Sola Adesope's research is at the intersection of educational psychology, learning sciences, instructional design and technology. His recent research focuses on the cognitive and pedagogical underpinnings of learning with computer-based multimedia resources; knowledge representation through interactive concept maps & diagrams, meta-analysis of empirical research, evaluation of learning objects, and investigation of instructional principles and assessments in Science, Technology, Engineering and Mathematics (STEM) domains.
Dr. Adesope teaches the following courses: Theoretical Foundations of Learning and Instruction, Principles of Research, Quasi-Experimental Designs, Systematic Reviews and Meta-Analysis as well as Advanced Educational Psychology with Emphasis on Multimedia Learning Theories, Principles and Research.
Grants and Awards
- 2014 - Presented the "Outstanding Early Career Researcher Award" for American Educational Research Association's Technology, Instruction, Cognition and Learning Special Interest Group - Philadelphia, PA.
- 2014 - Presented the Washington State University's College of Education "Excellence in Research" award
- 2014 - Co-Principal Investigator on a National Science Foundation grant entitled "Affordable Desktop Learning Modules (DLMs) to Facilitate Transformation of Undergraduate Engineering Classes"; $714,706
- 2013 - Co-Principal Investigator on a National Science Foundation grant entitled "Exploring Social Programming Environments in Early Computing Courses"; $549,763
- 2013 - Co-Principal Investigator on a Mathematics and Science Partnership grant entitled "Enhancing Understanding of Scientific Concepts and Practices with the Science Writing Heuristics Approach, Concept Mapping, & Instructional Design"; $518,189
- 2013 - Principal Investigator on a project funded by Organization for Economic Cooperation and Development (OECD, Paris-France), entitled "Statistical Analysis of Teaching and Learning International Survey (TALIS)"; $30,000
- 2013 - Principal Investigator, W.S.U. College of Education Faculty Funding Award; $5,000
- 2013 - WSU Honors College Thesis Advisor Award
- 2012 - Principal Investigator, W.S.U. College of Education Faculty Funding Award; $5,000
- 2011 - Co-Principal Investigator on a National Science Foundation grant entitled "Collaborative Research: Building Theories That Inform Practice: Exploring Engineering Epistemologies Through Cross-Disciplinary Data Analysis"; $276,369
- 2011 - Co-Principal Investigator. Analysis of Differences between Three Groups of Washington State Schools. Funded by Washington Education Association; $29,900
- 2011 - Principal Investigator, W.S.U. College of Education Faculty Funding Award; $9,000
- 2011 - G.M. Dunlop Award for the Best Doctoral Dissertation in Educational Psychology in Canada, presented by the Canadian Association for Educational Psychology.
- 2011 - Grants Program Invited Participant - American Educational Research Association (AERA) Faculty Institute for the Teaching of Statistics with Large-Scale Data Sets - Stanford University, Palo Alto, California.
- 2011 - AERA Division C (Learning and Instruction) New Faculty Mentoring Program Invited Participant - New Orleans, Louisiana.
- 2009 - Excellent Paper Award, Language and Reading Comprehension for Immigrant Children,(LARCIC) Conference, Ontario Institute for Studies in Education, Toronto.
Selected Recent Publications
- Ma, W., Adesope, O. O., Nesbit, J. C., & Liu, Q. (2014, June 23). Intelligent tutoring systems and learning outcomes: A meta-analytic survey. Journal of Educational Psychology, Advance online publication. http://dx.doi.org/10.1037/a0037123
- Schroeder, N. L., & Adesope, O. O. (2014). A systematic review of pedagogical agents' persona, motivation, and cognitive load implications for learners. Journal of Research on Technology in Education, 46(3).
- Adesope, O. O., & Nesbit, J. C. (2013). Learning with animated and static concept maps. Learning and Instruction, 27, 1-10.
- Nesbit, J. C., & Adesope, O. O. (2013). Animated and static concept maps. In G. Schraw, M. Mccrudden, & D. Robinson (Eds.), Learning Through Visual Displays. (pp. 303-328). Greenwich, CT: Information Age.
- Schroeder, N. L., Adesope, O. O., & Barouch-Gilbert, R. (2013). A meta-analysis of the effects of pedagogical agents on learning. Journal of Educational Computing Research, 49, 1-40.
- Adesope, O. O., & Trevisan, D. A. (2013). The negelcted benefits of testing: Implications for classroom and self-directed learning. The WERA Educational Journal, 5, 22-26.
- Schroeder, N. L., & Adesope, O. O. (2013). Do 3D pedagogical agents help students learn science? A systematic review. Cases 3D Technology: Application and Integration in Education. (pp. 49-71). Hershey, PA: IGI Global.
- Adesope, O. O., & Nesbit, J. C. (2012). Verbal redundancy in multimedia learning environments: A meta-analysis. Journal of Educational Psychology, 104, 250-263.
- Panchal, J., Adesope, O. O., & Malak, R. (2012). Designing undergraduate design experiences - A framework based on the expectancy-value theory. International Journal of Engineering Education, 28, 1-9.
- Trevisan, M. S., French, B. F., & Adesope, O. O. (2012). Including contextual factors in the reporting of school improvement data. The WERA Educational Journal, 5, 2-7.
- Adesope, O. O., Lavin, T., Thompson, T., & Ungerleider, C. (2011). Best practices in teaching literacy to ESL immigrant students: A meta-analysis. British Journal of Educational Psychology, 81, 629-653.
- Nesbit, J. C., & Adesope, O. O. (2011). Learning from animated concept maps with concurrent audio narration. Journal of Experimental Education, 79, 209-230.
- Adesope, O. O. (2011). Learning Statistics with multimedia aids. Cases on inquiry through instructional technology in Math and Science: Systemic Approaches. IGI Global.
- Schroeder, N. L., & Adesope, O. O. (2011). Concept maps as tools for learning scientific language. Cases on inquiry through instructional technology in Math and Science: Systemic Approaches. IGI Global.
- Adesope, O. O., Lavin, T., Thompson, T., & Ungerleider, C. (2010). A systematic review and meta-analysis on the cognitive correlates of bilingualism. Review of Educational Research, 80, 207-245.
- Ph.D. Simon Fraser University, Burnaby, B.C., Canada
- M.Sc., Simon Fraser University, Surrey, B.C., Canada
- P.G.D., Ladoke Akintola University of Technology