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Psychology

D-Index
43
Citations
8143
World Ranking
7241
National Ranking
427

Overview

Paul Ginns is affiliated with the University of Sydney in Australia. The research work primarily spans the field of psychology, with a focus on experimental and cognitive psychology, developmental and educational psychology, education, social psychology, and statistics and probability. Their contributions include topics related to visual and cognitive learning processes, science education and pedagogy, education, achievement and giftedness, cognitive and developmental aspects of mathematical skills, child and animal learning development, intelligent tutoring systems and adaptive learning, and online learning and analytics.

Their recent publications illustrate a focus on educational psychology and technology, including studies on learning processes and cognitive load. Notable papers include:

  • "A Systematic Meta-analysis of the Reliability and Validity of Subjective Cognitive Load Questionnaires in Experimental Multimedia Learning Research," 2022, Educational Psychology Review
  • "Sequencing Tracing with Imagination," 2021, Educational Psychology Review
  • "University students in COVID-19 lockdown: The role of adaptability and fluid reasoning in supporting their academic motivation and engagement," 2022, Learning and Instruction
  • "Load reduction instruction in science and students' science engagement and science achievement," 2020, Journal of Educational Psychology
  • "Pointing and tracing enhance computer-based learning," 2021, Educational Technology Research and Development

Paul Ginns has frequently collaborated with a number of co-authors. These include Andrew J. Martin, Rebecca J. Collie, Roger Kennett, Michael Anderson, and Emma Burns.

Their work has been published reliably in a selection of recurring academic journals. These publication venues are:

  • Educational Psychology Review
  • Learning and Individual Differences
  • Applied Cognitive Psychology
  • The Educational and Developmental Psychologist
  • Learning and Instruction

Best Publications

  • Meta-Analysis of the Modality Effect.

    Paul Ginns

  • Quality in blended learning: Exploring the relationships between on-line and face-to-face teaching and learning

    Paul Ginns;Robert Ellis

  • Integrating information: A meta-analysis of the spatial contiguity and temporal contiguity effects

    Paul Ginns

  • E-learning in higher education: some key aspects and their relationship to approaches to study

    Robert A. Ellis;Paul Ginns;Leanne Piggott

  • Phenomenographic pedagogy and a revised Approaches to teaching inventory

    Keith Trigwell;Michael Prosser;Paul Ginns

  • Students’ perceptions of teaching quality in higher education: the perspective of currently enrolled students

    Paul Ginns;Michael Prosser;Simon Barrie

  • Evaluating the Quality of E-Learning at the Degree Level in the Student Experience of Blended Learning.

    Paul Ginns;Rob A. Ellis

  • Boarding School, Academic Motivation and Engagement, and Psychological Well-Being: A Large-Scale Investigation

    Andrew J. Martin;Brad Papworth;Paul Ginns;Gregory Arief D. Liem

  • Students' interpersonal relationships, personal best (PB) goals, and academic engagement

    Rebecca J. Collie;Andrew J. Martin;Brad Papworth;Paul Ginns

  • Academic buoyancy, student's achievement, and the linking role of control: a cross-lagged analysis of high school students

    Rebecca J. Collie;Andrew J. Martin;Lars Erik Malmberg;James Hall

  • Motivation and engagement: Same or different? Does it matter?

    Andrew J. Martin;Paul Ginns;Brad Papworth

  • Designing Instructional Text in a Conversational Style: A Meta-analysis

    Paul Ginns;Andrew J. Martin;Herbert W. Marsh

  • Early impact and outcomes of an institutionally aligned, student focused learning perspective on teaching quality assurance

    Simon C Barrie;Paul Ginns;Michael Prosser

  • A short questionnaire to evaluate the effectiveness of tutors in PBL: validity and reliability.

    Diana H.J.M. Dolmans;Paul Ginns

  • Real-time motivation and engagement during a month at school: Every moment of every day for every student matters

    Andrew J. Martin;Brad Papworth;Paul Ginns;Lars-Erik Malmberg

  • Readiness for self-directed learning: Validation of a new scale with medical students

    Graham D Hendry;Paul Ginns

  • The relationship between engagement in the scholarship of teaching and learning and students’ course experiences

    Angela Brew;Paul Ginns

  • Academic buoyancy and psychological risk: Exploring reciprocal relationships ☆

    Andrew J. Martin;Paul Ginns;Marc A. Brackett;Lars Erik Malmberg

  • The role of a museum-based science education program in promoting content knowledge and science motivation

    Andrew J. Martin;Tracy L. Durksen;Derek Williamson;Julia Kiss

  • Developing Conceptions of Teaching and the Scholarship of Teaching through a Graduate Certificate in Higher Education.

    Paul Ginns;Jim Kitay;Mike Prosser

  • Examining the Cultural Specificity of Approaches to Learning in Universities in Hong Kong and Sydney

    Doris Y.P. Leung;Paul Ginns;David Kember

  • Giving Learning a Helping Hand: Finger Tracing of Temperature Graphs on an iPad

    Shirley Agostinho;Sharon K Tindall-Ford;Paul Ginns;Steven J Howard

  • Using a pedagogical agent to deliver conversational style instruction: What benefits can you obtain?

    Lijia Lin;Paul Ginns;Tianhui Wang;Peilin Zhang

Frequent Co-Authors

Andrew J. Martin
Andrew J. Martin University of New South Wales
Rebecca J. Collie
Rebecca J. Collie University of New South Wales
Fred Paas
Fred Paas Erasmus University Rotterdam
Herbert W. Marsh
Herbert W. Marsh Australian Catholic University
Marc A. Brackett
Marc A. Brackett Yale University
Paul Chandler
Paul Chandler University of Wollongong
Benjamin Nagengast
Benjamin Nagengast University of Tübingen
John Sweller
John Sweller University of New South Wales
Alexandre J. S. Morin
Alexandre J. S. Morin Concordia University
Joel Pearson
Joel Pearson University of New South Wales

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