2016年在美国华盛顿州立大学取得教育心理学哲学博士学位，现为华东师范大学教育学部课程与教学研究所副教授，硕士生导师。近年来，王哲博士在国际顶级SSCI期刊上如British Journal of Educational Technology （英国教育技术），Review of Educational Research（教育研究评论）共发表论文近20篇，获得近450次谷歌学术引用；同时为20余份世界顶级SSCI期刊如British Journal of Educational Psychology （英国教育心理学）, Journal of Computer Assisted Learning（计算机辅助学习）担任匿名审稿人并审稿近50次，并担任国际知名S刊Applied Cognitive Psychology（应用认知心理学）的编委会成员。常年都受邀出席全球最大教育年会：美国教育研究协会年会AERA并做学术报告。目前主持一项全国教育规划课题及上海市课程方案基地重大项目。

王哲博士研究领域为多媒体学习中的认知和动机过程、随机实验研究及量化统计方法，当前研究兴趣为装饰型细节效应，自我控制及损耗，元认知监控，产生式学习策略，图文整合等，在探索装饰型细节机制及边界效应等方面做出了原创性的实证研究贡献。

科研项目：

2020-2023   项目负责人，“小学统编教材中的图文整合效应研究”，全国教育规划国家一般

2020-2022   项目负责人， “智慧学习环境下装饰性细节调节效应研究”,中央高校基本科研业务费项目

2019-2020   项目负责人，“学习环境变革的国际比较研究”，上海市杨浦区教育学院委托项目

2018-2020   项目负责人，“计算机辅助教学情境下诱惑性细节效应研究”，上海市高峰学科建设华东师范大学教育学课题

近年已发表期刊论文:

Under review 

1. Wang, Z., Abercrombie, S., & Wong, R. (Major Revision). The richer, the better? Effects of combining seductive and interpretational visuals in computer-based learning. Journal of Computer Assisted Learning. (SSCI)

2. Zeng, J., Wang, Z., (Corresponding author) & Ardasheva, Y. (Major Revision). Testing with pictures: Does cuing moderate the seductive details effect in listening comprehension for EFL students?. Applied Cognitive Psychology. (SSCI)

Published

1. Hao. T., Wang, Z.,(Corresponding author) Dai, S., Ren, Y. (In press). Ego depletion hampers logical reasoning and monitoring accuracy： An experimental study. The Journal of Experimental Education. (SSCI)

3. Wang, Z., & Schroeder, N. L. (2022). Inconsistent Interactions Between the Seductive Details Effect and Ego Depletion in Multimedia Learning. Applied Cognitive Psychology, 36,418-432. https://doi.org/10.1002/acp.3932 (SSCI)

4. Hao, T., Wang, Z., & Ardasheva, Y. (2021). Technology-assisted vocabulary learning for EFL learners: A meta-analysis. Journal of Research on Educational Effectiveness,14, 645-667. DOI:10.1080/19345747.2021.1917028 (SSCI)

5. Wang, Z., Ardasheva, Y., Carbonneau, K. J., & Liu, Q. (2021). Testing for boundary conditions of the seductive details effect: Does the length of seductive details matter? Applied Cognitive Psychology, 35, 761–774. https://doi.org/10.1002/acp.3801 (SSCI)

6. Wang, Z., Adesope, O.O., Sundararajan, N., & Buckley, P. (2021). Effects of different concept map forms on chemistry learning. Educational Psychology, 2, 245-260. https://doi.org/10.1080/01443410.2020.1749567 (SSCI)

7. Wang, Z., Ardasheva, Y., & Lin, L. (2021). Does high perceptual load assist in reducing the seductive details effect? Educational Psychology, 1, 25-44. https://doi.org/10.1080/01443410.2019.1686465 (SSCI)

8. Ardasheva, Y., Wang, Z., Roo, A., Adesope, O.O., & Morrison, J.A. (2018). Representation Visuals' Impacts on Science Interest and Reading Comprehension of Adolescent English Learners. Journal of Educational Research, 5, 631-643. (SSCI)

9. Ardasheva, Y., Carbonneau, K.J., Roo, A., & Wang, Z. (2017). Relationships among prior learning, anxiety, self-efficacy, and science vocabulary learning of middle school students with varied English language proficiency. Learning and Individual Differences, 61, 21-30. (SSCI)

10. Wang, Z., Sundararajan, N., Adesope, O.O., & Ardasheva, Y. (2017). Moderating the seductive details effect in multimedia learning with note-taking. British Journal of Educational Technology, 48, 1380–1389. (SSCI)

11. Wang, Z., & Adesope, O.O. (2017). Do focused self-explanation prompts overcome seductive details? A multimedia study. Journal of Educational Technology & Society, 20, 47-57. (SSCI)

12. Ardasheva, Y., Wang, Z., Adesope, O.O., & Valentine, J.C. (2017). Exploring effectiveness and moderators of language learning strategy instruction on second language learning and self-regulation outcomes. Review of Educational Research, 87, 544-582. (SSCI)

13. Zhang, P., Wang, Z., Shen, Y., & Wang, H. (2016). The reliability and validity of the levels of emotional awareness scale for children (LEAS-C) in Chinese children. Journal of Psychology and Psychotherapy Research, 3, 7-11.

14. Wang, Z., & Adesope, O.O. (2016). Exploring the effects of seductive details with the four-phase model of interest. Learning and Motivation, 55, 65-77. (SSCI)

15. Wang, Z., & Adesope, O.O. (2016). Does prior knowledge moderate the seductive details effect? International Journal of Instruction, 9, 35-50. (ESCI)

16. Zhang, P., Wang, Z., & Adesope, O.O. (2016). The effects of goal type, learning interest, and task difficulty on achievement: An interactive study. International Journal of Learning, Teaching, and Educational Research, 15, 32-46.

17. Wang, Z., & Adesope, O.O. (2014). Effects of seductive details on multimedia learning. Journal of Studies in Education, 4, 32-44

会议论文 

Refereed Conference Presentations

• M., W., & Wang, Z. Effects of self-explanation of different quality on learning with scientific text (In review for the 2020 American Educational Research Association Annual Meeting).

•  Liu, Q., & Wang, Z. An investigation of the moderating effect of perceived relevance on learning with seductive details. (In review for the 2020 American Educational Research Association Annual Meeting).

• Zhou, L., Yuan, M., & Wang, Z. Does self-regulation moderate the seductive details effect? An interactional approach. (In review for the 2020 American Educational Research Association Annual Meeting).

• Adesope, O.O., Wang, Z., & Zhang, P. Effects of Position on Learning with Emotional Pictures. Paper presented at the 2019 American Educational Research Association (AERA) Annual Meeting, Toronto, Canada.

• Hao, T., Wang, Z., & Ardasheva, Y. Investigating the Effects of Dual-Language Subtitles on EFL Vocabulary Learning and Listening of TED Talks. Roundtable presentation at the 2019 annual meeting of American Educational Research Association (AERA), Toronto, Canada.

• Ardasheva,1 Y., Carbonneau,1 K. J., Roo, A. K., & Wang, Z. Anxiety and self-efficacy contributions to science vocabulary learning of secondary students with varied English proficiency. Roundtable accepted at the annual meeting of American Educational Research Association (AERA), New York, NY (April, 2018).

Wang, Z., & Adesope, O.O. (2017). Do Focused Self-Explanation Prompts Overcome Seductive Details? A Multimedia Study. Paper session at the 2017 American Educational Research Association (AERA) Annual Meeting, San Antonio, TX.

• Wang, Z., & Adesope, O.O. (2017). Does prior knowledge moderate the seductive details effect? Poster session at the 2017 American Educational Research Association (AERA) Annual Meeting, San Antonio, TX.

• Ardasheva, Y., Roo, A., Wang, Z., & Adesope, O.O. (2017). Impacts on Science Reading Comprehension and Interest: Do Pictures Always Help English Learners? Paper session at the 2017 American Educational Research Association (AERA) Annual Meeting, San Antonio, TX.

• Sundararajan, N., Wang, Z., & Adesope, O.O. (2017). Managing Seductive Details: A Skill and Disposition Approach. Poster session at the 2017 American Educational Research Association (AERA) Annual Meeting, San Antonio, TX.

• Wang, Z., & Adesope, O.O. (2016). The Moderating Effects of Computerized Note-Taking on Seductive Details: A Multimedia Learning Study. 2016 American Educational Research Association (AERA) Annual Meeting, Washington, D.C.

• Ardasheva, Y., Wang, Z., & Adesope, O.O. (2016). Exploring effectiveness and moderators of language learning strategy instruction on second language and self-regulation outcomes. 2016 American Educational Research Association (AERA) Annual Meeting, Washington, D.C.

• Wang, Z., & Adesope, O.O. (2015). The influence of computerized note-taking on the seductive details effect in multimedia learning. Technology-Enhanced Curricula in Higher Education Conference, Pullman, WA.

• Wang, Z., & Sundararajan, N. (2015). The self-explanation in argumentation: The impact on learning and critical thinking performance. Argument-based Inquiry Conference, Spokane, WA.

• Wang, Z., Zhang, P., & Adesope, O.O. (2015). The effects of goal type, learning interest, and task difficulty on achievement: An interactive study. 2015 American Psychological Association Annual Convention, Toronto, Canada.

• Wang, Z., & Adesope, O.O. (2015). Effects of seductive details using the 4-phase model of interest. 2015 American Psychological Association Annual Convention, Toronto, Canada.

• Wang, Z., Cavagnetto, A., & Morrison, J. (2014). Chinese Middle School Students’ View of Science. Association for Science Teacher Education International Conference, San Antonio, TX.

• Wang, Z., & Adesope, O.O. (2013). Seductive details: Should we treat them differently in social sciences than in natural sciences? 2013 American Educational Research Association (AERA) Annual Meeting, San Francisco, CA.

Teaching

华东师范大学：

·       Instructor (Spring 2020). 教育实验与准实验研究。华东师范大学教育学部研究生课程。

·       Instructor (Fall 2019). 教育基础统计。华东师范大学教育学部研究生课程。

·       Instructor (Fall 2018). 教育学量化研究方法。华东师范大学教育学部研究生课程。

华盛顿州立大学：

•  Instructor (Fall 2017). ED PSYCH 505: Introduction to Research Methods, College of Education, Washington State University, Pullman, WA.

• Instructor (Summer 2017). ED PSYCH 505: Introduction to Research Methods, College of Education, Washington State University, Pullman, WA. Designed and Delivered courses related to quantitative and qualitative research methods in education. Led student group discussion. Graded reflects, critiques, and final papers.

• Teaching Assistant (Fall 2016). UNIV 199: Research Skills Course, Office of    Undergraduate Research, Washington State University, Pullman, WA. Graded assignments.

• Graduate Student Instructor (Summer 2016). ED PSYCH 508: Educational Statistics, College of Education, Washington State University, Pullman, WA.  Designed and delivered courses related to Statistical techniques (T-test, ANOVA, Correlation, and Regression).

• Graduate Student Instructor (Spring 2016). ED PSYCH 503: Multimedia Learning, College of Education, Washington State University, Pullman, WA. Designed and delivered courses related to principles of multimedia learning. Facilitated class discussion.

•  Graduate Student Instructor (Summer 2015). ED PSYCH 505: Introduction to Research Methods, College of Education, Washington State University, Pullman, WA. Designed and Delivered courses related to quantitative and qualitative research methods in education. Led student group discussion. Graded reflects, critiques, and final papers.