The Education and Cognition (EdCog) Journal Club creates a hyflex learning environment for researchers, academics and community members to come together to discuss concepts related to learning, education and teaching. The biweekly meetings run in the Fall and Winter terms, and draw upon current and historic research articles that have informed the science of learning. In a typical meeting, we have representatives joining us online from several campuses to complement the in-person cohort to engage in lively discussions about assigned journal article readings connecting research on education and cognition to applications in education, training and policy. We will discuss the utility of the research papers and how we can employ the techniques in our classrooms (or industry).
All are welcome to both terms of the Journal Club. The aim of both semesters is the same – how can we inform our own teaching practices using evidence-based strategies.
Information Box Group
Fall 2025
The fall term will engage a collection of interdisciplinary research papers that investigate the scholarship of teaching and learning. TA’s from McMaster Universities Introduction to Psychology course will guide members through the teachings and facilitate discussions to enhance learning and application of concepts. Members will be given opportunities to engage with interdisciplinary researchers, academics (from all levels and stations of learning) and community members from across Ontario and Canada.
Winter 2026
The winter term will include more advanced readings looking at new, cutting-edge research in the field of Education Cognition. The McCall MacBain Postdoctoral Fellows will facilitate members as they dissect the theories, methods, results and conclusions from these fascinating papers.
Through two semesters of participation, Members will gain a solid foundation in essential and applied readings in Education and Cognition to pursue discipline-based education research (DBER) projects and influence policy under the supervision of a faculty member.
Fall 2025 – Intro To Education and Cognition
| Date | Reading |
|---|---|
| September 24 | Yan, V.X., Sana, F., & Carvalho, P.F. (2024). No simple solutions to complex problems: cognitive science principles can guide but not prescribe educational decisions. Policy Insights from the Behavioral and Brain Sciences, 11(1) 59-66. |
| October 8 | Henderson, M., Bearman, M., Chung, J., Fawns, T., Buckingham Shum, S., Matthews, K. E., & de Mello Heredia, J. (2025). Comparing Generative AI and teacher feedback: student perceptions of usefulness and trustworthiness. Assessment & Evaluation in Higher Education, 1–16. |
| October 22 | Imundo, M.N., Zung, I., Whatley, M.C. et al. (2025). When two learners are better than one: using flashcards with a partner improves metacognitive accuracy. Metacognition Learning, 20, 3. |
| November 5 | Roohani, A., & Heidari Vincheh, M. (2021). Effect of game-based, social media, and classroom-based instruction on the learning of phrasal verbs. Computer Assisted Language Learning, 36(3), 375–399. |
| November 19 | Tasdelen, O., Bodemer, D. (2025). Generative AI in the Classroom: Effects of Context-Personalized Learning Material and Tasks on Motivation and Performance. Int J Artif Intell Educ. |
Winter 2026
| Date | Reading |
|---|---|
| January 14 | Gillespie, S., Morency, M. M., Fajemirokun, E., & Ferguson, G. M. (2025). Promoting Identity Development, Multicultural Attitudes, and Civic Engagement Through Ethnic Studies: Evidence From a Natural Experiment. Child Development, 96(3), 966–979. |
| January 28 | Anyidoho, P. A., & Gallant, D. J. (2025). Benefits and Challenges of Virtual Early Arrival or Summer Bridge Programs for Underrepresented Minority Students Majoring in STEM. Journal of College Science Teaching, 54(1), 51–56. |
| February 11 | Marano, G., Kotzalidis, G. D., Lisci, F. M., Anesini, M. B., Rossi, S., Barbonetti, S., Cangini, A., Ronsisvalle, A., Artuso, L., Falsini, C., Caso, R., Mandracchia, G., Brisi, C., Traversi, G., Mazza, O., Pola, R., Sani, G., Mercuri, E. M., Gaetani, E., & Mazza, M. (2025). The Neuroscience Behind Writing: Handwriting vs. Typing—Who Wins the Battle? Life (Basel, Switzerland), 15(3), 345 |
| March 4 | Wu, C.-H., Liu, C.-H., & Huang, Y.-M. (2022). The exploration of continuous learning intention in STEAM education through attitude, motivation, and cognitive load. International Journal of STEM Education, 9(1), Article 35. |
| March 18 | Pastor, M. A. S., Cervantes-Marreros, M. D., Cubas-Pérez, J. D., Reategui-Apagueño, L. A., Tito-Pezo, D., Piña-Rimarachi, J. M., Vasquez-Perez, C. A., Correa-Vasquez, C. L., Soplin Rios, J. A., del Pino, L. F., & Botelho Junior, A. B. (2025). Project-Based Learning at Universities: A Sustainable Approach to Renewable Energy in Latin America—A Case Study. Sustainability, 17(12), 5492. |
| April 1 | Aaron, Cassandra, Tania Heap, Audon Archibald, Laura Keyes, Maeleigh Novosad, and Adam Fein. “Applications of Human–AI Interaction to Optimize Teaching Workload and Improve Student Writing.” Journal of Computing in Higher Education, ahead of print, November 3, 2025. |
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