Shaaron Aınsworth
Biographic Data
| ID | 4009949 |
|---|---|
| NAME | Shaaron Aınsworth |
| GIVEN NAMES | Shaaron |
| FAMILY NAME | Aınsworth |
| SIGNATURE | AINSWORTH S |
| AFFILIATIONS | University of Nottingham |
| ORCID | 0000-0002-9453-7196 |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 12 |
| AUTHOR COUNT | 9 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1999 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Optimising learning from interactive visualisations with drawing prompts
Interactive visualisations (IVs) have demonstrated success for improving learning in science classrooms. However, for this success to be realised, it is important that learners adopt an effective learning strategy. In three studies, we explored if drawing is such a strategy and, if so, what scaffolds might enhance its use. Compared to drawing from written text where almost invariably drawing is helpful, extant research on the efficacy of drawing …
Can teaching assistants improve attainment and attitudes of low performing pupils in numeracy? Evidence from a large-scale randomised controlled trial
The use of teaching assistants (TAs) is widespread in many education systems, but the ways that TAs can support learning effectively are poorly understood. Much evidence indicates that most TA support has no, or negative, effects on pupil attainment. A small but growing body of evidence shows that structured TA intervention programmes can be effective. This paper reports the results of a large-scale randomised controlled trial of Catch Up® Numera…
Learning About Viruses: Representing Covid-19
Covid-19 has significantly impacted children’s lives, requiring them to process multiple messages with significant emotional, social, and behavioural implications. Yet, the vast majority of these messages solely focus on behaviour. This is an oversight as children and young people can understand the biological properties and mechanisms of viruses when supported appropriately, thereby presenting an important opportunity for educators. However, lik…
Using dialogic interventions to decrease children’s use of inappropriate teleological explanations
A belief in teleology is often suggested to be a barrier in children’s science education. Many studies have catalogued children’s use of teleological explanations, but fewer have developed approaches to tackle children’s use in scientific contexts. This paper reports two studies that utilised dialogic interventions alongside Concept Cartoons to do just that. Study 1 (5- to 7-year-olds, n = 54) addressed teleological explanations for natural pheno…
“Now move like that fish”: Can enactment help learners come to understand dynamic motion presented in photographs and videos
Motivating Children to Learn Effectively: Exploring the Value of Intrinsic Integration in Educational Games
The concept of intrinsic motivation lies at the heart of the user engagement created by digital games. Yet despite this, educational software has traditionally attempted to harness games as extrinsic motivation by using them as a sugar coating for learning content. This article tests the concept of intrinsic integration as a way of creating a more productive relationship between educational games and their learning content. Two studies assessed t…
Drawing to Learn in Science
Emerging research suggests drawing should be explicitly recognized as a key element in science education.
DeFT: A conceptual framework for considering learning with multiple representations
The functions of multiple representations
The functions of multiple representations
DeFT: A conceptual framework for considering learning with multiple representations
Motivating Children to Learn Effectively: Exploring the Value of Intrinsic Integration in Educational Games
The concept of intrinsic motivation lies at the heart of the user engagement created by digital games. Yet despite this, educational software has traditionally attempted to harness games as extrinsic motivation by using them as a sugar coating for learning content. This article tests the concept of intrinsic integration as a way of creating a more productive relationship between educational games and their learning content. Two studies assessed t…
Drawing to Learn in Science
Emerging research suggests drawing should be explicitly recognized as a key element in science education.
“Now move like that fish”: Can enactment help learners come to understand dynamic motion presented in photographs and videos
Using dialogic interventions to decrease children’s use of inappropriate teleological explanations
A belief in teleology is often suggested to be a barrier in children’s science education. Many studies have catalogued children’s use of teleological explanations, but fewer have developed approaches to tackle children’s use in scientific contexts. This paper reports two studies that utilised dialogic interventions alongside Concept Cartoons to do just that. Study 1 (5- to 7-year-olds, n = 54) addressed teleological explanations for natural pheno…
Learning About Viruses: Representing Covid-19
Covid-19 has significantly impacted children’s lives, requiring them to process multiple messages with significant emotional, social, and behavioural implications. Yet, the vast majority of these messages solely focus on behaviour. This is an oversight as children and young people can understand the biological properties and mechanisms of viruses when supported appropriately, thereby presenting an important opportunity for educators. However, lik…
Can teaching assistants improve attainment and attitudes of low performing pupils in numeracy? Evidence from a large-scale randomised controlled trial
The use of teaching assistants (TAs) is widespread in many education systems, but the ways that TAs can support learning effectively are poorly understood. Much evidence indicates that most TA support has no, or negative, effects on pupil attainment. A small but growing body of evidence shows that structured TA intervention programmes can be effective. This paper reports the results of a large-scale randomised controlled trial of Catch Up® Numera…
Optimising learning from interactive visualisations with drawing prompts
Interactive visualisations (IVs) have demonstrated success for improving learning in science classrooms. However, for this success to be realised, it is important that learners adopt an effective learning strategy. In three studies, we explored if drawing is such a strategy and, if so, what scaffolds might enhance its use. Compared to drawing from written text where almost invariably drawing is helpful, extant research on the efficacy of drawing …
Psychology (7 works) · Computer Science (6 works) · Innovative Teaching and Learning Methods (4 works) · Visual and Cognitive Learning Processes (4 works) · Cognitive psychology (3 works) · Mathematics education (3 works) · Pedagogy (3 works) · Science Education and Pedagogy (3 works) · Artificial Intelligence (2 works) · Biology (2 works)