Steve Malone
Biographic Data
| ID | 170449 |
|---|---|
| NAME | Steve Malone |
| GIVEN NAMES | Steve |
| FAMILY NAME | Malone |
| SIGNATURE | MALONE S |
| AFFILIATIONS | Saarland University |
| ORCID | 0000-0001-8610-2611 |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 4 |
| AUTHOR COUNT | 9 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2015 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
A Systematic Review of Empirical Research on Graphing Numerical Data in K–12 STEM Education
Graphs are essential representations in the professions and education concerning the science, technology, engineering, and mathematics (STEM) disciplines. Beyond their academic relevance, graphs find extensive utility in everyday scenarios, ranging from news media to educational materials. The ability to understand graphs is connected to the ability to create graphs. In school education, particularly in STEM subjects, not only the understanding b…
The Role of Cognitive Learner Prerequisites for Cognitive Load and Learning Outcomes in AR-Supported Lab Work
Augmented Reality (AR) can enhance student-centered lab work by bridging the spatial and temporal split between virtual information and observed real-world phenomena. While the Cognitive Theory of Multimedia Learning and the Cognitive Load Theory suggest that AR can reduce extraneous cognitive load (ECL) and foster learning, the empirical results remain inconsistent. This re-analysis of three related studies with different target groups and AR de…
Digital ink and differentiated subjective ratings for cognitive load measurement in middle childhood
BackgroundNew methods are constantly being developed to adapt cognitive load measurement to different contexts. However, research on middle childhood students' cognitive load measurement is rare. Research indicates that the three cognitive load dimensions (intrinsic, extraneous, and germane) can be measured well in adults and teenagers using differentiated subjective rating instruments. Moreover, digital ink recorded by smartpens could serve as a…
Comparing Two Subjective Rating Scales Assessing Cognitive Load During Technology-Enhanced STEM Laboratory Courses
Cognitive load theory is considered universally applicable to all kinds of learning scenarios. However, instead of a universal method for measuring cognitive load that suits different learning contexts or target groups, there is a great variety of assessment approaches. Particularly common are subjective rating scales, which even allow for measuring the three assumed types of cognitive load in a differentiated way. Although these scales have been…
Homogeneous and heterogeneous multiple representations in equation‐solving problems: An eye‐tracking study
Multiple external representations (MERs) play an important role in the learning field of mathematics. Whereas the cognitive theory of multimedia learning and the integrative text and picture comprehension model assume that the heterogeneous combination of symbolic and analogous representations fosters learning; the design, functions, and tasks framework holds that learning benefits depend on the specific functions of MERs. The current paper descr…
The use of augmented reality to foster conceptual knowledge acquisition in STEM laboratory courses—Theoretical background and empirical results
Learning with hands‐on experiments can be supported by providing essential information virtually during lab work. Augmented reality (AR) appears especially suitable for presenting information during experimentation, as it can be used to integrate both physical and virtual lab work. Virtual information can be displayed in close spatial proximity to the correspondent components in the experimentation environment, thereby ensuring a basic design pri…
New Approaches to Mapping and Managing Palaeochannel Resources in the Light of Future Environmental Change: A Case Study from the Trent Valley, UK
Abandoned river channels may provide rich primary sources of palaeoenvironmental and cultural information elucidating landscape evolution, climate change, vegetation history and human impact, especially since the beginning of the Holocene epoch. However, although potentially an important resource, palaeochannels are not often recorded systematically and only rarely enjoy robust statutory protection (in the UK as Sites of Special Scientific Intere…
Assessing riverine threats to heritage assets posed by future climate change through a geomorphological approach and predictive modelling in the Derwent Valley Mills WHS, UK
Perceived discrimination and markers of cardiovascular risk among low‐income A frican A merican youth
OBJECTIVES: Our study examines the relationship between perceived discrimination and levels of C-reactive protein and blood pressure in low-income youth ages 10-15 years old. METHODS: Data were collected from 10 to 15 year old focal children and their mothers. Face-to-face interviews were implemented to collect data on stressors including experiences of everyday discrimination from youth. High sensitivity CRP in dried blood spot samples and diast…
Assessing riverine threats to heritage assets posed by future climate change through a geomorphological approach and predictive modelling in the Derwent Valley Mills WHS, UK
Digital ink and differentiated subjective ratings for cognitive load measurement in middle childhood
BackgroundNew methods are constantly being developed to adapt cognitive load measurement to different contexts. However, research on middle childhood students' cognitive load measurement is rare. Research indicates that the three cognitive load dimensions (intrinsic, extraneous, and germane) can be measured well in adults and teenagers using differentiated subjective rating instruments. Moreover, digital ink recorded by smartpens could serve as a…
Perceived discrimination and markers of cardiovascular risk among low‐income A frican A merican youth
OBJECTIVES: Our study examines the relationship between perceived discrimination and levels of C-reactive protein and blood pressure in low-income youth ages 10-15 years old. METHODS: Data were collected from 10 to 15 year old focal children and their mothers. Face-to-face interviews were implemented to collect data on stressors including experiences of everyday discrimination from youth. High sensitivity CRP in dried blood spot samples and diast…
Assessing riverine threats to heritage assets posed by future climate change through a geomorphological approach and predictive modelling in the Derwent Valley Mills WHS, UK
New Approaches to Mapping and Managing Palaeochannel Resources in the Light of Future Environmental Change: A Case Study from the Trent Valley, UK
Abandoned river channels may provide rich primary sources of palaeoenvironmental and cultural information elucidating landscape evolution, climate change, vegetation history and human impact, especially since the beginning of the Holocene epoch. However, although potentially an important resource, palaeochannels are not often recorded systematically and only rarely enjoy robust statutory protection (in the UK as Sites of Special Scientific Intere…
Homogeneous and heterogeneous multiple representations in equation‐solving problems: An eye‐tracking study
Multiple external representations (MERs) play an important role in the learning field of mathematics. Whereas the cognitive theory of multimedia learning and the integrative text and picture comprehension model assume that the heterogeneous combination of symbolic and analogous representations fosters learning; the design, functions, and tasks framework holds that learning benefits depend on the specific functions of MERs. The current paper descr…
The use of augmented reality to foster conceptual knowledge acquisition in STEM laboratory courses—Theoretical background and empirical results
Learning with hands‐on experiments can be supported by providing essential information virtually during lab work. Augmented reality (AR) appears especially suitable for presenting information during experimentation, as it can be used to integrate both physical and virtual lab work. Virtual information can be displayed in close spatial proximity to the correspondent components in the experimentation environment, thereby ensuring a basic design pri…
Comparing Two Subjective Rating Scales Assessing Cognitive Load During Technology-Enhanced STEM Laboratory Courses
Cognitive load theory is considered universally applicable to all kinds of learning scenarios. However, instead of a universal method for measuring cognitive load that suits different learning contexts or target groups, there is a great variety of assessment approaches. Particularly common are subjective rating scales, which even allow for measuring the three assumed types of cognitive load in a differentiated way. Although these scales have been…
Digital ink and differentiated subjective ratings for cognitive load measurement in middle childhood
BackgroundNew methods are constantly being developed to adapt cognitive load measurement to different contexts. However, research on middle childhood students' cognitive load measurement is rare. Research indicates that the three cognitive load dimensions (intrinsic, extraneous, and germane) can be measured well in adults and teenagers using differentiated subjective rating instruments. Moreover, digital ink recorded by smartpens could serve as a…
The Role of Cognitive Learner Prerequisites for Cognitive Load and Learning Outcomes in AR-Supported Lab Work
Augmented Reality (AR) can enhance student-centered lab work by bridging the spatial and temporal split between virtual information and observed real-world phenomena. While the Cognitive Theory of Multimedia Learning and the Cognitive Load Theory suggest that AR can reduce extraneous cognitive load (ECL) and foster learning, the empirical results remain inconsistent. This re-analysis of three related studies with different target groups and AR de…
A Systematic Review of Empirical Research on Graphing Numerical Data in K–12 STEM Education
Graphs are essential representations in the professions and education concerning the science, technology, engineering, and mathematics (STEM) disciplines. Beyond their academic relevance, graphs find extensive utility in everyday scenarios, ranging from news media to educational materials. The ability to understand graphs is connected to the ability to create graphs. In school education, particularly in STEM subjects, not only the understanding b…
Cognition (5 works) · Computer Science (5 works) · Psychology (5 works) · Cognitive Load (4 works) · Visual and Cognitive Learning Processes (4 works) · Cognitive psychology (3 works) · Archaeology (2 works) · Artificial Intelligence (2 works) · Cartography (2 works) · Climate change (2 works)