Historically, learning for young students has occurred in formal, in-person classroom environments, but the distance learning context has opened a myriad of learning modalities. To this end, we aim to better understand how deploying learning experience design (LXD) approach supports or hinders children's engagement while participating in an…

Reasoning about visual representations in science requires the ability to control one's attention, inhibit attention to irrelevant or incorrect information, and hold information in mind while manipulating it actively--all aspects of the limited capacity cognitive system described as humans' Executive Functions (EFs) (see Diamond, 2002). This…

Undergraduates' distress has increased dramatically since the COVID-19 pandemic's onset, raising concerns for academic achievement. Yet little is known about the mechanisms by which pandemic-related distress may affect students' learning and performance, and consequently, how we might intervene to promote student achievement despite the continuing…

Behavioral self-regulation supports young children's learning and is a strong predictor of later academic achievement. The capacity to manage one's attention and control one's behavior is commonly measured via direct assessments of executive function (EF). However, to understand how EF skills contribute to academic achievement, it is helpful to…

This article reports on two studies designed to examine the landscape of online streamed videos, and the features that may support vocabulary learning for low-income preschoolers. In Study 1, we report on a content analysis of 100 top language- and literacy-focused educational media programs streamed from five streaming platforms. Randomly…

The effectiveness of an experimental middle school fraction intervention was evaluated. The intervention was centered on the number line and incorporated key principles from the science of learning. Sixth graders (N = 51) who struggled with fraction concepts were randomly assigned at the student level to the experimental intervention (n = 28) or…