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Books

  • Zheng, R. (2020). Cognitive and affective perspectives on immersive technology in education. Hershey, PA: IGI Publishing.

  • Zheng, R. (2019). Examining multiple intelligences and the use of digital technologies for enhanced learning opportunities. Hershey, PA: IGI Publishing.

  • Zheng, R. & Gardner, M. (2019). Memory in education. New York, NY: Routledge

  • Zheng, R. (Ed.). (2018). Cognitive load measurement and application: A theoretical framework for meaningful research and practice. New York, NY: Routledge.

  • Zheng, R. (Ed.). (2018). Digital technologies and instructional design for personalized learning. Hershey, PA: Information Science Reference/IGI Global Publishing.

  • Zheng, R. (Ed.). (2018). Strategies for Deep learning with Digital Technology: Theories and Practices in Education. New York, NY: NOVA Science Publishers.

  • Zheng, R., & Gardner, M. (Eds.). (2017). Handbook of research on serious games for educational applications. Hershey, PA: IGI Publishing.

  • Zheng, R. (Ed.). (2013). Evolving psychological and educational perspectives on cyber behavior. Hershey, PA: Information Science Reference/IGI Global Publishing. [Citations: 1]

  • Zheng, R., Hill, R., & Gardner, M. (Eds.). (2013). Engaging Older Adults with Modern Technology: Internet Use and Information Access Needs. Hershey, PA: Information Science Reference/IGI Global Publishing. [Citations: 14]

  • Zheng, R., Burrow-Sanchez, J., & Drew, C. (Eds.). (2010). Adolescent Online Social Communication and Behavior: Relationship Formation on the Internet. Hershey, PA: Information Science Reference/IGI Global Publishing. [Citations: 15]

  • Zheng, R. (Ed.). (2008). Cognitive effects of multimedia learning. Hershey, PA: Information Science Reference/IGI Global Publishing. [Citations: 38]

  • Zheng, R., & Ferris, P. S. (Eds.). (2008). Understanding Online Instructional Modeling: Theories and Practices. Hershey, PA: Information Science Reference/IGI Global Publishing. [Citations: 7]

 

Refereed Papers 

  • Greenberg, K., Zheng, R., Gardner, M., & Barth-Cohen, L. (2020). The effects of test mode and contiguity of materials on geometry test scores, cognitive load, and self-efficacy. Journal of Education & Practice, 11(12), 15-22. 

  • Smith, D., Zheng, R., Metz, A. J., Morrow, S., Pompa, J., Hill, J., & Rupper, R. (2019). Role of cognitive prompts in video caregiving training for older adults: Optimizing deep and surface learning. Educational Gerontology, 45(1), 45-56. DOI: 10.1080/03601277.2019.1580442. 

  • Zheng, R., Smith, D., Metz, A. J., Morrow, S., Pompa, J., & Rupper, R. (2019). Activation of older adults’ schemas: the use of cognitive prompts to facilitate meaningful learning in caregiving. International Journal of Education and Ageing, 5(1), 43-60. 

  • O’Donnell, M., Nelson, L. D., Greenberg, K … Zheng, R. (2018). Registered replication report: A variant of study 4 from Dijksterhuis, A. & van Knippenberg, A. (1998). The relation between perception and behavior, or how to win a game of trivial pursuit. Perspectives on Psychological Science, 13(2), 268-294.

  • Zheng, R., Smith, D., Luptak, M., Hill, R., Hill, J., & Rupper, R. (2016). Does visual redundancy inhibit older persons’ information processing in learning? Educational Gerontology, 42(9), 635-645. DOI: 10.1080/03601277.2016.1205365

  • Zheng, R., Hickon, B., Hill, R., Luptak, M., Daniel, C., Grant, M., & Rupper, R. (2016). Digital technology on caregiving training for older persons: cognitive and affective perspectives. Educational Gerontology, 42(8), 540-550. DOI:10.1080/03601277.2016.1161989 [Citations: 2]

  • Zheng, R., Spears, J., Luptak, M., & Wilby, F. (2015). Understanding older adults’ perceptions of Internet use: An exploratory factor analysis. Educational Gerontology, 41(7), 504-518. [Citations: 18]

  • Zheng, R. (2015). An investigation of perceptional differences between eastern and western adolescents in online social communication. Journal of Educational Computing Research, 49(4), 501-526. [Citations: 2]

  • Zheng, R., Daniel, C., Hill, R., Luptak, M., Hickon, B., Grant, M., & Rupper, R. (2013). The effects of high and low technologies on emotional support for caregivers: An exploratory study. International Journal of Cyber Behavior, Psychology and Learning, 3(3), 34-45. [Citations: 4]

  • Zheng, R., Gupta, U., & Dewald, A. (2012). Does the format of pretraining matter? A study on the effects of different pretraining approaches on prior knowledge construction in an online environment. International Journal of Cyber Behavior, Psychology and Learning, 2(2), 35-47. 

  • Miller, S., Geng, Y., Zheng, R., & Dewald, A. (2012). Presentation of complex medical information: Interaction between concept maps and spatial ability on deep learning. International Journal of Cyber Behavior, Psychology and Learning, 2(1), 42-53.  [Citations: 6]

  • Zheng, R., & Cook, A. (2012). Solving complex problems: A convergent approach to cognitive load measurement. British Journal of Educational Technology, 43(2), 233-246. [Citations: 36]

  • Daniel, C.M., Hill, R., Luptak, M., Hicken, B., Zheng, R., Turner, C., & Rupper, R. (2011). Reaching out to caregivers of veterans with dementia. Federal Practitioner, 28(11), 43-47. [Citations: 1]

  • Zheng, R. & Khoo, A. (2011). Singaporean adolescents’ perceptions of online social communication: An exploratory factor analysis. Journal of Educational Computing Research, 45(2), 203-221. [Citations: 25]

  • Yan, Z., & Zheng, R. (2011). Growing from childhood into adolescence: The science of cyber behavior.  International Journal of Cyber Behavior, Psychology and Learning, 1(1), 1-12.  [Citations: 7]

  • Burrow-Sanchez, J., Call, M., Zheng, R., & Drew, C. (2011). How school counselors can help prevent online victimization. Journal of Counseling and Development, 89(1), 3-10. [Citations: 33]

  • Butcher, K. R., Davies, S., Crockett, A., Dewald, A., & Zheng, R. (2011). Do graphical search interfaces support effective search for and evaluation of digital library resources? Proceedings of the 11th ACM/IEEE-CS joint conference on digital libraries (pp.315-324). New York: Association for Computing Machinery. [Citations: 6]

  • Zheng, R. (2010). Effects of situated learning on students’ knowledge gain: An individual differences perspective. Journal of Educational Computing Research, 43(4), 463-483. [Citations: 27]

  • Yuan, Y.L., Woltz, D., & Zheng, R. (2010). Cross-language priming of word meaning during second language sentence comprehension.  Language Learning, 60, 446-469. [Citations: 6]

  • Zheng, R., Flygare, J., & Dahl, L. (2009). Style matching or ability building? An empirical study on FDI learners’ learning in well-structured and ill-structured asynchronous online learning environments. Journal of Educational Computing Research, 41(2), 195-226.  [Citations: 31]

  • Zheng, R., McAlack, M., Wilmes, B., Kohler-Evans, P., & Williamson, J. (2009). Effects of multimedia on cognitive load, self-efficacy, and multiple rule-based problem solving. British Journal of Educational Technology, 40(5), 790-803. [Citations: 62]

  • Zheng, R., Yang, W., Garcia, D., & McCadden, B. P. (2008). Effects of multimedia on schema induced analogical reasoning in science learning. Journal of Computer Assisted Learning, 24, 474-482. [Citations: 48]

  • Zheng, R., Perez, J., Williamson, J., & Flygare, J. (2008). WebQuests as perceived by teachers: Implications for online teaching and learning. Journal of Computer Assisted Learning, 24, 295-304. [Citations: 100]

  • Zheng, R., Miller, S., Snelbecker, G., & Cohen, I. (2006). Use of multimedia for problem-solving tasks. Journal of Technology, Instruction, Cognition and Learning, 3(1-2), 135-143.  [Citations: 26]

  • Zheng, R., & Zhou, B. (2006). Recency effect on problem solving in interactive multimedia learning. Educational Technology and Society, 9(2), 107-118. [Citations: 22]

  • Snelbecker, G., Miller, S., & Zheng, R. (2006). Learning sciences and instructional design: Observations, reflections and suggestions for further exploration. Educational Technology, 46(4), 22-27.

  • Snelbecker, G., Miller, S., & Zheng, R. (2006). Thriving, not merely surviving, with technology – Some guidelines for successful distance learning. Distance Learning, 2(6), 3-8. [Citations: 6]

  • Zheng, R., Stucky, B., McAlack, M., Menchana, M., & Stoddart, S. (2005). WebQuest learning as perceived by higher-education learners. TechTrends, 49(4), 41-9.  [Citations: 119]

  • Snelbecker, G., Miller, S., & Zheng, R. (2004). Thriving, not merely surviving, with technology in education: Implications for teachers, administrators, policy makers, and other educators. Journal of Christian Education & Information Technology, 6, 13 – 53. [Citations: 3]

  • Zheng, R., & Smarkola, C. (2003) Multimedia learning environments for early readers. Academic Exchange Quarterly, 7(4), 229-32. [Citations: 2]

  • Zheng, R., Ouyang, R.J., & Feng, R. (2002). Instructional use of the Internet in China. Educational Technology Research & Development, 50(1), 88-92. [Citations: 8]

​​

Book Chapters​

  • Zheng, R. (2020). Learning with immersive technology: A cognitive perspective. In R. Zheng (Ed.), Cognitive and affective perspectives on immersive technology in education (pp. 1-21). Hershey, PA: IGI Publishing. 

  • Zheng, R., & Greenberg, K. (2020). Immersive technology: Past, present, and future in education. In R. Zheng (Ed.), Cognitive and affective perspectives on immersive technology in education (pp. 107-126). Hershey, PA: IGI Publishing.   

  • Greenberg, K., Zheng, R., & Maloy, I. (2019). Understanding the role of digital technology in multiple intelligence education: A meta-analysis. In R. Zheng (Ed.), Examining multiple intelligences and the use of digital technologies for enhanced learning opportunities (pp. ). Hershey, PA: IGI Publishing.  

  • Zheng, R. (2019). Deeper and surface verbal processing: Influence of multimedia on verbal-linguistic intelligence. In R. Zheng (Ed.), Examining multiple intelligences and the use of digital technologies for enhanced learning opportunities (pp. ). Hershey, PA: IGI Publishing.   

  • Zheng, R., & Greenberg, K. (2018). Leveraging computer interface to support creative thinking. In A. Ursyn (ed.), Interface Support for Creativity, Productivity, and Expression in Computer Graphics (pp. ). Hershey, PA: Information Science Reference/IGI Global Publishing.

  • Zheng, R., & Greenberg, K. (2018). The boundary of different approaches in cognitive load measurement: Strengths and limitations. In R. Zheng (ed.), Cognitive load measurement and application: A theoretical framework for meaningful research and practice (pp. 45-56). New York, NY: Routledge.

  • Zheng, R., & Greenberg, K. (2018). Effective design in human and machine learning: A cognitive perspective. In F. Chen & J. Zhou (eds.), Human and machine learning: Visible, explainable, trustworthy and transparent (pp. 55-74). New York, NY: Springer.

  • Greenberg, K., & Zheng, R. (2018). A study on deep learning and mental reasoning in digital technology in relation to cognitive load. In R. Zheng (ed.), Strategies for deep learning with digital technology: Theories and practices in education (pp. 331-354). Hauppauge, NY: NOVA Science Publishers.

  • Zheng, R. (2018). Factors influencing learners’ cognitive and affective processes in visual learning. In A. Ursyn (ed.), Visual approaches to cognitive education with technology integration (pp. 216-232).  Hershey, PA: Information Science Reference/IGI Global Publishing.

  • Zheng, R. (2018). Personalization with digital technology: A deep cognitive process perspective. In R. Zheng (ed.), Digital technologies and instructional design for personalized learning (pp. 1-27). Hershey, PA: Information Science Reference/IGI Global Publishing.

  • Zheng, R., Dreon, O., Wang, Y.Q., & Wang, S. (2018) College students’ perceptions on the role of digital technology and personalized learning: An international perspective. In R. Zheng (ed.), Digital technologies and instructional design for personalized learning (pp. 229-252). Hershey, PA: Information Science Reference/IGI Global Publishing.

  • Zheng, R., & Truong, T.N. (2017). A framework for promoting knowledge transfer in SNS game-based learning. In R. Zheng and M. Gardner (eds.), Serious game for educational applications (pp. 66-91). Hershey, PA: IGI Publishing. [Citations: 1]

  • Zheng, R., & Wang, Y.Q. (2016). Optimizing students’ information processing in science learning: A knowledge visualization approach. In A. Ursyn (ed.), Knowledge visualization and visual literacy in science education (pp. 307-329).  Hershey, PA: Information Science Reference/IGI Global Publishing. [Citations: 1]

  • Zheng, R. (2013). Effective online learning for older people: A heuristic design approach. In R. Zheng, R. Hill, & M. Gardner (Eds.), Engaging Older Adults with Modern Technology: Internet Use and Information Access Needs (pp. 142-159). Hershey, PA: Information Science Reference/IGI Global Publishing.

  • Yan, Z., & Zheng, R. (2013). Growing from childhood into adolescence. In R. Zheng (Ed.), Evolving psychological and educational perspectives on cyber behavior (1-14). Hershey, PA: Information Science Reference/IGI Global Publishing. [Citations: 1]

  • Zheng, R. (2012). Net Geners’ multi-modal and multi-tasking performance in complex problem solving. In P. S. Ferris (Ed.), Cognitive and affective Inclinations of Net-Generation in E-learning (pp. 107-128).  Hershey, PA: IGI Global. [Citations: 3]

  • Zheng, R. (2012). The influence of cognitive styles on learners’ performance in E-learning. In H. Wang (Ed.), Interactivity in E-learning: Cases and frameworks. (pp. 95-115).  Hershey, PA: IGI Global.

  • Bruce, P., & Zheng, R. (2011). An inquiry into the policies and practices for online education at one U.S. doctoral/research-extensive university: A case study. In S. Huffman, S. Albritton, B. Wilmes, & W. Rickman (Eds.), Cases on building quality distance delivery programs: Strategies and experiences (pp. 27-43). Hershey, PA: IGI Global. [Citations: 1]

  • Zheng, R., Burrow-Sanchez, J., Donnelly, S., Call, M., & Drew, C. (2010). Toward an integrated conceptual framework of research in teen online communication. In R. Zheng, J. Burrow-Sanchez, & C. Drew (Eds.), Adolescent Online Social Communication and Behavior: Relationship Formation on the Internet (pp. 1-13). Hershey, PA: Information Science Reference/IGI Global Publishing. [Citations: 9]

  • Zheng, R. & Dahl, L. (2009). An ontological approach to online instructional design. In H. Song & T. Kidd (Eds.), Handbook of research on human performance and instructional technology (pp. 1-23).  Hershey, PA: IGI Global. [Citations: 4]

  • Zheng, R. & Dahl, L. (2009). Using concept maps to enhance students' prior knowledge in complex learning. In H. Song & T. Kidd (Eds.), Handbook of research on human performance and instructional technology (pp. 163-181).  Hershey, PA: IGI Global. [Citations: 4]

  • Zheng, R. (2009). Designing dynamic learning environment for web 2.0 application. In H. Yang & S. Yuen (Eds.), Collective intelligence and e-learning 2.0: implications of web-based communities and networking (pp. 61-77). Hershey, PA: IGI Global. [Citations: 4]

  • Zheng, R., Flygare, J., Dahl, L., & Hoffman, R.  (2009).The impact of individual differences on social communication pattern in online learning. In C. Mourlas, N. Tsianos, & P. Germanakos (Eds.), Cognitive and emotional processes in web-based education: integrating human factors and personalization (pp. 321-342). Hershey, PA: Information Science Reference/IGI Global Publishing. [Citations: 8]

  • Cook, A., Zheng, R. & Blaz, J. W. (2009). Measurement of cognitive load during multimedia learning activities. In R. Zheng (Ed.), Cognitive effects of multimedia learning (pp. 34-50). Hershey, PA: Information Science Reference/IGI Global Publishing. [Citations: 28]

  • Zheng, R., Dahl, L., & Flygare, J. (2008). Cognitive perspective on human-computer interface design. In M. Syed & N. Syed (Eds.), Handbook of Research on Modern Systems Analysis and Design Technologies and Applications (pp. 320-341). Hershey, PA: Information Science Reference/IGI Global Publishing.

  • Snelbecker, G., Miller, S., & Zheng, R. (2008). Functional relevance and online instructional design. In R. Zheng & S. P. Ferris (Eds.), Understanding Online Instructional Modeling: Theories and Practices (pp. 1-17). Hershey, PA: Information Science Reference/IGI Global Publishing. [Citations: 5]

  • Zheng, R. (2008). Cognitive functionality of multimedia in problem solving. Reprinted in R. M. Syed (Ed.), Multimedia technologies: Concepts, methodologies, tools, and applications. (pp. 1216-1232). Hershey, PA: Information Science Reference. [Citations: 7]

  • Zheng, R. (2007). Cognitive functionality of multimedia in problem solving. In T. Kidd & H. Song (Eds.), Handbook of Research on Instructional Systems and Technology (pp. 230-246). Hershey, PA: Information Science Reference/IGI Global Publishing [Reprinted in R. M. Syed (Ed.) (2008), Multimedia technologies: Concepts, methodologies, tools, and applications. (pp. 1216-1232). Hershey, PA: Information Science Reference].

  • Zheng, R. (2007). Understanding the underlying constructs of Webquests. In T. Kidd & H. Song (Eds.), Handbook of Research on Instructional Systems and Technology (pp. 752-767). Hershey, PA: Information Science Reference/IGI Global Publishing.

  • Zheng, R. (2006). From WebQuests to virtual learning: A study on student’s perception of factors affecting design and development of online learning. In S. Ferris & S. Godar (Eds.), Teaching and Learning with Virtual Teams (pp. 53-82). Hershey, PA: Information Science Reference/IGI Global Publishing. [Citations: 4]

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