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.
Recent Grants and Awards (Selected)
- 2016 – WSU Principal Investigator on a National Science Foundation grant entitled “An Instrument and Adoption Framework for Student Cognitive and Social Engagement with a Course”; $800,000
- 2015 – Co-Principal Investigator on a National Science Foundation grant entitled “PERKS: Power Electronics Refined learning via affordable Kit and Software tutor; $249,995
- 2015 – Published article on the meta-analysis of intelligent tutoring system spotlighted by the Journals Program of APA
- 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.
Selected Recent Publications
- Adesope, O. O., Trevisan, D., & Sundararajan, N. (2017). Rethinking the use of tests: A meta-analysis of the testing effect. Review of Educational Research, 87, 659 – 701.
- Adesope, O. O., Cavagnetto, A., Anguiano, C.+, Hunsu, N.+, & Lloyd, J. (2017). The comparative effects of computer-based concept maps, refutational texts and expository texts on science learning. Journal of Educational Computing Research, 55, 46 – 59.
- Ardasheva, Y., Wang, Z., & Adesope, O. O. (2017). Exploring effectiveness and moderators of language learning strategy instruction on second language learning and self-regulation outcomes. Review of Educational Research, 87, 544 – 582.
- Wang, Z., & Adesope, O.O. (2017). Do focused self-explanation prompts overcome seductive details? A multimedia study. Journal of Educational Technology & Society, 20, 47-57.
- Wang, Z., Sundararajan, N., Adesope, O. O., & Ardasheva, Y. (in press). Moderating the seductive details effect in multimedia learning with note-taking. British Journal of Educational Technology.
- Srivastava, A., Hahn, A., Adesope, O. O., Hauser, C. H., & Bakken, D. E.(in press). Experience with a multi-disciplinary, team-taught smart grid cyber infrastructure course. IEEE Transactions on Power Systems.
- Ardasheva, Y., Wang, Z., Roo, A., & Adesope, O.O (in press). Impacts on Science Reading Comprehension and Interest: Do Visuals Always Help English Learners? Journal of Educational Research.
- Hunsu, N., & Adesope, O. O., & Bayly, D. (2016). A meta-analysis of the effects of audience response systems (clickers) on cognition and affect. Computers & Education, 94, 102-119.
- Abdul, B., Adesope, O. O., VanWie, B. J., & Thiessen, D. (2016). Comparing the effects of two active learning approaches in an engineering education classroom. International Journal of Engineering Education, 32, 1-16.
- Wang, Z+., & Adesope, O. O. (2016). Exploring the effects of seductive details with the 4-phase model of interest. Learning and Motivation, 55, 65-77.
- Adesope, O. O., Zhou, M., & Nesbit, J. C. (2015). Achievement goal orientations and self-reported study strategies as predictors of online studying activities. Journal of Educational Computing Research, 53, 436 – 458.
- Schroeder, N. L., & Adesope, O. O. (2015). Impacts of pedagogical agent gender in an accessible learning environment. Educational Technology & Society, 18(4), 401-411.
- Ma, W., Adesope, O. O., Nesbit, J. C., & Liu, Q. (2014). Intelligent tutoring systems and learning outcomes: A meta-analytic survey. Journal of Educational Psychology, 106, 901-918.
- 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., & 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.
- 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
- H.N.D. , Yaba College of Technology