Developing/Refining the Active Learning Construct

I am interested in developing and refining the active learning construct by determining how active learning is being implemented in practice, experimentally testing different forms of active learning and their effects on student learning, and comparing the effectiveness of different active learning activities.

Refereed Publications

  1. Martella, A. M., Lovett, M. C., & Ramsay, L. (2021). Implementing active learning: A critical examination of sources of variation in active learning college science courses. Journal on Excellence in College Teaching, 32(1), 67-96.

  2. Martella, A. M., Klahr, D., & Li, W. (2020). The relative effectiveness of different active learning implementations in teaching elementary school students how to design simple experiments. Journal of Educational Psychology, 112(8), 1582-1596. [Impact Factor:   5.178]



 

Manuscripts in Preparation

  1. Martella, A. M., Kowalkowski, A. D., & Karpicke, J. D. (2021). Direct comparison of concept mapping and knowledge mapping for promoting learning. [Manuscript in preparation]. Department of Psychology, Purdue University.



 

Determining the Optimal Dosage Amount and Schedule of Lecture and Active Learning 

I am in interested in researching how much time should be spent on lecture activities as compared to active learning activities and in which order they should be presented. I have reframed this question to be: what is the optimal dosage amount and dosage schedule of active learning and lecture? Dosage amount refers to the percentage of class time dedicated to lecture and active learning. Dosage schedule refers to the integration and sequencing of lecture and active learning. 

Research Projects in Progress

  1. Martella, A. M., Schneider, D. W., & Karpicke, J. D. (2021). An experimental analysis of lecture and active learning: How dosage amount and dosage schedule affect student learning. [Experiment in progress]. Department of Psychology, Purdue University.

  2. Martella, A. M., Martella, R. C., Yatcilla, J., & Li, W.   (2021). Eliminating the dichotomy between lecture and active learning: A meta-analysis.  [Meta-analysis in progress]. Department of Psychology and College of Education, Purdue University.



 

Applying Cognitive Psychology
Principles to Pedagogy

I am interested in researching how different pedagogical approaches affect the cognitive load imposed on students and  the amount of cue overload, taking into account learner level (e.g., novice vs expert) and class material/content complexity. I am also interested in examining (a) how pedagogical approaches align with theoretically-driven and research-validated learning and instructional strategies and (b) how to interweave these strategies in the classroom.

Refereed Publications

  1. Martella, A. M., & Demmig-Adams, B. (2018). Combining effective instructional approaches in a large introductory biology classroom: A research review and illustrative case study. Journal on Excellence in College Teaching, 29(2), 121-146.

Manuscripts Under Review

  1. Martella, A. M., & Schneider, D. W. (2021). The ACTIVATED learning framework: Using cognitive science to design effective and dynamic active learning college courses . [Under Review]. 

Assessing the Quality and
State of Educational Literature

I am interested in delving into the research literature (e.g., active learning literature) to examine the accuracy, quality, and state of educational research. 

Refereed Publications

  1. Martella, A. M., Yatcilla, J., Park, H. Marchand-Martella, N. E., & Martella, R. C. 2021). Investigating the active learning landscape through a bibliometric analysis of an influential meta-analysis on active learning. SN Social Sciences, 1, Article 228.

  2. Martella, A. M., Yatcilla, J., Martella, R. C., Marchand-Martella, N. E., Karatas, T., Ozen, Z., Park, H., Simpson, A., & Karpicke, J. D. (2021). Quotation accuracy matters: An examination of how an influential meta-analysis on active learning has been cited. Review of Educational Research, 91(2), 272-308. [Impact Factor: 8.241]

Manuscripts in Preparation

  1. Shannon, E. N., Kang, S., Voorhis, C., Martella, A. M., Martella, R., C. (2021). A systematic quality review of early intervention parent training for children with autism spectrum disorder. [Manuscript in preparation]. Department of Educational Studies, Purdue University.

Research Projects in Progress

  1. Martella, R. C., Martella, A. M., Shannon, E. N., Voorhis, C., Newson, A., & Yatcilla, J. (2021). Assessing the state of active learning research. [Systematic review in progress]. Department of Psychology and College of Education, Purdue University.

Additional Pedagogical Research

Refereed Publications

  1. Brickman, P., Gormally, C., & Martella, A. M. (2016). Instructional feedback: Is it making the grade? CBE—Life Sciences Education, 15(4), 1-14. [Impact Factor: 2.380] 

  2. Marchand-Martella, N.E., Martella, R. C.,     Martella, A. M., & Cleanthous, C. (2015).  What does the research say about teaching students to think like scientists and historians: Developing content-area   literacy skills aligned to the common core.The WERA Educational Journal, 7(2), 42-49. 

  3. Martella, A. M. (2009, October). A high     school student’s perspective on homework. ASCD Express, 4(26), *Reprinted in SpringBoard English Language Arts – Grade 6, The College Board, 2018.

Monographs, Newsletters, and Blog Posts

  1. Martella, A. M. (2022, March 1). Active learning versus lecture: The false dichotomy in the research literature. ABAI Behaviorally Educated. [Invited Article]. https://science.abainternational.org/2022/03/01/active-learning-versus-lecture-the-false-dichotomy-in-the-research-literature/ 

  2. Marchand-Martella, N. E., Martella, R. C., & Martella, A. M. (2014, Winter). Explicit instruction: The key to effective differentiated instruction. The Michigan Psych Report, 42(2), 1-4.