My research explored the interactions of cognitive biases, individual differences, content design, and accessibility barriers in EdTech user experiences. Basically, what's the deal with digital learning experiences and how can we make them better?
Static versus interactive e-learning platforms, usability and success metrics, longitudinal performance tracking, synchronous versus asynchronous learning, multimedia design best practices
Notetaking strategies and outcomes, effects of note-taking versus note-having, notetaking modality (digital, handwritten, drawn, etc.), notetaking software and assistant technology
Monolingual versus bilingual effects on brain and cognition, language and cultural influences on cognition
Reading strategies and text comprehension, automated text analysis methods
Mental model formation, categorization, propositional network modeling, semantic network formation
Heuristics, metacognition (judgments, accuracy), metacognition as a training tool, overconfidence effects, cue overload effects
Diversity, equity, & inclusivity, accessibility, learners' background knowledge, cultural influences, individual value systems
Presenting my research on individual differences in digital and physical product use.
Look at my ~entire~ poster about cognitive biases in EdTech.
Chatting with some fellow researchers at a conference. Students like it when female professors curse!
Thumbnail of a video featuring my research program.
Doing an international conference talk about (you guessed it) EdTech.
Doing fMRI research was an expensive way to find out that I did not want to do fMRI research!
My research is qualitative and quantitative, applied, and targets user experience issues in digital learning environments. The tags denote the primary research topics of each production.
The effects of interpolated lectures, self-testing, and notetaking on learning from a science video lecture.
Notetaking modality and student learning: Computer, paper-pencil, or listening?
*denotes junior researcher project with my mentorship
Jennings, E. (November, 2022). (Keynote Speaker) From brain science to boss battles: An experimental psychologist's journey into games user experience research. University of Illinois Annual Playful by Design Symposium, Champaign, IL.
Pittman, J., Taraban, R., & Jennings, E. (April, 2020). Noting the effectiveness of notetaking: Testing immediate and delayed recall. Southwestern Psychological Association, Albuquerque, NM.
*Cancemi, A., & Jennings, E. (May, 2018). Notetaking method, encoding effects, and proactive interference. Psychology Undergraduate Research Conference, Los Angeles, CA.
*Metwally, A., & Jennings, E. (May, 2018). A comparison between interpolated and post-lecture testing on type of information retained after a delay. Psychology Undergraduate Research Conference, Los Angeles, CA.
*Cancemi, A., & Jennings, E. (March, 2018). Does laptop notetaking reduce proactive interference during lecture? Texas Tech University Undergraduate Research Conference, Lubbock, TX.
*Swift, T., & Jennings, E. (March, 2018). Some like it r(t)ough: The relationship between perceived content difficulty, mental effort, and interest in a neuroscience lecture. Texas Tech University Undergraduate Research Conference, Lubbock, TX.
*Birdsong, B. B., & Jennings, E. (March, 2018). Absolutely interested: Individual differences in subjective content familiarity and interest predict absolute accuracy when learning from a science video lecture. Texas Tech University Undergraduate Research Conference, Lubbock, TX.
*Metwally, A., & Jennings, E. (March, 2018). The ‘senioritis’ effect: Completed course credits predict mind-wandering during lecture. Texas Tech University Undergraduate Research Conference, Lubbock, TX.
Jennings, E., Taraban, R., Paniukov, D., Schumacher, J., *Dominguez, S., & *Parker, T. (April, 2015). When teachers lecture, what do students recall with and without notes? Southwestern Psychological Association, Wichita, KS.
Jennings, E., Schumacher, J. R., & Taraban, R. (November, 2016). Studying lecture notes increases overconfidence as measured by JOLs and recall scores. Psychonomic Society, Boston, MA.
Jennings, E., & Serra, M. J. (February, 2015). Is there a real reason to ban laptops in classrooms? Advanced Teaching and Learning Conference, Lubbock, TX.
Jennings, E., & Taraban, R. (November, 2014). Recall-based notetaking aided by transcription fluency. Psychonomic Society, Long Beach, CA.
Jennings, E., & Taraban, R. (May, 2014). Note-taking in the modern college classroom: Computer, paper and pencil, or listening? Midwestern Psychological Association (MPA), Chicago, IL.
Jennings, E., & Taraban, R. (April, 2014). Note-taking benefits college students. Southwestern Psychological Association (SWPA), San Antonio, TX.
Paniukov, D., Taraban, R., Schumacher, J., & Jennings, E. (March, 2014). Text segmentation and the testing effect. Graduate Student Research Poster Competition, Texas Tech University.
Marshall, P. P., Chang, J., Zeng, X., Jennings, E., & Donato, F. (May, 2013). The commonality of religious and aesthetic experiences. Midwestern Psychological Association, Chicago, IL.
Jennings, E., & Taraban, R. (October, 2013). Benefits of notetaking vs listening. College Academic Support Program Conference (CASP), Amarillo, TX.
Taraban, R., & Jennings, E. (October, 2013). Learning from expository text. College Academic Support Program Conference (CASP), Amarillo, TX.
Jennings, E., & Taraban, R. (April, 2013). Absence of testing effect in text recall: It pays to study. Southwestern Psychological Association (SWPA) Conference, Fort Worth, TX.
Jennings, E., & Taraban, R. (March, 2013). Notetaking method in the college classroom: Computer, paper and pencil, or listening? Graduate Student Research Poster Competition, Lubbock, TX.
Jennings, E., & Taraban, R. (November, 2012). Absence of a testing effect in immediate and delayed recall. Psychonomic Society, Minneapolis, MN.
Jennings, E., & Taraban, R. (April, 2012). Text coherence and the testing effect. Southwestern Psychological Association (SWPA), Oklahoma City, OK.
Jennings, E., & Taraban, R. (March, 2012). Effects of coherence and multiple tests on expository text recall. Graduate Student Research Poster Competition, Lubbock, TX.