Dr. Jiahui Wang is an Assistant Professor of Educational Technology at Kent State University. She received M.Ed. in Curriculum & Instruction from the University of Virginia and Ph.D. in Educational Technology from the University of Florida.
Dr. Wang’s research examines how people with individual differences learn STEM content in technology-supported environments and how learning environments can be designed to accommodate individual needs. Specifically, she is interested in examining the influence of individual differences in cognition (e.g., working memory capacity), pre-existing interest and knowledge, as well as learning disability (e.g., dyslexia). In addition to traditional outcome measures of learning, her research also employs neurocognitive and psychophysiological tools such as electroencephalography (EEG) and eye-tracking to study the underlying attentional and cognitive processes that influence learning with technology.
Her research has been published in a number of well-respected journals including Computers & Education, Computers in Human Behavior, Dyslexia, Educational Technology Research and Development, International Journal of Human-Computer Interaction, Journal of Special Education Technology, Mind, Brain, and Education, as well as Journal of Vision. Her work has also been recognized by several awards, such as Alec Courtelis Award and AECT Three Minute Thesis Competition Award.
Ph.D. in Educational Technology, University of Florida, M.Ed. in Curriculum & Instruction, University of Virginia
Wang, J., Antonenko, P., Keil, A., & Dawson, K. (2020). Converging subjective and psychophysiological measures of cognitive load to study the effects of instructor-present video. Mind, Brain, and Education.
Wang, J., Antonenko, P., & Dawson, K. (2020). Does visual attention to the instructor in online video affect learning and learner perceptions? An eye-tracking analysis. Computers & Education.
Wang, J., Antonenko, P., Celepkolu, M., Jimenez, Y., Fieldman, E., & Fieldman, A. (2019). Exploring relationships between eye tracking and traditional usability testing data. International Journal of Human Computer Interaction, 35(6), 483-494.
Li, J., Antonenko, P., & Wang, J. (2019). Trends and issues in multimedia learning research in 1996-2016: A bibliometric analysis. Educational Research Review, 28, 1-21.
Antonenko, P. D., Davis, R., Wang, J., & Celepkolu, M. (2019). On the same wavelength: Exploring team neurosynchrony in undergraduate dyads solving a cyberlearning problem with collaborative scripts. Mind, Brain, and Education, 13(1), 4-13.
Schneps, M. H., Chen, C., Pomplun, M., Wang, J., Crosby, A. D., & Kent, K. (2019). Pushing the speed of assistive technologies for reading. Mind, Brain, and Education, 13(1), 14-29.
Wang, J. et al. (2018). Investigating the effects of modality and multimedia on the learning performance of college students with dyslexia. Journal of Special Education Technology, 33(3), 182-193.
Ritzhaupt, A., Pastore, R., Wang, J., & Davis, R. O. (2018). Effects of organizational pictures and modality as a feedback strategy on learner comprehension and satisfaction. Educational Technology Research and Development, 66(5), 1069-1086.
Wang, J. & Antonenko, P. (2017). Instructor presence in instructional video: Effects on visual attention, recall, and perceived learning. Computers in Human Behavior, 71, 79-89.
Wang, J., Schneps, M., Antonenko, P., Chen, C., & Pomplun, M. (2016). Is reading impairment associated with enhanced holistic processing in comparative visual search? Dyslexia, 22, 345-361.
Kent State University EHHS SEED award, 2021
Kent State University Research Council Summer Research Appointment Award, 2020
Kent State University EHHS SEED award, 2019
American Educational Research Association (AERA) SIG Instructional Technology Best Paper Award, 2018
Florida Statewide Graduate Research Symposium Outstanding Poster Presentation, 2017
Florida Society of the Social Sciences 12th Annual Conference Outstanding Paper, 2017