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EdCog Journal Club

Join the fascinating conversation about education and cognition research as we explore the impact it has on current teaching practices. This interactive bi-weekly event will allow you to engage in research content that will enhance your understanding and application of educational techniques.

All Winter 2026 journal club meetings will take place on Wednesdays from 10:00-11:00am EST, starting January 14th. 

They will be facilitated by McCall MacBain Postdoctoral Fellows.

Sign up to get weekly email reminders and the link to our online meeting.

 

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Information Box Group

Fall 2025 Schedule

Date Article
September 24 Yan, V.X., Sana, F., & Carvalho, P.F. (2024). No simple solutions to complex problems: cognitive science principles can guide but not prescribe educational decisions. Policy Insights from the Behavioral and Brain Sciences, 11(1) 59-66.
October 8 Henderson, M., Bearman, M., Chung, J., Fawns, T., Buckingham Shum, S., Matthews, K. E., & de Mello Heredia, J. (2025). Comparing Generative AI and teacher feedback: student perceptions of usefulness and trustworthiness. Assessment & Evaluation in Higher Education, 1–16.
October 22 Imundo, M.N., Zung, I., Whatley, M.C. et al. (2025). When two learners are better than one: using flashcards with a partner improves metacognitive accuracy. Metacognition Learning, 20, 3.
November 5 Roohani, A., & Heidari Vincheh, M. (2021). Effect of game-based, social media, and classroom-based instruction on the learning of phrasal verbs. Computer Assisted Language Learning, 36(3), 375–399.
November 19 Tasdelen, O., Bodemer, D. (2025). Generative AI in the Classroom: Effects of Context-Personalized Learning Material and Tasks on Motivation and Performance. Int J Artif Intell Educ.

 

Winter 2026 Schedule

Date Reading
January 14 Gillespie, S., Morency, M. M., Fajemirokun, E., & Ferguson, G. M. (2025). Promoting Identity Development, Multicultural Attitudes, and Civic Engagement Through Ethnic Studies: Evidence From a Natural Experiment. Child Development, 96(3), 966–979.
January 28 Anyidoho, P. A., & Gallant, D. J. (2025). Benefits and Challenges of Virtual Early Arrival or Summer Bridge Programs for Underrepresented Minority Students Majoring in STEM. Journal of College Science Teaching, 54(1), 51–56.
February 11 Marano, G., Kotzalidis, G. D., Lisci, F. M., Anesini, M. B., Rossi, S., Barbonetti, S., Cangini, A., Ronsisvalle, A., Artuso, L., Falsini, C., Caso, R., Mandracchia, G., Brisi, C., Traversi, G., Mazza, O., Pola, R., Sani, G., Mercuri, E. M., Gaetani, E., & Mazza, M. (2025). The Neuroscience Behind Writing: Handwriting vs. Typing—Who Wins the Battle? Life (Basel, Switzerland), 15(3), 345.
March 4 Wu, C.-H., Liu, C.-H., & Huang, Y.-M. (2022). The exploration of continuous learning intention in STEAM education through attitude, motivation, and cognitive load. International Journal of STEM Education, 9(1), Article 35.
March 18 Pastor, M. A. S., Cervantes-Marreros, M. D., Cubas-Pérez, J. D., Reategui-Apagueño, L. A., Tito-Pezo, D., Piña-Rimarachi, J. M., Vasquez-Perez, C. A., Correa-Vasquez, C. L., Soplin Rios, J. A., del Pino, L. F., & Botelho Junior, A. B. (2025). Project-Based Learning at Universities: A Sustainable Approach to Renewable Energy in Latin America—A Case Study. Sustainability, 17(12), 5492.
April 1 Aaron, Cassandra, Tania Heap, Audon Archibald, Laura Keyes, Maeleigh Novosad, and Adam Fein. “Applications of Human–AI Interaction to Optimize Teaching Workload and Improve Student Writing.” Journal of Computing in Higher Education, ahead of print, November 3, 2025.