🔬 Educator Resources

Works Cited

The peer-reviewed research behind every Learning Science badge. All citations are in APA format with links to the original source.

About these badges — Each activity on LyfeLabz is tagged with the learning science principles it activates. Hover any badge while Educator Mode is on to see the author and year. Full citations are listed here in alphabetical order.
A – F
🧠
Retrieval Practice
Adesope, O. O., Trevisan, D. A., & Sundararajan, N. (2017). Rethinking the use of tests: A meta-analysis of practice testing. Review of Educational Research, 87(3), 659–701.
https://doi.org/10.3102/0034654316689306
📅
Spaced Practice
Carpenter, S. K., Pan, S. C., & Butler, A. C. (2022). The science of effective learning with spacing and retrieval practice. Nature Reviews Psychology, 1, 496–511.
https://doi.org/10.1038/s44159-022-00089-1
🔍
Metacognition
Dent, A. L., & Koenka, A. C. (2016). The relation between self-regulated learning and academic achievement across childhood and adolescence: A meta-analysis. Educational Psychology Review, 28, 425–474.
https://doi.org/10.1007/s10648-015-9320-8
💬
Elaboration
Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J., & Willingham, D. T. (2013). Improving students' learning with effective learning techniques: Promising directions from cognitive and educational psychology. Psychological Science in the Public Interest, 14(1), 4–58.
https://doi.org/10.1177/1529100612453266
⚙️
Generative Learning
Fiorella, L., & Mayer, R. E. (2016). Eight ways to promote generative learning. Educational Psychology Review, 28, 717–741.
https://doi.org/10.1007/s10648-015-9348-9
🎯
Active Learning
Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences, 111(23), 8410–8415.
https://doi.org/10.1073/pnas.1319030111
L – N
Curiosity Drive
Lazowski, R. A., & Hulleman, C. S. (2016). Motivation interventions in education: A meta-analytic review. Review of Educational Research, 86(2), 602–640.
https://doi.org/10.3102/0034654315617832
🖼️
Dual Coding
Noetel, M., Griffith, S., Delaney, O., Sanders, T., Parker, P., del Pozo Cruz, B., & Lonsdale, C. (2022). Video improves learning in higher education: A systematic review. Review of Educational Research, 91(2), 204–236.
https://doi.org/10.3102/00346543211052329
👁️
Visual Processing
Noetel, M., Sanders, T., Beauchamp, M. R., Parker, P., & Lonsdale, C. (2021). Digital technology for increasing physical activity in youth: An umbrella review. Review of Educational Research, 91(5), 670–711.
https://doi.org/10.3102/0034654321990713
P – W
🔄
Conceptual Change
Posner, G. J., Strike, K. A., Hewson, P. W., & Gertzog, W. A. (1982). Accommodation of a scientific conception: Toward a theory of conceptual change. Science Education, 66(2), 211–227.
https://doi.org/10.1002/sce.3730660207
🔀
Interleaving
Rohrer, D., Dedrick, R. F., Hartwig, M. K., & Cheung, C. N. (2020). A randomized controlled trial of interleaved mathematics practice. Journal of Educational Psychology, 112(1), 40–52.
https://doi.org/10.1037/edu0000367
🗂️
Concept Formation
Schroeder, N. L., Nesbit, J. C., Anguiano, C. J., & Adesope, O. O. (2018). Studying and constructing concept maps: A meta-analysis. Educational Psychology Review, 30, 431–455.
https://doi.org/10.1007/s10648-017-9403-9
⚖️
Load Management
Sweller, J., van Merriënboer, J. J. G., & Paas, F. (2019). Cognitive architecture and instructional design: 20 years later. Educational Psychology Review, 31, 261–292.
https://doi.org/10.1007/s10648-019-09465-5
🔗
Analogical Reasoning
Vendetti, M. S., Matlen, B. J., Richland, L. E., & Bunge, S. A. (2015). Analogical reasoning in the classroom: Insights from cognitive science. Mind, Brain, and Education, 9(2), 100–106.
https://doi.org/10.1111/mbe.12080
Feedback & Correction
Wisniewski, B., Zierer, K., & Hattie, J. (2020). The power of feedback revisited: A meta-analysis of educational feedback research. Frontiers in Psychology, 10, Article 3087.
https://doi.org/10.3389/fpsyg.2019.03087