Contact

• workRoom C93 Dearing Building
  Jubilee Campus
  Wollaton Road
  Nottingham
  NG8 1BB
  UK
• work0115 846 7671
• fax0115 846 6600
• shaaron.ainsworth@nottingham.ac.uk
• https://lsri.info/

Research Summary

My research interests are concerned with the development and evaluation of psychological theories of teaching and learning - broadly falling into the area of learning sciences.

I have two major foci for my work:

1. Learning with Visual and Multiple Representations
2. Technology Enhanced Learning particularly visual technologies, innovative approaches and theory development.

If you want to know more about Learning Sciences at Nottingham, please see our blog here

Selected Publications

• AINSWORTH, SHAARON, PRAIN, VAUGHAN and TYTLER, RUSSELL, 2011. Drawing to learn in science. Science. 333(6046), 1096-7
• HABGOOD, M.P.J. and AINSWORTH, S.E., 2011. Motivating children to learn effectively: exploring the value of intrinsic integration in educational games Journal of the Learning Sciences. 20(2), 169-206
• AINSWORTH, S., GELMINI HORNSBY, G., THREAPLETON, K., CROOK, C., O'MALLEY, C. and BUDA, M., 2011. Anonymity in classroom voting and debating Learning and Instruction. 21(3), 365-378
• BIVALL, P., AINSWORTH, S. and TIBELL, L.A.E., 2011. Do haptic representations help complex molecular learning? Science Education. 95(4), 700-719

• View all publications

I supervise PhD students in the area of Learning Sciences.I want to understand more about the cognitive, social and affective processes involved in learning and how we can use this knowledge to design better educational experiences. If you do too, please contact me.

In particular, I am interesting in supervising PhD students in the following areas:

Representational Learning How do people learn when they either construct or interpret representations (such as pictures, graphs, drawings, gestures, animations, etc). In particular, my current projects include:

• Learning by drawing
• Strategies in learning from text and pictures
• Learning by translating between text and pictures

Technology Enhanced Learning. My interests here are not limited to specific type of technology or to a particular method. Instead I am interested in trying to understand how to design and use technologies to enhance learning. Recent and current project include:

• Educational Games
• Personal Inquiry Learning
• Haptics
• Gesture based Interfaces
• Anonymity in classroom discussion
• Emotion awareness in CSCL

All my work has a strong theoretical element

I do not research case studies of existing practices nor teachers and students' perceptions of learning technologies.

If you want to more about the sort of research students I supervise, see here for a list of current LSRI doctoral students and a description of what I look for in your research proposal.

• AINSWORTH, SHAARON, TYTLER, RUSSELL and PRAIN, VAUGHAN, 2020. Learning by construction of multiple representations: Handbook of learning from multiple representations and perspectives. New York, NY: Routledge Handbook of learning from multiple representations and perspectives. New York, NY: Routledge.
• SCHEITER, KATHARINA, BRUCKER, BIRGIT and AINSWORTH, SHAARON, 2020. “Now move like that fish”: Can enactment help learners come to understand dynamic motion presented in photographs and videos?: Computers & Education Computers & Education. 155, 103934
• HODGEN, JEREMY, ADKINS, MICHAEL, AINSWORTH, SHAARON and EVANS, SHEILA, 2019. Catch Up® Numeracy
• WHYTE, ROBERT, AINSWORTH, SHAARON and MEDWELL, JANE, 2019. Designing for Integrated K-5 Computing and Literacy Through Story-making Activities ICER '19 - PROCEEDINGS OF THE 2019 ACM CONFERENCE ON INTERNATIONAL COMPUTING EDUCATION RESEARCH. 167-175
• CARUSO, VALENTINA, CATTANEO, ALBERTO, GURTNER, JEAN-LUC and AINSWORTH, SHAARON, 2019. Professional Vision in Fashion Design: Practices and Views of Teachers and Learners VOCATIONS AND LEARNING. 12(1), 47-65
• HALLS, JONATHAN GRANT, AINSWORTH, SHAARON ELIZABETH and OLIVER, MARY COLLETTE, 2018. Young children’s impressionable use of teleology: the influence of question wording and questioned topic on teleological explanations for natural phenomena: International Journal of Science Education International Journal of Science Education. 40(7), 808-826
• AINSWORTH, SHAARON, 2018. Multiple Representations and Multimedia Learning INTERNATIONAL HANDBOOK OF THE LEARNING SCIENCES. 96-105
• AINSWORTH, SHAARON E., 2018. Multi-modal, multi-source reading: A multi-representational reader's perspective LEARNING AND INSTRUCTION. 57, 71-75
• HALLS, JONATHAN GRANT, AINSWORTH, SHAARON ELIZABETH and OLIVER, MARY COLLETTE, 2018. Young children's impressionable use of teleology: the influence of question wording and questioned topic on teleological explanations for natural phenomena INTERNATIONAL JOURNAL OF SCIENCE EDUCATION. 40(7), 808-826
• SCHEITER, KATHARINA, SCHLEINSCHOK, KATRIN and AINSWORTH, SHAARON, 2017. Why Sketching May Aid Learning From Science Texts: Contrasting Sketching With Written Explanations Topics in Cognitive Science. n/a-n/a
• FORBUS, KENNETH D. and AINSWORTH, SHAARON, 2017. Editors' Introduction: Sketching and Cognition TOPICS IN COGNITIVE SCIENCE. 9(4), 864-865
• MUNOZ, A.C., BROWN, M., COUGHLAN, T., AINSWORTH, S. and LORENZ, K.G., 2016. Using Mobile Media Creation to Structure Museum Interpretation with Professional Vision Personal and Ubiquitous Computing. 1-14
• SHARPLES, MIKE, SCANLON, EILEEN, AINSWORTH, SHAARON, ANASTOPOULOU, STAMATINA, COLLINS, TREVOR, CROOK, CHARLES, JONES, ANN, KERAWALLA, LUCINDA, LITTLETON, KAREN, MULHOLLAND, PAUL and O’MALLEY, CLAIRE, 2015. Personal Inquiry: Orchestrating Science Investigations Within and Beyond the Classroom: Journal of the Learning Sciences Journal of the Learning Sciences. 1-34
• COOKER, LUCY, CROOK, C and AINSWORTH, S, 2015. The integration of technology in the international baccalaureate diploma programme: International Baccalaureate International Baccalaureate.
• NITZ, S, AINSWORTH, S, NERDEL, C and PRECHTL, H, 2014. Do student perceptions of teaching predict the development of representational competence and biological knowledge? Learning and Instruction. 33-62
• AINSWORTH, SHAARON and NEWTON, LEN, 2014. Teaching and Researching Visual Representations: Shared Vision or Divided Worlds?. In: EILAM, BILLIE and GILBERT, J, eds., Science Teachers’ Use of Visual Representations Springer International Publishing. 29-49
• AINSWORTH, SHAARON, 2014. The Multiple Representation Principle in Multimedia Learning. In: MAYER, R, ed., The Cambridge Handbook of Multimedia Learning 2nd edition Cambridge University Press. 464-486
• LAURA R NOVICK, JANE PICKERING, TERESA MACDONALD, JUDY DIAMOND, SHAARON AINSWORTH, ADRIANA E AQUINO, KEFYN M CATLEY, JEFF DODICK E M EVANS, CAMILLIA MATUK, JANIS SACCO and MONIQUE SCOTT, 2014. Depicting the Tree of Life in museums: Guiding principles from psychological research: Evolution: Education and Outreach Evolution: Education and Outreach. 7(1), 1-13
• XOLOCOTZIN, U., AINSWORTH, SHAARON and CROOK, CHARLES, 2014. Understanding Emotional Change In Computer-Supported Collaborative Games: a Microgenetic Analysis of Challenge: Technology, Instruction, Cognition and Learning Technology, Instruction, Cognition and Learning. 9(4), 253-274
• AINSWORTH, SHAARON, 2014. 20—The Multiple Representation Principle in Multimedia Learning: The Cambridge handbook of multimedia learning The Cambridge handbook of multimedia learning. 464,
• BARTHEL, R, AINSWORTH, S and SHARPLES, M, 2013. Collaborative knowledge building with shared video representations: International Journal of Human-Computer Studies International Journal of Human-Computer Studies. 71(1), 59-75
• AINSWORTH, SHAARON and SAFFER, JESSICA, 2013. Can Children Read Evolutionary Trees? MERRILL-PALMER QUARTERLY-JOURNAL OF DEVELOPMENTAL PSYCHOLOGY. 59(2), 221-247
• DE ALBUQUERQUE, RAFAEL MARQUES and AINSWORTH, SHAARON, 2013. Game Literacy Revisited: Developing Critical Play in Schools PROCEEDINGS OF THE 7TH EUROPEAN CONFERENCE ON GAMES BASED LEARNING, VOLS 1 AND 2. 599-606
• ANASTOPOULOU, S., SHARPLES, M., AINSWORTH, S., CROOK, C., O'MALLEY, C. and WRIGHT, M., 2012. Creating personal meaning through technology-supported science inquiry learning across formal and informal settings International Journal of Science Education. 34(2), 251-273
• ELIGIO, U. X., AINSWORTH, S. E. and CROOK, C. K., 2012. Emotion understanding and performance during computer-supported collaboration: Computers in Human Behavior Computers in Human Behavior. 28(6), 2046-2054
• LUCKIN, R, BLIGH, B, MANCHES, A, AINSWORTH, S, CROOK, C and NOSS, R, 2012. Decoding learning: The proof, promise and potential of digital education: Nesta
• AINSWORTH, S., GELMINI HORNSBY, G., THREAPLETON, K., CROOK, C., O'MALLEY, C. and BUDA, M., 2011. Anonymity in classroom voting and debating Learning and Instruction. 21(3), 365-378
• AINSWORTH, SHAARON, PRAIN, VAUGHAN and TYTLER, RUSSELL, 2011. Drawing to learn in science. Science. 333(6046), 1096-7
• BIVALL, P., AINSWORTH, S. and TIBELL, L.A.E., 2011. Do haptic representations help complex molecular learning? Science Education. 95(4), 700-719
• GELMINI-HORNSBY, G., AINSWORTH, S. and O'MALLEY, C., 2011. Guided reciprocal questioning to support children’s collaborative storytelling International Journal of Computer-Supported Collaborative Learning. 6(4), 577-600
• HABGOOD, M.P.J. and AINSWORTH, S.E., 2011. Motivating children to learn effectively: exploring the value of intrinsic integration in educational games Journal of the Learning Sciences. 20(2), 169-206
• BARTHEL, R, AINSWORTH, S and SHARPLES, M., 2010. Negotiating perspective in social video environments. In: DROTNER, K and SCHRODER, K.C., eds., Digital content creation: perceptions, practices, & perspectives Peter Lang Pub Inc..
• ANASTOPOULOU, S., SHARPLES, M., AINSWORTH, S. and CROOK, C., 2009. Mobile learning cultures across education, work and leisure In:
• BARTHEL, R., SHARPLES, M. and AINSWORTH, S., 2009. Artificial Intelligence in Education: Building Learning Systems that Care: From Knowledge Representation to Affective Modelling In: 575-577
• DE VRIES, ERICA, DEMETRIADIS, STAVROS and AINSWORTH, SHAARON, 2009. External Representations for Learning Headed Towards a Digital Culture TECHNOLOGY-ENHANCED LEARNING: PRINCIPLES AND PRODUCTS. 137-153
• BRUNDELL, P, TENNENT, P, GREENHALGH, C, KNIGHT, D, CRABTREE, A, O’MALLEY, C, AINSWORTH, S, CLARKE, D and CARTER, R. & ADOLPHS, S., 2008. Digital Replay system (DRS): A Tool for Interaction Analysis In: Proceedings of the International Conference for the Learning Sciences 2008 (ICLS).
• ANASTOPOULOU, S, SHARPLES, M and WRIGHT, M. ET AL, 2008. Learning 21st Century Science in Context with Mobile Technologies In: Proceedings of the MLearn 2008 Conference.
• GELMINI HORNSBY, G., BUDA, M., AINSWORTH, S., CROOK, C. and O’MALLEY, C., 2008. Making your views known: The importance of anonymity before and after classroom debate In: Proceedings of the International Conference of the Learning Sciences (vol. 1), Utrecht, NL, 24-28 June 2008. 281-288
• ANASTOPOULOU, S., SHARPLES, M., WRIGHT, M., MARTIN, H., AINSWORTH, S., BENFORD, S., CROOK, C., GREENHALGH, C. and O'MALLEY, C., 2008. Learning 21st century science in context with mobile technologies Proceedings of the International Conference on Mobile Learning (MLearn08).
• AINSWORTH, SHAARON, 2008. How Should We Evaluate Multimedia Learning Environments? UNDERSTANDING MULTIMEDIA DOCUMENTS. 249-265
• AINSWORTH, SHAARON, 2008. The Educational Value of Multiple-representations when Learning Complex Scientific Concepts VISUALIZATION: THEORY AND PRACTICE IN SCIENCE EDUCATION. 3, 191-208
• AINSWORTH, S.E. and BURCHAM, S., 2007. The impact of text coherence on learning by self-explanation Learning and Instruction. 17(3), 286-303
• AINSWORTH, S.E., 2007. Using a single authoring environment across the lifespan of learning Educational Technology & Society,. 10(3), 22-31
• BAKER, R. S. J. D., HABGOOD, M. P. J., AINSWORTH, S. E. and CORBETT, A. T., 2007. Modeling the Acquisition of Fluent Skill in Educational Action Games In: NUMB 4511. 17-26
• AINSWORTH, S., 2006. DeFT: a conceptual framework for considering learning with multiple representations Learning and Instruction. 16(3), 183-198
• AINSWORTH, S.E. and FLEMING, P., 2006. Evaluating authoring tools for teachers as instructional designers Computers in Human Behavior. 22(1), 131-148
• HABGOOD, M.P.J., AINSWORTH, S.E. and BENFORD, S., 2005. Endogenous fantasy and learning in digital games Simulation & Gaming. 36(4), 483-498
• AINSWORTH,S.E. and GRIMSHAW,S., 2004. Evaluating the REDEEM authoring tool: Can teachers create effective learning environments? International Journal of Artificial Intelligence in Education. 14(3/4), 279-312
• AINSWORTH, S. and VANLABEKE, N., 2004. Multiple forms of dynamic representation Learning and Instruction. 14(3), 241-255
• AINSWORTH, S. and TH LOIZOU, A., 2003. The effects of self-explaining when learning with text or diagrams Cognitive Science. 27(4), 669-681
• MURRAY, T, BLESSING, S and AINSWORTH, S, eds., 2003. Authoring tools for advanced technology learning environments: Toward cost-effective adaptive, interactive and intelligent educational software Dordrecht ; Kluwer Academic.
• AINSWORTH, S., BIBBY, P. and WOOD, D., 2002. Examining the effects of different multiple representational systems in learning primary mathematics Journal of the Learning Sciences. 11(1), 25-61
• AINSWORTH, S., 1999. The functions of multiple representations Computers and Education. 33(2-3), 131-152
• AINSWORTH, S., GRIMSHAW, S. and UNDERWOOD, J., 1999. Teachers implementing pedagogy through redeem Computers and Education. 33(2-3), 171-187
• AINSWORTH, S., WOOD, D. and O'MALLEY, C., 1998. There Is More Than One Way to Solve a Problem: Evaluating a Learning Environment that Supports the Development of Children's Multiplication Skills Learning and Instruction. 8(2), 141-157
• AINSWORTH, S. E., BIBBY, P. A. and WOOD, D. J., 1997. Information Technology and Multiple Representations: new opportunities - new problems Journal of Information Technology for Teacher Education. VOL 6(NUMBER 1), 93-104
• MAJOR,N., AINSWORTH,S. and WOOD,D., 1997. REDEEM: Exploiting symbiosis between psychology and authoring environments International Journal of Artificial Intelligence in Education. 8(3,4), 317-340