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Andrew T. Stull
Andrew T. Stull
Associate Project Scientist, University of California, Santa Barbara
Verified email at ucsb.edu
Title
Cited by
Cited by
Year
Clickers in college classrooms: Fostering learning with questioning methods in large lecture classes
RE Mayer, A Stull, K DeLeeuw, K Almeroth, B Bimber, D Chun, M Bulger, ...
Contemporary educational psychology 34 (1), 51-57, 2009
6462009
Learning by doing versus learning by viewing: Three experimental comparisons of learner-generated versus author-provided graphic organizers.
AT Stull, RE Mayer
Journal of educational psychology 99 (4), 808, 2007
4292007
Representational translation with concrete models in organic chemistry
AT Stull, M Hegarty, B Dixon, M Stieff
Cognition and Instruction 30 (4), 404-434, 2012
1612012
Five ways to increase the effectiveness of instructional video
RE Mayer, L Fiorella, A Stull
Educational Technology Research and Development 68 (3), 837-852, 2020
1352020
Na´ve cartography: How intuitions about display configuration can hurt performance
M Hegarty, HS Smallman, AT Stull, MS Canham
Cartographica: The International Journal for Geographic Information andá…, 2009
1252009
Getting a handle on learning anatomy with interactive three-dimensional graphics.
AT Stull, M Hegarty, RE Mayer
Journal of educational psychology 101 (4), 803, 2009
932009
Instructor presence in video lectures: The role of dynamic drawings, eye contact, and instructor visibility.
L Fiorella, AT Stull, S Kuhlmann, RE Mayer
Journal of Educational Psychology 111 (7), 1162, 2019
832019
Constrained interactivity for relating multiple representations in science: When virtual is better than real
TJ Barrett, AT Stull, TM Hsu, M Hegarty
Computers & Education 81, 69-81, 2015
792015
Usability of concrete and virtual models in chemistry instruction
AT Stull, T Barrett, M Hegarty
Computers in Human Behavior 29 (6), 2546-2556, 2013
712013
Model manipulation and learning: Fostering representational competence with virtual and concrete models.
AT Stull, M Hegarty
Journal of Educational Psychology 108 (4), 509, 2016
682016
An eye-tracking analysis of instructor presence in video lectures
AT Stull, L Fiorella, RE Mayer
Computers in Human Behavior 88, 263-272, 2018
622018
Choosing and using geospatial displays: Effects of design on performance and metacognition.
M Hegarty, HS Smallman, AT Stull
Journal of Experimental Psychology: Applied 18 (1), 1, 2012
622012
Promoting representational competence with molecular models in organic chemistry
AT Stull, M Gainer, S Padalkar, M Hegarty
Journal of Chemical Education 93 (6), 994-1001, 2016
552016
Learning by enacting: The role of embodiment in chemistry education
AT Stull, MJ Gainer, M Hegarty
Learning and Instruction 55, 80-92, 2018
512018
Reading phylogenetic trees: the effects of tree orientation and text processing on comprehension
LR Novick, AT Stull, KM Catley
BioScience 62 (8), 757-764, 2012
502012
Overestimation bias in self-reported SAT scores
RE Mayer, AT Stull, J Campbell, K Almeroth, B Bimber, D Chun, A Knight
Educational Psychology Review 19 (4), 443-454, 2007
502007
Using transparent whiteboards to boost learning from online STEM lectures
AT Stull, L Fiorella, MJ Gainer, RE Mayer
Computers & Education 120, 146-159, 2018
482018
Fostering generative learning from video lessons: Benefits of instructor-generated drawings and learner-generated explanations.
L Fiorella, AT Stull, S Kuhlmann, RE Mayer
Journal of Educational Psychology 112 (5), 895, 2020
412020
Visuospatial thinking.
M Hegarty, AT Stull
Oxford University Press, 2012
392012
Effects of mental and manual rotation training on mental and manual rotation performance
DM Adams, AT Stull, M Hegarty
Spatial Cognition & Computation 14 (3), 169-198, 2014
332014
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