2016年毕业于华盛顿州立大学（WSU），教育心理学专业，获哲学博士(PhD)学位；2016年-2018年在华盛顿州立大学教育学院从事博士后研究,参与多项美国NSF项目研究；现为华东师范大学课程与教学研究所副教授；美国教育研究协会、美国心理学协会会员，SSCI 期刊British Journal of Educational Technology, Journal of Engineering Education等杂志的审稿人。迄今共发表SSCI期刊十余篇，其中以第一作者身份发表7篇，谷歌学术引用近300次。研究方向：多媒体环境下学习的认知和动机过程，教学材料的设计。当前研究兴趣：认知负荷理论，诱惑性细节效应，自我解释策略，概念地图。

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:

In preparation

1. The interaction between realism and visual cues on learning with pictures.

Under review 

1. Wang, Z. et al. (under review). Seductive details are not always harmful: A perspective from self-regulation. Educational Psychology (SSCI).

2. Wang, Z. (under review). The Generalizability of and Interaction between the Ego Depletion and the Seductive Details Effects. Computers in Human Behavior (SSCI).

Published

1. Wang, Z., Ardasheva, Y., Carbonneau, K., & 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. (SSCI).

2. Wang, Z., Adesope, O.O., Sundararajan, N., & Buckley, P. (2021). Effects of Different Concept Map Forms on Chemistry Learning. Educational Psychology, 41, 245-260. (SSCI).

3. Wang, Z., Ardasheva, Y., & Lin. L. (2021). Does High Perceptual Load Assist in Reducing the Seductive Details Effect? Educational Psychology, 41, 25-44. (SSCI).

4. Ardasheva, Y., Wang, Z., Roo, A., & Adesope, O.O. (2018). Representation visuals' impacts on science interest and reading comprehension of adolescent English learners. The Journal of Educational Research, 111, 631-643.（SSCI）

5. Ardasheva, Y., Carbonneau, K.J., Roo, A., & Wang, Z. (2017). Relationships among prior learning, anxiety, self-efficacy, and science. Learning and Individual Differences, 61, 21-30.（SSCI）

6. 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）

7. 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）

8. 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）

9. 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.

10.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）

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

12. 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.

13.  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.