Daniel C. Moos, Ph.D.

Gustavus Adolphus College, Department of Education

 
Education
Ph.D., Educational Psychology, University of Maryland
M.A., Human Development, University of Maryland
B.A., Psychology, Amherst College

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Teaching Interests

Educational Psychology

Cognitive Development

Developmental Psychology

Educational Technology

Research Interests

Academic Motivation

Self-regulated Learning

Metacognition

Hypermedia & Multimedia

Cognitive Load

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Recent News

I had the pleasure of presenting two of my most recent research studies in Amsterdam at the EARLI conference (European Association for Research on Learning and Instruction). The first presentation explored the role of extrinsic and intrinsic motivation during learning with nonlinear environments, while the second presentation examined the possibility of a diminishing return with extended use of self-regulatory processes during learning.

I am proud to be the faculty advisor for the Student Educator's Association (SEA). Please take a look at the website!

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Recent Publications (see curriculum vitae for full list)

Moos, D.C., & Marroquin, L. (in press). Multimedia, hypermedia, and hypertext: Motivation considered and reconsidered, Computers in Human Behavior

Moos, D.C., & Azevedo, R. (in press). Self-efficacy and prior domain knowledge: To what extent does monitoring mediate their relationship with hypermedia? Metacognition and Learning

Moos, D.C. (2009). Note-taking while learning with hypermedia: Cognitive and motivational considerations. Computers in Human Behavior, 25, 1120-1128.

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Moos, D.C., & Azevedo, R. (2009). Learning with computer-based learning environments: A literature review of computer self-efficacy, Review of Educational Research, 79(2), 576-601.

Battle, A., Anderson, A., & Moos, D.C. (2009). Teachers as reflective practitioners: a study of self-regulated learning in the graduate teacher classroom. Journal of the International Society for Teacher Education, 13(1), 33-47.

Moos, D.C., & Azevedo, R. (2008). Self-regulated learning with hypermedia: The role of prior domain knowledge, Contemporary Educational Psychology, 33, 270-298.

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Moos, D.C., & Azevedo, R. (2008). Monitoring, planning, and self-efficacy during learning with hypermedia: The impact of conceptual scaffolds, Computers in Human Behavior, 24(4), 1686-1706.

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Greene, J.A., Moos, D.C., Azevedo, R., & Winters, F.I. (2008). Exploring differences between gifted and grade-level students’ use of self-regulatory learning processes with hypermedia, Computers and Education, 50, 1069-1083.

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Azevedo, R., Moos, D.C., Greene, J.A., Winters, F.I., & Cromley, J.C. (2008). Why is externally-regulated learning more effective than self-regulated learning with hypermedia? Educational Technology Research and Development, 56(1), 45-72.

Winner of "Outstanding Article of The Year", Association for Educational Communications and Technology, 2008

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Moos, D.C., & Azevedo, R. (2008). Exploring the fluctuation of motivation and use of self-regulatory processes during learning with hypermedia, Instructional Science, 36, 203-231.

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Recent and Upcoming Conference Presentations (see curriculum vitae for full list)

Moos, D.C. (August, 2010). Setting the stage for success with hypermedia: Considering cognitive load, self-regulated learning, and peformance. Paper to be presented at the 2010 annual meeting of the American Educational Research Association, Denver, CO.

Moos, D.C. (August, 2009). Self-regulated learning: Too much of a good thing? Paper presented at the 2009 European Association for Research on Learning and Instruction, Amsterdam, Netherlands.

Moos, D.C. (August, 2009). Extrinsic and intrinsic motivation: What combination facilitates use of cognitive and metacognitive processes during learning? Paper presented at the 2009 European Association for Research on Learning and Instruction, Amsterdam, Netherlands.

Moos, D.C. (April, 2009). Feedback during learning with hypermedia: Cognitive, metacognitive, and motivational considerations. Paper presented at the 2009 annual meeting of the American Educational Research Association, San Diego, CA.

Moos, D.C. (January, 2009). Fostering a sense of meaning: The power of involving undergraduates in reasearch. Presentation at the Minnesota Association of Colleges for Teacher Education, Minneaplis, MN.

Moos, D.C., & Marroquin, E. (April, 2008). Note-taking with hypermedia: The whats and the whys. Paper presentation at the Workshop on Cognition and the Web, Granada, Spain.

Moos, D.C., & Azevedo, R. (March, 2008). Predicting differences in self-regulated learning with hypermedia: Cognitive and motivational variables. Poster presented at the 2008 annual meeting of the American Educational Research Association, New York, NY.

Moos, D.C., & Azevedo, R. (March, 2008). Metacognition and learning with hypermedia: To what extent do prior domain knowledge and self-efficacy matter? Paper presented at the 2008 annual meeting of the American Educational Research Association, New York, NY.

Moos, D.C. (February, 2008). Should we or shouldn’t we? Using teaching experience, theory, and research to address the application of technology in the classroom. Presentation at the Collaboration for the Advancement of College Teaching & Learning. St. Paul, MN.