Welcome to Dr. Goodboy's Communication Modeling and Measurement Lab page. The quantitative research conducted in our lab is centered around optimizing student learning experiences and processes through effective classroom communication (i.e., instructional communication). We model the mechanisms that explain how instructor communication behaviors result in student cognitive and behavioral learning gains. We also determine which types of students benefit from different pedagogical strategies by identifying boundary conditions of teaching and learning processes. We also have an interest in measurement construction and validation for communication constructs in the classroom.
To accomplish these goals, we rely on a general structural equation modeling approach which allows us to analyze our data using techniques such as causal mediation analysis, conditional process analysis, confirmatory factor analysis, item response theory, multilevel modeling, and latent growth curve modeling, among other statistics, to best quantify causal learning effects.
Below are lab members and some of our current and ongoing collaborations:
Stephen M. Kromka
Dr. Stephen Kromka researches instructor storytelling and self-disclosures as effective teaching behaviors. Stephen recently published a study to determine how instructors should craft and share narratives to incorporate into their lessons. He published another study demonstrating how students learn more from stories but also remember superfluous information. His dissertation was a live lecture experiment examining the effect of instructor self-disclosures in the student learning process. He successfully defended in March and is off to the University of Tampa in the fall.
Kevin C. Knoster
Kevin is a second year Ph.D. student who researches instructor relevance strategies in teaching and student academic support for learning. Kevin has recently completed a two-study experiment manipulating relevance strategies in a lecture. He replicated this same experiment with a different lesson for generalizability. He recently published a conditional process model explaining how academic stressors hinder student learning without academic peer support to buffer against the stress. Kevin is finishing up a medical education study this summer as he prepares for comprehensive exams.
Some of the recent journal publications from the Communication Modeling and Measurement Lab include:
Kromka, S., Goodboy, A. K., & Banks, J. (in press). Teaching with relevant (and irrelevant) storytelling in the college classroom. Communication Education. doi:10.1080/03634523.2019.1657156
Bolkan, S., Goodboy, A. K., & Kromka, S. M. (in press). Student assessment of narrative: Telling stories in the classroom. Communication Education. doi:10.1080/03634523.2019.1622751
Clark-Gordon, C. V., & Goodboy, A. K. (in press). Instructor self-disclosure and third-party generated warrants: Student perceptions of professor social media use. Western Journal of Communication. doi:10.1080/10570314.2019.1649453
Goodboy, A. K., Bolkan, S., Knoster, K. C., & Kromka, S. (2019). Instructional dissent as an expression of students’ class-related achievement emotions. Communication Research Reports, 36, 265-274. doi:10.1080/08824096.2019.1634534
Bolkan, S., & Goodboy, A. K. (2019). Examples and the facilitation of student learning: Should instructors provide examples or should students generate their own? Communication Education, 68, 287-307. doi:10.1080/03634523.2019.1602275
Baker, J. P., & Goodboy, A. K. (2019). The choice is yours: The effects of autonomy-supportive instruction on students’ learning and communication. Communication Education, 68, 80-102. doi:10.1080/03634523.2018.1536793
Kromka, S. M., & Goodboy, A. K. (2019). Classroom storytelling: Using instructor narratives to augment student learning, affect, and attention. Communication Education, 68, 20-43. doi:10.1080/03634523.2018.1529330
Baker, J. P., Goodboy, A. K., Bowman, N. D., & Wright, A. A. (2018). Does teaching with PowerPoint increase student learning? A meta-analysis. Computers & Education, 126, 376-387. doi:10.1016/j.compedu.2018.08.003
Goodboy, A. K., Bolkan, S., & Baker, J. P. (2018). Instructor misbehaviors impede students’ cognitive learning: Testing the causal assumption. Communication Education, 67, 308-329. doi:10.1080/03634523.2018.1465192