Virginia Clinton-Lisell

EFR 509: Introduction to Educational Research

T&L 252: Child Development

EFR 511: Program Evaluation

EFR 501: Psychological Foundations of Education

- Psychology of Reading Comprehension

- Open Education

- Scholarship of Teaching and Learning

Clinton-Lisell, V. (in-press). Life is just a classroom: Examining student perceptions of courses incorporating popular culture. College Teaching. https://doi.org/10.1080/87567555.2025.2531340

Clinton-Lisell, V., & Gwozdz, L. (2025). Examining multiple layers of course materials cost: Experiences of private college students. Open Praxis, 17(1), 9–20. https://doi.org/10.55982/openpraxis.17.1.760

Carlson, S., Clinton-Lisell, V., Taylor, T., Ness-Maddox, H., Dahl, A., Davison, M.L., & Seipel, B. (in press). Validating a reading comprehension assessment for college students: Preliminary findings. Journal of Psycholinguistic Research. https://doi.org/10.1007/s10936-025-10144-6 

Clinton-Lisell, V., & Kelly, A. (2024). The role of open education and faculty gender in shaping student perceptions. Open Praxis, 16(4), 567–582. https://doi.org/10.55982/openpraxis.16.4.733

Lazzara, J., Bloom, M., & Clinton-Lisell, V. (2024). Renewable assignments: Comparing faculty and student perceptions. Open Praxis, 16(4), 514–525. https://doi.org/10.55982/openpraxis.16.4.706

Kelly, A. E., & Clinton-Lisell, V. (2024). Strengthening online psychology students’ sense of belonging with social annotation: An experimental study. Psychology Learning & Teaching. https://doi.org/10.1177/14757257241295302

Clinton-Lisell, V. (2024). Feedback for learning from text: What kind and where in the text is most effective? Computers and Education Open, 7, 100216. https://doi.org/10.1016/j.caeo.2024.100216

Clinton-Lisell, V. (in-press). Comparing quizzes and social annotation for pre-class reading accountability. Teaching of Psychology. Advanced online publication. https://doi.org/10.1177/00986283241275218

Clinton-Lisell, V., & Litzinger, C. (2024). Is it really a neuromyth? A meta-analysis of the learning styles matching hypothesis. Frontiers in Psychology, 15, https://doi.org/10.3389/fpsyg.2024.1428732

Clinton-Lisell, V., Carlson, S.E., Ness-Maddox, H., Dahl, A., Taylor, T., Davison, M.L., & Seipel, B. (in-press). Identifying clusters of less-skilled college student readers based on cognitive processes. Journal of College Reading and Learning. https://doi.org/10.1080/10790195.2024.2359513 full text here

Clinton-Lisell, V., & Langowski, A.M. (in-press). Reading medium and epistemic emotions in the continued influence effect of misinformation. Reading Psychology, http://doi.org/10.1080/02702711.2024.2349307 full text here https://osf.io/3z7kp

Clinton-Lisell, V. & Anderson, R., (in-press). Between “you” and “me”: Effects of pronouns and order on disclosing sexual assault. The Journal of Sex Research. https:doi.org/ 10.1080/00224499.2024.2341426 full text here: https://osf.io/27a6n

Clinton-Lisell, V. & Kelly, A. E. (2024). The cost of doing homework: Online homework systems with access codes from a social justice perspective. International Journal of Technology in Education and Science (IJTES), 8(2), 296-310. https://doi.org/10.46328/ijtes.547

Clinton-Lisell, V., Strouse, G., Langowski, A.M., (in-press). Children's engagement during shared reading of ebooks and paper books: A systematic review. International Journal of Child-Computer Interaction. https://doi.org/10.1016/j.ijcci.2023.100632

Clinton-Lisell, V. E., Roberts-Crews, J., & Gwozdz, L. (2023). SCOPE of Open Education: A New Framework for Research. The International Review of Research in Open and Distributed Learning, 24(4), 135–153. https://doi.org/10.19173/irrodl.v24i4.7356

Clinton-Lisell V. (2023). Social annotation: what are students’ perceptions and how does social annotation relate to grades? Research in Learning Technology, 31. https://doi.org/10.25304/rlt.v31.3050

Clinton-Lisell, V. (2023). Does reading while listening to text improve comprehension compared to reading only? A systematic review and meta-analysis. Educational Research: Theory and Practice, 34(3), 133-155. http://www.nrmera.org/educational-research-theory-practice/current-issue/

Clinton-Lisell, V., & Kelly, A.E. (in-press). Are scientific memes motivating and does public sharing affect motivation? Psychology Learning & Teaching. https://doi.org/10.1177/14757257231197359

Clinton-Lisell, V., & Gwozdz, L. (in-press). Understanding student experiences of renewable and traditional assignments. College Teaching. https://doi.org/10.1080/87567555.2023.2179591

Guthridge, R. & Clinton-Lisell, V. (2023) Evaluating the efficacy of virtual reality (VR) training devices for pilot training, Journal of Aviation Technology and Engineering, 12(2) Article 1. https://doi.org/10.7771/2159-6670.1286

Ness-Maddox, H., Carlson, S.E., Dahl, A.C., Kennedy, P.C., Davison, M.L., Seipel, B., & Clinton-Lisell, V. (in-press). Emotional factors of causal coherence in text comprehension. Contemporary Educational Psychology. https://doi.org/10.1016/j.cedpsych.2022.102141

Herbert, M., Clinton-Lisell, V., & Stupnisky, R.H. (in-press). Faculty motivation for OER textbook adoption and future use. Innovative Higher Education. https://doi.org/10.1007/s10755-022-09625-6

Kelly, A.E., Laurin, J.N., Clinton-Lisell, V. (in-press). Making Psychology’s hidden figures visible using open educational resources: A replication and extension study. Teaching of Psychology. https://doi.org/10.1177%2F00986283221108129

Lazzara, J., & Clinton-Lisell, V. (in-press). Using social annotation to enhance student engagement in psychology courses. Scholarship of Teaching and Learning in Psychology. https://doi.org/10.1037/stl0000335

Clinton-Lisell, V. (in-press). Investigating reading from screens and mind wandering in the context of standards of coherence. Scientific Studies of Reading. https://doi.org/10.1080/10888438.2022.2125320

Seipel, B., Kennedy, P.C., Carlson, S.E., Clinton-Lisell, V., & Davison, M.L. (in-press). MOCCA-College: Preliminary evidence of a cognitive diagnostic reading comprehension assessment. Journal of Learning Disabilities. https://doi.org/10.1177%2F00222194221121340

Clinton-Lisell, V. (in-press). How does OER efficacy vary based on student age and course modality? American Journal of Distance Education. https://doi.org/10.1080/08923647.2022.2077061

Clinton-Lisell, V., Taylor, T., Seipel, B., Carlson, S., & Davison, M. (in-press). Performance on reading comprehension assessments and college achievement: A meta-analysis. Journal of College Reading and Learning. https://doi.org/10.1080/10790195.2022.2062626

Clinton-Lisell, V. (in press). Listening ears or reading eyes: A meta-analysis of reading and listening comprehension comparisons. Review of Educational Research. https:doi.org/ 10.3102/00346543211060871

Clinton-Lisell, V. (in press). Reading medium and interest: Effects and interactions. Educational Psychology. https://doi.org/10.1080/01443410.2021.2016635

Clinton-Lisell, V. (2021). Stop multitasking and just read: Meta-analyses of multitasking’s effects on reading performance and reading time. Journal of Research in Reading, 44(4) 787-816. https://doi.org/10.1111/1467-9817.12372

Clinton-Lisell, V., Seipel, B., Gilpin, S., & Litzinger, C. (in-press) Interactive features of e-texts’ effects on learning: A systematic review and meta-analysis. Interactive Learning Environments. https://doi.org/10.1080/10494820.2021.1943453 

Clinton-Lisell, V. (2021). Open pedagogy: A systematic review of empirical findings. Journal of Learning for Development, 8(2), 255-268. https://jl4d.org/index.php/ejl4d/article/view/511 

Fischer, L., Hilton, J. III, Clinton-Lisell, V., Xiong, Y., Wiley, D., & Williams, L. (2021). The interaction of Open Educational Resources (OER) use and course difficulty on student course grades in a community college. International Journal of Open Educational Resources, 4(1), Article 4. https://www.ijoer.org/the-interaction-of-open-educational-resources-oer-use-and-course-difficulty-on-student-course-grades-in-a-community-college/

Samson, R.L., Clinton-Lisell, V., & Fischer, L. (2021). Let students choose: Examining the impact of Open Educational Resources on performance in general chemistry. Journal of Chemical Education, 98(3), 745-755. https://doi.org/10.1021.acs.jcemed.0c00595

Maslowski, A. K., Owens, R. L., LaCaille, R. A., Clinton-Lisell, V. (in press). A systematic review and meta-analysis of motivational interviewing training effectiveness among students-in-training. Training and Education in Professional Psychology. https://doi.org/10.1037/tep0000363

Clinton-Lisell, V., Kelly, A.E., & Clark, T. (2020). Modeling e-textbook tools or encouraging reading from paper: What are the effects on medium choice and textbook use? College Teaching, 68(4), 221-227. http://doi.org/10.1080/87567555.2020.1786665

Clinton, V., Taylor, T., Bajpayee, S., Seipel, B., Carlson, S.E., & Davison, M. (2020). Inferential comprehension differences between narrative and expository texts: A systematic review and meta-analysis. Reading and Writing, 33, 2223-2248. https://doi.org/10.1007/s11145-020-10044-2 

Clinton, V., & Kelly, A. E. (2020). Improving student attitudes toward discussion boards using a brief motivational intervention. Scholarship of Teaching and Learning in Psychology, 6(4), 301–315. https://doi.org/10.1037/stl0000160

Clinton, V. & Kelly, A.E. (2020). Student attitudes toward group discussions. Active Learning in Higher Education, 21(2), 154-164. doi: 10.1177/1469787417740277  Video abstract here: https://www.youtube.com/watch?v=phI5Ti5ML3M&t=1s

Clinton, V. (2019). Reading from paper compared to screens: A systematic review and meta-analysis.  Journal of Research in Reading. doi: 10.1111/1467-9817.12269 

Walkington, C., Clinton, V., & Sparks, A. (2019). The effect of language modification of mathematics story problems on problem solving in online homework. Instructional Science, 47(5),499-529. doi: 10.1007/s11251-019-09481-6 

Clinton, V., Legerski, E., & Rhodes, B. (2019). Comparing student learning from and perceptions of open and commercial textbook excerpt: A randomized experiment. Frontiers in Education, 4, art. 110, 1-12. doi: 10.3389/feduc.2019.00110

Clinton, V., & Khan, S. (2019). Efficacy of open textbook adoption on learning performance and course withdrawal rates: A meta-analysis. AERA Open, 5(3), 1-20. 10.1177/2332858419872212

Clinton, V. & Wilson, N. (2019). More than chalkboards: Classroom spaces and collaborative learning attitudes. Learning Environments Research, 22(3), 325-344. doi: 10.1007/s10984-019-09287-w

Clinton, V. & Walkington, C. (2019). Interest-enhancing approaches to mathematics curriculum design: Illustrations and personalization. The Journal of Educational Research, 112(4), 495-411. doi: 10.1080/00220671.2019.1568958

Clinton, V., Basaraba, D.L., & Walkington, C. (2018). English learners and mathematical word problem solving: A systematic review. In D.L. Baker, D.L. Basaraba, & C. Richards-Tutor (Eds.) Second language acquisition: Methods, perspectives and challenges (pp. 171-208).Nova Science Publishers.

Clinton, V. (2019). Cost, outcomes, use, and perceptions of Open Educational Resources in psychology: A narrative review of the literature. Psychology Learning and Teaching, 18(1), 4-20. doi: 10.1177/1475725718799511

Pier, E., Walkington, C., Clinton, V., Boncoddo, R., Williams-Pierce, C., Alibali, M.W., & Nathan, M., (2019). Embodied truths: How dynamic gestures and speech contribute to mathematical proof practices Contemporary Educational Psychology doi: 10.1016/j.cedpsych.2019.01.012

Clinton, V., & Meester, S. (2019). A comparison of two in-class anxiety reduction exercises before a final exam. Teaching of Psychology, 46(1), 92-95. Doi: 10.1177/0098628318816182 https://journals.sagepub.com/doi/10.1177/0098628318816182

Clinton, V. (2018). Savings without sacrifices: A case study of open-source textbook adoption. Open Learning: The Journal of Distance and Open Learning. doi: 10.1080/02680513.2018.1486184 Full text available: https://osf.io/by7jn/

Clinton, V., Swenseth, M., & Carlson, S.E. (2018). Do Mindful Breathing Exercises Benefit Reading Comprehension? A Brief Report. Journal of Cognitive Enhancement, 2(3), 305-310. doi: 10.1007/s41465-018-0067-2

Clinton, V. (2018). Reflections versus extended quizzes: Which is better for student learning and self-regulation? Journal of the Scholarship of Teaching and Learning, 18(1). doi: 10.14434/josotl.v18i1.22508 Full text available at http://rdcu.be/Ht4t

Walkington, C., Clinton, V., & Shivraj, P. (2018). How readability factors are differentially associated with performance for students of different backgrounds when solving math word problems. American Educational Research Journal, 55(2), 362-414. . doi: 10.3102/0002831217737028

Williams, C.C., Pier, E., Walkington, C., Clinton, V., Boncoddo, R. Nathan, M., & Alibali, M. (2017). What we say and how we do: Action, gesture, and language in proving. Journal of Research in Mathematics Education, 48(3), 248-260. doi: 10.5951/jresematheduc.48.3.0248

Clinton, V., Cooper, J.L., Michaelis, J., Alibali, M.W., & Nathan, M.J. (2017).  Revising visuals based on instructional design principles:  Effects on cognitive load and learning.  In C. Was, F.J. Sansosti, & B.J. Morris (Eds.) Eye-tracking technology applications in educational research, (pp. 195-218). Hershey, PA: IGI Global.

Seipel, B., Carlson, S.E., & Clinton, V. (2017). When do comprehender groups differ? A moment-by-moment analysis of think-aloud protocols of good and struggling comprehenders. Reading Psychology, 38, 39-70. doi: 10.1080/02702711.2016.1216489

Clinton, V., Alibali, M.W., & Nathan, M.J. (2016). Learning about posterior probability:  Do diagrams and elaborative interrogations help? Journal of Experimental Education, 84, 579-599. doi: 10.1080/00220973.2015.1048847

Clinton, V., Morsanyi, K., Alibali, M.W., & Nathan, M.J. (2016). Learning about probability from text and tables: Do color coding and labeling through an interactive-user interface help? Applied Cognitive Psychology, 30, 440-453. doi: 10.1002/acp.3223.

Clinton, V., Seipel, B., & Carlson, S.E. (2016). Linguistic markers of inference generation while reading. Journal of Psycholinguistic Research, 45,  553-574.. doi: 10.1007/s10936-015-9360-8

Walkington, C., Clinton, V., Ritter, S., & Nathan, M. J. (2015). How readability and topic incidence relate to performance on mathematics story problems in computer-based curricula. Journal of Educational Psychology, 107(4), 1051-1074.

Clinton, V. (2015). Examining associations between reading motivation and inference generation beyond reading comprehension skill. Reading Psychology,36(6), 473-498. doi: 10.1080/02702711.2014.892040

Clinton, V. (2014).  The relationship between approaches to learning and the process of learning:  An examination of the 3P model.  Instructional Science, 42(5), 817-837.  doi: 10.1007/s11251-013-9308-z

Clinton, V., Seipel, B., van den Broek, P., McMaster, K.L., Kendeou, P., Carlson, S., & Rapp, D.N. (2014).  Gender differences in inference generation by fourth-grade students.  Journal of Research in Reading 37(4), 356-374.  doi: 10.1111/j.1467-9817.2012.01531.x

Clinton, V. & van den Broek, P.  (2012).  Interest, inferences, and learning from texts. Learning and Individual Differences, 22(6), 650-663.  doi: 10.1016/j.lindif.2012.07.004

2021-present   Associate Professor, University of North Dakota, Educational Foundations and Research 

2016-2021       Assistant Professor, University of North Dakota, Educational Foundations and Research

2014-2016       Instructor, University of North Dakota, Psychology and Teaching & Learning

2011-2014       Postdoctoral Research Associate, University of Wisconsin-Madison, Wisconsin Center for Educational Research

2013-2014       Adjunct Instructor, Madison Area Technical College

2009-2010       Adjunct Instructor, Inver Hills Community College

2009                Graduate Teaching Assistant, University of Minnesota

2005-2006       Learning Instructor, University of Pennsylvania

2004-2005       Classroom teacher, PS 249K, Brooklyn, NY

Clinton-Lisell, V. (2025, January 6). Here’s what happens when teachers tailor their lessons to students’ invididual learning styles. The Conversation. https://theconversation.com/heres-what-happens-when-teachers-tailor-their-lessons-to-students-individual-learning-styles-242075

Federis, M. (2024, October 8). Why are students paying fees to access homework assignments? MindShift. https://www.kqed.org/mindshift/64833/why-are-students-paying-fees-to-access-homework-assignments

Barr, N. (2024, June 1). Does listening to audiobooks count as reading? Real Simple. https://read.nxtbook.com/360mediadirect/real_simple/real_simple_june_2024/mimo_audiobooks.html

Gworzdz, L., & Clinton-Lisell, V. (2023, August 2). What are renewable assignments-and how do they help students? eCampus News. https://www.ecampusnews.com/teaching-learning/2023/08/02/renewable-assignments-students-diversity/

Whetter, J. (2023, January 6). Listen to me. Canola Digest. https://canoladigest.ca/january-2023/listen-to-me/

Clinton-Lisell, V. (2022, September 12). Go on, admit it. You’re multitasking. Here’s how to do it better. Psyche. https://psyche.co/ideas/go-on-admit-it-youre-multitasking-heres-how-to-do-it-better

Peters, J. (2022, August 29). E-books offer cost advantage, but retention may suffer. The Denver Channel. https://www.thedenverchannel.com/news/national/e-books-offer-cost-advantage-but-retention-may-suffer

Ofgang, E. (2022, June 28). Reading comprehension can predict college success. Tech & Learning. https://www.techlearning.com/news/reading-comprehension-can-predict-college-success

Ofgang, E. (2022, May 16). How to get students to read for fun. Tech & Learning. https://www.techlearning.com/how-to/how-to-get-students-to-read-for-fun

Ofgang, E. (2022, March 21). Listen without guilt: Audiobooks offer similar comprehension as reading. Tech & Learning. https://www.techlearning.com/news/listen-without-guilt-audiobooks-offer-similar-comprehension-as-reading

Fitzpatrick, L. (2022, February 15). Screen-based reading vs. paper-based reading? What does the research say? Navigating your child’s education. Podcast. https://podcasts.apple.com/us/podcast/screen-based-reading-vs-paper-based-reading-what-does/id1534974320?i=1000551238005

Barshay, J. (2021, March 22). Paper beats pixels on most picture books, research finds. The Hechinger Report. https://hechingerreport.org/proof-points-paper-beats-pixels-on-most-picture-books-research-finds/

Nelson-Strouts, K. (2020, June 23). Inferencing skills: Does text genre matter? The Informed Speech-Language Pathologist. Retrieved from https://www.theinformedslpmembers.com/reviews/inferencing-skills-does-text-genre-matter?rq=genre

Terada, Y. (2019, December 5). 2019 Education Research Highlights. Retrieved from https://www.edutopia.org/article/2019-education-research-highlights

Clinton, V. (2019, September 12). Reading from screens compared to paper: What are the differences? [Web log post] Retrieved from https://www.learningscientists.org/blog/2019/9/12-1

Bang, K. (2019, August 15). Paper and Screen Reading. Morning Wave Busan English Radio. Retrieved from http://www.befm.or.kr/radio/ProgramAction.do?cmd=PlayListMgr&prgmId=morning_sp&tab=PRGM_SCRIPT

Barshay, J. (2019, August 12). Evidence increases for reading on paper instead of screens. The Hechinger Report. Retrieved from https://hechingerreport.org/evidence-increases-for-reading-on-paper-instead-of-screens/

Miller, P. (2019, July 2). Reading beyond comprehension. UND Today. Retrieved from http://blogs.und.edu/und-today/2019/07/reading-beyond-comprehension/

Blair, K. (2019, May 23). What’s important to know about screens and reading? Carolina Journal. Retrieved from https://www.carolinajournal.com/opinion-article/whats-important-to-know-about-screens-and-reading/

Ralph, M. & Woodruff, L. (2019, May 12). Reading and Metacognition, 2 pint Professional Learning Communities, [Audio podcast] Retrieved from https://twopintplc.com/podcast-episode/027-reading-and-metacognition

Marshall, V. (2019, April 19). Text books versus technology? Which is better for student learning? Valley News Live. Retrieved from https://www.valleynewslive.com/content/news/Text-books-versus-technology-Which-is-better-for-student-learning-508828421.html

Rosenberg, C. (2019, April 17). Is print reading better than digital reading? Mother Nature News. Retrieved from https://www.mnn.com/green-tech/gadgets-electronics/stories/we-read-digital-text-differently-print

Thompson, A., & Weaver, C. (2019, April 17). Study: Paper Reading More Effective Than Screen Reading. Voice of America. Retrieved from https://learningenglish.voanews.com/a/study-paper-reading-more-effective-than-screen-reading/4876473.html

Herold, B. (2019, April 6). Screen reading word for comprehension, leads to overconfident, new meta-analysis concludes. Education Week. Retrieved from https://blogs.edweek.org/edweek/DigitalEducation/2019/04/screen_reading_worse_for_comprehension_metaanalysis.html?intc=main-mpsmvs

Mook, S. (2018, December 2). Open access textbooks help save students money, keep them in class, officials say. Grand Forks Herald, pp A1, A3. https://www.grandforksherald.com/news/education/4536605-open-access-textbooks-help-save-students-money-keep-them-class-officials-say      

Newberry, D. (2017, October 4). Making more free books available to students. Dakota Student. Retrieved from

https://dakotastudent.com/10982/news/making-more-free-books-available-to-students/ 

Clinton, V. (2017, July 11). Elaborative interrogation-what if students can’t produce useful elaborations? [Web log post] Retrieved from http://www.learningscientists.org/blog/2017/7/11-1

Faculty guide to open pedagogy 

Videos:

Renewable assignments (examples and research)

Assignment transparency

How to read better from screens

Writing productivity hack

How to be a good writer

Women's uncredited work in psychology

Research on audiobooks

Five reasons to use open educational resources