Publications — Dr. Cris Castro

Refereed Journals

1. Endres, T., Bender, L., Sepp, S., Zhang, S., David, L., Trypke, M., Lieck, D., Désiron, J. C., Bohm, J., Weissgerber, S., Castro-Alonso, J. C., & Paas, F. (2025). Developing the Mental Effort and Load–Translingual Scale (MEL–TS) as a foundation for translingual research in self-regulated learning. Educational Psychology Review, 37(1), 5. https://doi.org/10.1007/s10648-024-09978-8 [10.1]

2. Castro-Alonso, J. C., Ayres, P., Zhang, S., de Koning, B. B., & Paas, F. (2024). Research avenues supporting embodied cognition in learning and instruction. Educational Psychology Review, 36(1), 10. https://doi.org/10.1007/s10648-024-09847-4 [10.1]

3. Castro-Alonso, J. C., Hidalgo, A. A., & Sweller, J. (2024). Biological evolution and human cognition are analogous information processing systems. Frontiers in Psychology, 14, 1330345. https://doi.org/10.3389/fpsyg.2023.1330345 [3.8]

4. Chen, O., Retnowati, E., Castro-Alonso, J. C., Paas, F., & Sweller, J. (2023). The relationship between interleaving and variability effects: A cognitive load theory perspective. Education Sciences, 13(11), 1138. https://doi.org/10.3390/educsci13111138 [3.0]

5. Hanham, J., Castro-Alonso, J. C., & Chen, O. (2023). Integrating cognitive load theory with other theories, within and beyond educational psychology. British Journal of Educational Psychology, 93(Suppl. 2), 239-250. https://doi.org/10.1111/bjep.12612 [3.70]

6. Carreño, M. J., Castro-Alonso, J. C., & Gallardo, M. J. (2022). Interest in physics after experimental activities with a mobile application: Gender differences. International Journal of Science and Mathematics Education, 20(8), 1841-1857. https://doi.org/10.1007/s10763-021-10228-4 [2.05]

7. Sepp, S., Wong, M., Hoogerheide, V., & Castro-Alonso, J. C. (2022). Shifting online: 12 tips for online teaching derived from contemporary educational psychology research. Journal of Computer Assisted Learning, 38(5), 1304-1320. https://doi.org/10.1111/jcal.12715 [3.76]

8. Castro-Alonso, J. C., de Koning, B. B., Fiorella, L., & Paas, F. (2021). Five strategies for optimizing instructional materials: Instructor- and learner-managed cognitive load. Educational Psychology Review, 33(4), 1379-1407. https://doi.org/10.1007/s10648-021-09606-9 [8.71]

9. Castro-Alonso, J. C., Wong, R. M., Adesope, O. O., & Paas, F. (2021). Effectiveness of multimedia pedagogical agents predicted by diverse theories: A meta-analysis. Educational Psychology Review, 33(3), 989-1015. https://doi.org/10.1007/s10648-020-09587-1 [8.71]

10. Goycolea, R., Castro-Alonso, J. C., & Dörr, A. (2021). Visuospatial processing decline due to cannabis consumption in nondependent high school students. Educational Psychology Review, 33(2), 619-635. https://doi.org/10.1007/s10648-020-09564-8 [5.17]

11. 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]

12. 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]

13. 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]

14. 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]

15. 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]

16. 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]

17. 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]

18. 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]

19. 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]

20. 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]

21. 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 final publication]

Book Chapters

1. Castro-Alonso, J. C., & Sweller, J. (2022). The modality principle in multimedia learning. In R. E. Mayer & L. Fiorella (Eds.), The Cambridge handbook of multimedia learning (3rd ed., pp. 261-267). Cambridge University Press. https://doi.org/10.1017/9781108894333.026

2. 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

3. 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

4. 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

5. 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

6. 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

7. 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

8. 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

9. 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

10. 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

11. 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

12. 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

13. 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

14. 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

15. 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

16. 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

17. 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