N Sanjay Rebello
Biographic Data
| ID | 9510007 |
|---|---|
| NAME | N Sanjay Rebello |
| GIVEN NAMES | N Sanjay |
| FAMILY NAME | Rebello |
| SIGNATURE | REBELLO N S |
| AFFILIATIONS | Purdue University West Lafayette |
| ORCID | 0009-0002-0194-5017 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 5 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 0 |
Using multimedia hints to facilitate conceptual problem solving in physics: Investigating the effects of multiple modalities
Multimedia hints are widely used in educational materials to support conceptual learning, yet their comparative effectiveness across modalities remains underexplored. Prior studies suggest that graphical hints can enhance learners’ performance on physics problems, but it is unclear how they interact with other modalities such as text and voice. Understanding these interactions is essential for designing effective instructional tools. In this stud…
Emotional and cognitive effects of learning with computer simulations and computer videogames
Subjective Measure of Cognitive Load Depends on Participants’ Content Knowledge Level
Cognitive load theory (CLT) posits the classic view that cognitive load (CL) has three-components: intrinsic, extraneous and germane. Prior research has shown that subjective ratings are valid measures of different CL subtypes. To a lesser degree, how the validity of these subjective ratings depends on learner characteristics has not been studied. In this research, we explored the extent to which the validity of a specific set of subjective measu…
Supporting middle school students’ science talk: A comparison of physical and virtual labs
Research exploring students’ learning from physical and virtual labs has suggested that on the whole, students learn science content just as well, if not better from virtual labs as they do from physical labs. However, the affordances of physical labs might support the learning of specific skills and competencies that are just as crucial for learning science. In this study, we examined students’ discussions as they worked on physical and virtual …
Using eye movements to measure intrinsic, extraneous, and germane load in a multimedia learning environment
In a previous study, DeLeeuw and Mayer (2008) found support for the triarchic model of cognitive load (Sweller, Van Merrienboer, & Paas, 1998, 2019) by showing that three different metrics could be used to independently measure 3 hypothesized types of cognitive load: intrinsic, extraneous, and germane. However, 2 of the 3 metrics that the authors used were intrusive in nature because learning had to be stopped momentarily to complete the measures…
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Using eye movements to measure intrinsic, extraneous, and germane load in a multimedia learning environment
In a previous study, DeLeeuw and Mayer (2008) found support for the triarchic model of cognitive load (Sweller, Van Merrienboer, & Paas, 1998, 2019) by showing that three different metrics could be used to independently measure 3 hypothesized types of cognitive load: intrinsic, extraneous, and germane. However, 2 of the 3 metrics that the authors used were intrusive in nature because learning had to be stopped momentarily to complete the measures…
Subjective Measure of Cognitive Load Depends on Participants’ Content Knowledge Level
Cognitive load theory (CLT) posits the classic view that cognitive load (CL) has three-components: intrinsic, extraneous and germane. Prior research has shown that subjective ratings are valid measures of different CL subtypes. To a lesser degree, how the validity of these subjective ratings depends on learner characteristics has not been studied. In this research, we explored the extent to which the validity of a specific set of subjective measu…
Supporting middle school students’ science talk: A comparison of physical and virtual labs
Research exploring students’ learning from physical and virtual labs has suggested that on the whole, students learn science content just as well, if not better from virtual labs as they do from physical labs. However, the affordances of physical labs might support the learning of specific skills and competencies that are just as crucial for learning science. In this study, we examined students’ discussions as they worked on physical and virtual …
Emotional and cognitive effects of learning with computer simulations and computer videogames
Using multimedia hints to facilitate conceptual problem solving in physics: Investigating the effects of multiple modalities
Multimedia hints are widely used in educational materials to support conceptual learning, yet their comparative effectiveness across modalities remains underexplored. Prior studies suggest that graphical hints can enhance learners’ performance on physics problems, but it is unclear how they interact with other modalities such as text and voice. Understanding these interactions is essential for designing effective instructional tools. In this stud…
Computer Science (4 works) · Psychology (4 works) · Visual and Cognitive Learning Processes (4 works) · Cognition (3 works) · Cognitive Load (3 works) · Cognitive psychology (3 works) · Innovative Teaching and Learning Methods (3 works) · Mathematics education (3 works) · Multimedia (3 works) · Artificial Intelligence (2 works)