Publications

Refereed Journals

1. Castro-Alonso, J. C., & de Koning, B. B. (2020). Latest trends to optimize computer-based learning: Guidelines from cognitive load theory. Computers in Human Behavior, 112, 106458. https://doi.org/10.1016/j.chb.2020.106458 [5.00]

2. Castro-Alonso, J. C., Wong, M., Adesope, O. O., Ayres, P., & Paas, F. (2019). Gender imbalance in instructional dynamic versus static visualizations: A meta-analysis. Educational Psychology Review, 31(2), 361-387. https://doi.org/10.1007/s10648-019-09469-1 [4.80]

3. Castro-Alonso, J. C., Ayres, P., Wong, M., & Paas, F. (2018). Learning symbols from permanent and transient visual presentations: Don't overplay the hand. Computers & Education, 116, 1-13. https://doi.org/10.1016/j.compedu.2017.08.011 [3.82]

4. Chen, O., Castro-Alonso, J. C., Paas, F., & Sweller, J. (2018). Extending cognitive load theory to incorporate working memory resource depletion: Evidence from the spacing effect. Educational Psychology Review, 30(2), 483-501. https://doi.org/10.1007/s10648-017-9426-2 [4.33]

5. Chen, O., Castro-Alonso, J. C., Paas, F., & Sweller, J. (2018). Undesirable difficulty effects in the learning of high-element interactivity materials. Frontiers in Psychology, 9(1483), 1-7. https://doi.org/10.3389/fpsyg.2018.01483 [2.09]

6. Wong, M., Castro-Alonso, J. C., Ayres, P., & Paas, F. (2018). Investigating gender and spatial measurements in instructional animation research. Computers in Human Behavior, 89, 446-456. https://doi.org/10.1016/j.chb.2018.02.017 [3.54]

7. Castro-Alonso, J. C., Ayres, P., & Paas, F. (2016). Comparing apples and oranges? A critical look at research on learning from statics versus animations. Computers & Education, 102, 234-243. https://doi.org/10.1016/j.compedu.2016.09.004 [2.88]

8. Castro-Alonso, J. C., Ayres, P., & Paas, F. (2015). Animations showing Lego manipulative tasks: Three potential moderators of effectiveness. Computers & Education, 85, 1-13. https://doi.org/10.1016/j.compedu.2014.12.022 [2.88]

9. Wong, M., Castro-Alonso, J. C., Ayres, P., & Paas, F. (2015). Gender effects when learning manipulative tasks from instructional animations and static presentations. Educational Technology & Society, 18(4), 37-52. https://www.jstor.org/stable/pdf/jeductechsoci.18.4.37.pdf [1.10]

10. Castro-Alonso, J. C., Ayres, P., & Paas, F. (2014). Learning from observing hands in static and animated versions of non-manipulative tasks. Learning and Instruction, 34, 11-21. https://doi.org/10.1016/j.learninstruc.2014.07.005 [3.59]

11. Hidalgo, A. A., Trombert, A. N., Castro-Alonso, J. C., Santiviago, C. A., Tesser, B. R., Youderian, P., & Mora, G. C. (2004). Insertions of Mini-Tn10 Transposon T-POP in Salmonella enterica sv. typhi. Genetics, 167(3), 1069-1077. https://doi.org/10.1534/genetics.104.026682 [4.14]


[Impact factor of the journal at the time of volume publication]


Book Chapters

1. Ayres, P., Castro-Alonso, J. C., Wong, M., Marcus, N., & Paas, F. (2020). Factors that impact on the effectiveness of instructional animations. In S. Tindall-Ford, S. Agostinho & J. Sweller (Eds.), Advances in cognitive load theory: Rethinking teaching (pp. 180-193). Routledge. https://doi.org/10.4324/9780429283895-15

2. Castro-Alonso, J. C., Ayres, P., Wong, M., & Paas, F. (2020). Visuospatial tests and multimedia learning: The importance of employing relevant instruments. In S. Tindall-Ford, S. Agostinho & J. Sweller (Eds.), Advances in cognitive load theory: Rethinking teaching (pp. 89-99). Routledge. https://doi.org/10.4324/9780429283895-8

3. Castro-Alonso, J. C., & Sweller, J. (2020). The modality effect of cognitive load theory. In W. Karwowski, T. Ahram & S. Nazir (Eds.), Advances in human factors in training, education, and learning sciences: Proceedings of the AHFE 2019 International Conference on Human Factors in Training, Education, and Learning Sciences (pp. 75-84). Springer. https://doi.org/10.1007/978-3-030-20135-7_7

4. Wong, M., Castro-Alonso, J. C., Ayres, P., & Paas, F. (2020). The effects of transient information and element interactivity on learning from instructional animations. In S. Tindall-Ford, S. Agostinho & J. Sweller (Eds.), Advances in cognitive load theory: Rethinking teaching (pp. 80-88). Routledge. https://doi.org/10.4324/9780429283895-7

5. Castro-Alonso, J. C. (2019). Overview of visuospatial processing for education in health and natural sciences. In J. C. Castro-Alonso (Ed.), Visuospatial processing for education in health and natural sciences (pp. 1-21). Springer. https://doi.org/10.1007/978-3-030-20969-8_1

6. Castro-Alonso, J. C., & Atit, K. (2019). Different abilities controlled by visuospatial processing. In J. C. Castro-Alonso (Ed.), Visuospatial processing for education in health and natural sciences (pp. 23-51). Springer. https://doi.org/10.1007/978-3-030-20969-8_2

7. Castro-Alonso, J. C., Ayres, P., & Paas, F. (2019). VAR: A battery of computer-based instruments to measure visuospatial processing. In J. C. Castro-Alonso (Ed.), Visuospatial processing for education in health and natural sciences (pp. 207-229). Springer. https://doi.org/10.1007/978-3-030-20969-8_8

8. Castro-Alonso, J. C., Ayres, P., & Sweller, J. (2019). Instructional visualizations, cognitive load theory, and visuospatial processing. In J. C. Castro-Alonso (Ed.), Visuospatial processing for education in health and natural sciences (pp. 111-143). Springer. https://doi.org/10.1007/978-3-030-20969-8_5

9. Castro-Alonso, J. C., & Fiorella, L. (2019). Interactive science multimedia and visuospatial processing. In J. C. Castro-Alonso (Ed.), Visuospatial processing for education in health and natural sciences (pp. 145-173). Springer. https://doi.org/10.1007/978-3-030-20969-8_6

10. Castro-Alonso, J. C., & Jansen, P. (2019). Sex differences in visuospatial processing. In J. C. Castro-Alonso (Ed.), Visuospatial processing for education in health and natural sciences (pp. 81-110). Springer. https://doi.org/10.1007/978-3-030-20969-8_4

11. Castro-Alonso, J. C., Paas, F., & Ginns, P. (2019). Embodied cognition, science education, and visuospatial processing. In J. C. Castro-Alonso (Ed.), Visuospatial processing for education in health and natural sciences (pp. 175-205). Springer. https://doi.org/10.1007/978-3-030-20969-8_7

12. Castro-Alonso, J. C., & Uttal, D. H. (2019). Science education and visuospatial processing. In J. C. Castro-Alonso (Ed.), Visuospatial processing for education in health and natural sciences (pp. 53-79). Springer. https://doi.org/10.1007/978-3-030-20969-8_3

13. Castro-Alonso, J. C., & Uttal, D. H. (2019). Spatial ability for university biology education. In S. Nazir, A.-M. Teperi & A. Polak-Sopińska (Eds.), Advances in human factors in training, education, and learning sciences: Proceedings of the AHFE 2018 International Conference on Human Factors in Training, Education, and Learning Sciences (pp. 283-291). Springer. https://doi.org/10.1007/978-3-319-93882-0_28

14. Castro-Alonso, J. C., Ayres, P., & Paas, F. (2018). Computerized and adaptable tests to measure visuospatial abilities in STEM students. In T. Andre (Ed.), Advances in human factors in training, education, and learning sciences: Proceedings of the AHFE 2017 International Conference on Human Factors in Training, Education, and Learning Sciences (pp. 337-349). Springer. https://doi.org/10.1007/978-3-319-60018-5_33

15. Castro-Alonso, J. C., Ayres, P., & Paas, F. (2015). The potential of embodied cognition to improve STEAM dynamic visualizations. In X. Ge, D. Ifenthaler, & J. M. Spector (Eds.), Emerging technologies for STEAM education: Full STEAM ahead (pp. 113-136). Springer. https://doi.org/10.1007/978-3-319-02573-5_7

16. Castro-Alonso, J. C., Ayres, P., & Paas, F. (2014). Dynamic visualisations and motor skills. In W. Huang (Ed.), Handbook of human centric visualization (pp. 551-580). Springer. https://doi.org/10.1007/978-1-4614-7485-2_22