for PubMedID 11255710

• Toward a learning technologies knowledge network ETR&D-EDUCATIONAL TECHNOLOGY RESEARCH AND DEVELOPMENT PEA, R. D., Tinker, R., Linn, M., Means, B., Bransford, J., Roschelle, J., Hsi, S., Brophy, S., Songer, N. 1999; 47 (2): 19-38

  View details for Web of Science ID 000081246600003

• Addressing the challenges of inquiry-based learning through technology and curriculum design JOURNAL OF THE LEARNING SCIENCES Edelson, D. C., GORDIN, D. N., PEA, R. D. 1999; 8 (3-4): 391-450

  View details for Web of Science ID 000082759600004

• The collaboratory notebook COMMUNICATIONS OF THE ACM Edelson, D. C., PEA, R. D., Gomez, L. M. 1996; 39 (4): 32-33

  View details for Web of Science ID A1996UC43800012

• The greenhouse effect visualizer: A tool for the science classroom 4th Conference on Education - The Globe Program GORDIN, D. N., PEA, R. D. AMER METEOROLOGICAL SOCIETY. 1995: AJ47–AJ52

  View details for Web of Science ID A1995BE61N00070

• The Greenhouse Effect Visualizer: A tool for the science classroom 4th Conference on Education - Opening the Doors to the Future: Education in the Classroom and Beyond / 75th AMS Annual Meeting GORDIN, D. N., PEA, R. D. AMER METEOROLOGICAL SOCIETY. 1995: B47–B52

  View details for Web of Science ID 000070980500071

• Prospects for scientific visualization as an educational technology JOURNAL OF THE LEARNING SCIENCES GORDIN, D. N., PEA, R. D. 1995; 4 (3): 249-?

  View details for Web of Science ID A1995TQ89600001

• LEARNING SCIENTIFIC CONCEPTS THROUGH MATERIAL AND SOCIAL ACTIVITIES - CONVERSATIONAL ANALYSIS MEETS CONCEPTUAL CHANGE EDUCATIONAL PSYCHOLOGIST PEA, R. D. 1993; 28 (3): 265-277

  View details for Web of Science ID A1993MA10400006

• THE COLLABORATIVE VISUALIZATION PROJECT COMMUNICATIONS OF THE ACM PEA, R. D. 1993; 36 (5): 60-63

  View details for Web of Science ID A1993KY90600015

• LEARNING THROUGH MULTIMEDIA IEEE COMPUTER GRAPHICS AND APPLICATIONS PEA, R. D. 1991; 11 (4): 58-66

  View details for Web of Science ID A1991FV36200012

• TOOLS FOR BRIDGING THE CULTURES OF EVERYDAY AND SCIENTIFIC THINKING JOURNAL OF RESEARCH IN SCIENCE TEACHING Hawkins, J., PEA, R. D. 1987; 24 (4): 291-307

  View details for Web of Science ID A1987G696500003

• COGNITIVE TECHNOLOGIES FOR WRITING REVIEW OF RESEARCH IN EDUCATION PEA, R. D., KURLAND, D. M. 1987; 14: 277-326

  View details for Web of Science ID A1987N195400007

• Beyond Amplification: Using the Computer to Reorganize Mental Functioning EDUCATIONAL PSYCHOLOGIST Pea, R. D. 1985; 20 (4): 167–82

  View details for DOI 10.1207/s15326985ep2004_2

  View details for Web of Science ID 000207982000002

• ORIGINS OF VERBAL LOGIC - SPONTANEOUS DENIALS BY 2-YEAR AND 3-YEAR OLDS JOURNAL OF CHILD LANGUAGE PEA, R. D. 1982; 9 (3): 597-626

  View details for Web of Science ID A1982PP76600005

  View details for PubMedID 7174759

• LOGIC IN EARLY CHILD LANGUAGE ANNALS OF THE NEW YORK ACADEMY OF SCIENCES PEA, R. D. 1980; 345 (JUN): 27-43

  View details for Web of Science ID A1980MN94800003

• Evaluating the Effect of Concussion Education Programs on Intent to Report Concussion in High School Football. Journal of athletic training Daneshvar, D. H., Yutsis, M., Baugh, C. M., Pea, R. D., Goldman, S., Grant, G. A., Ghajar, J., Sanders, L. M., Chen, C., Tenekedjieva, L., Gurrapu, S., Zafonte, R. D., Sorcar, P. 2021

  Abstract

  CONTEXT: Concussion underreporting leads to delays in diagnosis and treatment, prolonging recovery time. Athletes' self-report of concussion symptoms therefore reduces risk.OBJECTIVE: Evaluate the efficacy of three concussion education programs in improving concussion-reporting intention.DESIGN: Randomized controlled clinical trial with assessment immediately and one-month after education.SETTING: Three high schools in California.PATIENTS OR OTHER PARTICIPANTS: 118 male football players were randomly assigned to receive concussion education via: CrashCourse (CC), Centers for Disease Control (CDC) video educational materials (Vi), or CDC written educational materials (Wr).MAIN OUTCOME MEASURES: Concussion-reporting intention was assessed at baseline, immediately after education, and at one-month follow-up. Secondary outcomes included concussion knowledge, attitudes, perceived reporting norms, and perceived behavioral control.RESULTS: Athletes across all educational formats had significant improvement in concussion-reporting intention immediately following education and at one-month follow-up (mean improvement 6.8% and 11.4%, respectively; p<0.001). Similar findings were observed across all education formats in secondary analyses examining knowledge, attitudes, and perceived behavioral control. However, there were significant differences by education and time (p=0.03). On post-hoc analysis, athletes who received CC had increased concussion-reporting intention immediately and at one-month (baseline=4.7, immediate=6.1, one-month=6.0; p=0.007 compared to significant increases only at one-month for CDC-Vi (baseline=4.3, immediate=5.2, one-month=5.8; p=0.001), and no significant improvement for CDC-Wr (p=0.10). Secondary analyses indicated significant differences between CC and both CDC interventions, in concussion knowledge and attitudes, immediately after education and at one-month. There were no significant differences in perceived behavioral control between-interventions or in perceived concussion-reporting norms across or between interventions.CONCLUSION: All athletes exhibited improved intent to report concussions, increased concussion knowledge, better concussion attitudes, and more perceived behavioral control, both immediately after education and at one-month follow-up. However, athletes randomized to CC reported greater intent to report concussion, more knowledge, and improved concussion-reporting attitudes, when compared to CDC-Vi and CDC-Wr.TRIAL REGISTRY: ClinicalTrials.gov trial ID number is XXX.

  View details for DOI 10.4085/509-20

  View details for PubMedID 33428746

• Are we 'Beyond being there' yet? Towards better interweaving epistemic and social aspects of virtual reality conferencing Lahlou, S., Pea, R., Heitmayer, M., Russell, M. G., Schimmelpfennig, R., Yamin, P., Everri, M., Cordelois, A., Dawes, A. P., ACM ASSOC COMPUTING MACHINERY. 2021

  View details for DOI 10.1145/3411763.3451579

  View details for Web of Science ID 000759178501061

• Constantly connected: At what price and with what rewards? Mark, G., Dey, A., Czerwinski, M., Pang, A., Bell, G., Mazmanian, M., Pea, R., ACM ASSOC COMPUTING MACHINERY. 2016: 204–9

  View details for DOI 10.1145/2818052.2893364

  View details for Web of Science ID 000468137600051

• Remedying Misperceptions of Computer Science among Middle School Students Grover, S., Pea, R., Cooper, S., Dougherty, J., Nagel, K., Decker, A., Eiselt, K. ASSOC COMPUTING MACHINERY. 2014: 343–48

  View details for DOI 10.1145/2538862.2538934

  View details for Web of Science ID 000494249100067

• Digital Video Tools in the Classroom: How to Support Meaningful Collaboration and Critical Advanced Thinking of Students? NEW SCIENCE OF LEARNING: COGNITION, COMPUTERS AND COLLABORATION IN EDUCATION Zahn, C., Krauskopf, K., Hesse, F. W., Pea, R., Khine, M. S., Saleh, I. M. 2010: 503–23

  View details for DOI 10.1007/978-1-4419-5716-0_25

  View details for Web of Science ID 000278080600025

• Faculty Development to Change the Paradigm of Communication Skills Teaching in Oncology JOURNAL OF CLINICAL ONCOLOGY Back, A. L., Arnold, R. M., Baile, W. F., Tulsky, J. A., Barley, G. E., Pea, R. D., Fryer-Edwards, K. A. 2009; 27 (7): 1137-1141

  View details for DOI 10.1200/JCO.2008.20.2408

  View details for Web of Science ID 000266193500022

  View details for PubMedID 19171703

• Mathematics Worth Knowing, Resources Worth Growing, Research Worth Noting: A Response to the National Mathematics Advisory Panel Report EDUCATIONAL RESEARCHER Roschelle, J., Singleton, C., Sabelli, N., Pea, R., Bransford, J. D. 2008; 37 (9): 610-617

  View details for DOI 10.3102/0013189X08329193

  View details for Web of Science ID 000207715100008

• Fostering learning in the networked world: The cyberlearning opportunity and challenge. A 21st century agenda for the National Science Foundation Report of the NSF Task Force on Cyberlearning Borgman, C. L., Abelson, H., Dirks, L., Johnson, R., Koedinger, K. R., Linn, M. C., Lynch, C. A., Oblinger, D. G., Pea, R. D., Salen, K. 2008
• WILD for Learning Interacting Through New Computing Devices Anytime, Anywhere CAMBRIDGE HANDBOOK OF THE LEARNING SCIENCES Pea, R. D., Maldonado, H., Sawyer, R. K. 2006: 427–41

  View details for Web of Science ID 000298080800025

• Video-as-data and digital video manipulation techniques for transforming learning sciences research, education, and other cultural practices The international handbook of virtual learning environments Pea, R. D. Springer. 2006: 1321–1393
• Foundations and Opportunities for an Interdisciplinary Science of Learning CAMBRIDGE HANDBOOK OF THE LEARNING SCIENCES Bransford, J. D., Barron, B., Pea, R. D., Meltzoff, A., Kuhl, P., Bell, P., Stevens, R., Schwartz, D. L., Vye, N., Reeves, B., Roschelle, J., Sabelli, N. H., Sawyer, R. K. 2006: 19–34

  View details for Web of Science ID 000298080800003

• Advanced digital video technologies to support collaborative learning in school education and beyond International Conference on Computer Supported Collaborative Learning Zahn, C., Hesse, F., Finke, M., Pea, R., Mills, M., Rosen, J. LAWRENCE ERLBAUM ASSOC PUBL. 2005: 737–742

  View details for Web of Science ID 000240098300097

• Emerging social engineering in the wireless classroom 6th International Conference of the Learning Sciences Goldman, S., Pea, R., Maldonado, H. LAWRENCE ERLBAUM ASSOC PUBL. 2004: 222–229

  View details for Web of Science ID 000222781900033

• A walk on the WILD side: How wireless handhelds may change computer-supported collaborative learning International Journal of Cognition and Technology Roschelle, J., Pea, R. 2002; 1 (1): 145-168
• To unlock the learning value of wireless mobile devices, understand coupling Roschelle, J., Patton, C., Pea, R., Milrad, M., Hoppe, U., Kinshuk IEEE COMPUTER SOC. 2002: 2-6

  View details for DOI 10.1109/WMTE.2002.1039214

  View details for Web of Science ID 000177912200001

• Transformative communication as a cultural tool for guiding inquiry science SCIENCE EDUCATION Polman, J. L., Pea, R. D. 2001; 85 (3): 223-238

  View details for DOI 10.1002/sce.1007

  View details for Web of Science ID 000168347700002

• How people learn: Brain, mind, experience, and school: Expanded edition Council, N. R. National Academies Press. 2000
• THE COLLABORATIVE VISUALIZATION PROJECT - SHARED-TECHNOLOGY LEARNING ENVIRONMENTS FOR SCIENCE LEARNING PEA, R. D., GOMEZ, L. M., Maitan, J. SPIE - INT SOC OPTICAL ENGINEERING. 1993: 253–64

  View details for DOI 10.1117/12.139268

  View details for Web of Science ID A1993BX53X00026

• SYNTHESIZING INSTRUCTIONAL TECHNOLOGIES AND EDUCATIONAL CULTURE - EXPLORING COGNITION AND METACOGNITION IN THE SOCIAL-STUDIES JOURNAL OF EDUCATIONAL COMPUTING RESEARCH THORNBURG, D. G., PEA, R. D. 1991; 7 (2): 121-164

  View details for DOI 10.2190/KWX7-Y23T-6YTT-GDH0

  View details for Web of Science ID A1991FT26100002

• LINGUISTIC AND LOGICAL FACTORS IN RECOGNITION OF INDETERMINACY COGNITIVE DEVELOPMENT FALMAGNE, R. J., MAWBY, R. A., PEA, R. D. 1989; 4 (2): 141-176

  View details for DOI 10.1016/0885-2014(89)90013-0

  View details for Web of Science ID A1989U741100002

• COMPUTERS AND EXCELLENCE IN THE FUTURE OF EDUCATION ANNALS OF THE NEW YORK ACADEMY OF SCIENCES PEA, R. D. 1987; 517: 125-138

  View details for Web of Science ID A1987P656500012

• THE LIKELIHOOD OF CORRELATIONAL THINKING IN ADULTS - A COMPARATIVE-STUDY AND METHODOLOGICAL CRITIQUE GENETIC SOCIAL AND GENERAL PSYCHOLOGY MONOGRAPHS McLaughlin, J. A., PEA, R. D. 1987; 113 (4): 463-485

  View details for Web of Science ID A1987L853400003

• USER CENTERED SYSTEM-DESIGN - NEW PERSPECTIVES ON HUMAN-COMPUTER INTERACTION - NORMAN,DA, DRAPER,SW (Book Review) JOURNAL OF EDUCATIONAL COMPUTING RESEARCH Book Review Authored by: PEA, R. 1987; 3 (1): 129–34

  View details for Web of Science ID A1987G438100008

• MERDS THAT LAUGH DONT LIKE MUSHROOMS - EVIDENCE FOR DEDUCTIVE REASONING BY PRESCHOOLERS DEVELOPMENTAL PSYCHOLOGY HAWKINS, J., PEA, R. D., GLICK, J., SCRIBNER, S. 1984; 20 (4): 584–94

  View details for DOI 10.1037//0012-1649.20.4.584

  View details for Web of Science ID A1984TA61500008

• ON THE COGNITIVE EFFECTS OF LEARNING COMPUTER-PROGRAMMING NEW IDEAS IN PSYCHOLOGY PEA, R. D., KURLAND, D. M. 1984; 2 (2): 137-168

  View details for DOI 10.1016/0732-118X(84)90018-7

  View details for Web of Science ID A1984TG47600007

• WERNERS INFLUENCES ON CONTEMPORARY-PSYCHOLOGY HUMAN DEVELOPMENT PEA, R. D. 1982; 25 (4): 303-308

  View details for DOI 10.1159/000272815

  View details for Web of Science ID A1982NV76300005

• CAN INFORMATION-THEORY EXPLAIN EARLY WORD CHOICE JOURNAL OF CHILD LANGUAGE PEA, R. D. 1979; 6 (3): 397-410

  View details for Web of Science ID A1979HS58000001

  View details for PubMedID 536407

• Learning science through collaborative visualization over the Internet Nobel Symposium: Virtual museums and public understanding of science and culture, May 26-29, 2002 Pea, R. 2002