William A. Kealy

Dr. William A. ("Bill") Kealy is a Visiting Associate Professor in the Department of Library and Information Studies at the University of North Carolina at Greensboro (UNCG). He teaches the design and production of instructional media including information graphics and digital video. Prior to his arrival at UNCG, Dr. Kealy held faculty positions at the University of South Florida, Florida State University, Texas A&M University, and Ithaca College. He received his Ph.D. from Arizona State University (Learning and Instructional Technology) in 1989. His experience as a former advertising agency art director in Honolulu and his education in the area of learning and cognition (at ASU) are reflected in his research interests on the factors that motivate people to use and mentally process instructional graphics. Dr. Kealy's research work has appeared in leading journals in the field of instructional technology such as Educational Technology Research & Development as well as those in the field of psychology including the Journal of Educational Psychology, Contemporary Educational Psychology, Reading Psychology, and the British Journal of Educational Psychology. Additionally, he has written on the subject of mentoring and co-founded AERA's Mentorship and Mentoring Practices SIG with Dr. Carol Mullen, also at UNCG. Dr. Kealy is on the editorial boards of several journals and has been a media consultant to OmniCom Associates, Sid Richardson Foundation, and Office of Educational Research and Instruction (U.S. Department of Education), Encyclopedia Britannica Educational Corporation, and the Office of Naval Research. Bill Kealy is a retired U.S. Naval Reserve captain.

There are 19 included publications by William A. Kealy :

TitleDateViewsBrief Description
Analysis of a mammography teaching program based on an affordance design model. 2006 529 Rationale and Objectives. The wide use of computer technology in education, particularly in mammogram reading, asks for e-learning evaluation. The existing media comparative studies, learner attitude evaluations, and performance tests are problematic...
Assessment certitude as a feedback strategy for learners’ constructed responses 2010 670 Educational researchers have rarely addressed the problem of how to provide feedback on constructed responses. All participants (N= 76) read a story and completed short-answer questions based on the text, with some receiving feedback consisting of th...
Concreteness and imagery effects in the written composition of definitions. 1997 2751 Concreteness and imagery effects have been found to be among the most powerful in explaining performance on a variety of language tasks. Concreteness and imagery effects involve the capacity of concrete language to evoke sensory images in the mind (e...
Conjoint Influence of Maps and Auded Prose on Children’s Retrieval of Instruction 1994 381 Fifth-grade students studied a map of a fictitious island while twice listening to a related narrative containing target feature and nonfeature items. The students were cued by varying iconic and verbal stimuli in four map cue conditions; they receiv...
Contextual influences of maps and diagrams on learning. 1995 718 In this study, we examined the influence of graphic patterns and their interpretive context on learning accompanying prose. Subjects examined a graphic figure identified as either a map or a diagram and were instructed either to label its vertices wi...
Differing Map Construction and Text Organization and Their Effects on Retention 2002 441 On the basis of Kulhavy's (R. W. Kulhavy, J. B. Lee, & L. C. Caterino, 1985) conjoint retention model of text learning with organized spatial displays, the authors conducted 2 experiments to analyze the effects of different types of maps and a consid...
The effect of picture position on learning from an accompanying text. 1996 652 This study examines whether the spatial configuration of two adjunct pictures influences processing of accompanying text as has been found in the case of other types of graphic displays. Forty-eight undergraduates studied a text along with drawings o...
Epilogue: Unresolved questions about mentoring and technology. 2003 328 As we embrace the concept of e-mentorship, we not only wonder whether face-to-face mentoring can be replaced by an electronic doppelganger (i.e. a phantom twin), but also encounter questions that deal with the fundamental nature of mentoring. What do...
Guest editor’s introduction: At the nexus of mentoring and technology. 2003 367 With the ever-increasing role of technology as an innovative force in society, we have witnessed major changes in the types of education being developed and in how learning and instruction is conceptualised. Consider, for example, the dramatic rise i...
Map perspective and the learning of text. 1995 429 In two studies, undergraduates learned a map of the city of Rome in either a flat survey map or a one-point perspective format. The perspective map lead to greater feature recall in the first study and to better memory for a related text when feature...
National technology standards for K-12 schools: A case study of unresolved issues in public relations. 2004 633 This article addresses an important need—the dissemination of information relating to technology as a public relations tool—and the associated exigency for administrator and teacher technology training. Specifically, we identify the increased expecta...
Opportune encounters: Hosting extramural mentoring programmes for new scholars. 2000 452 This article explores the new and important field of mentoring in higher education. It describes a pilot project that launched the mentoring of new scholars through an academic writing programme. In its inaugural year, this national programme attract...
Processing attention and question density in computer-based instruction. 1991 258 The effect of density of embedded post-questions on learning from computer-based instruction (CBI) was studied among 90 sixth-graders randomly assigned to three versions of a CBI programme — high density, low density, and no embedded questions. Child...
Psychological norms for simple three-line graphic shapes. 2007 440 There is a longstanding tradition in psychological research for norming lists of words that are used in experimental studies. The present study extends this practice to graphic imagery by obtaining norming data on 24 simple abstract graphic shapes co...
The Questionable Effect of Retinal Variables on Information Displays: Implications for Problem Solving and Learning 2005 308 This study challenged the long-held assumption that the ?retinal variable,? such as color or shape, used to represent data on an information display influences how well it is interpreted and understood. Forty-eight undergraduates solved problem scena...
This issue. [Editorial to special issue “New visions of mentoring”] 2000 282 AS WE ANTICIPATE LIFE in the 21st century, it becomes clear that we will need to invent new approaches to teaching that require a reexamination of what we know about mentoring. Much of what we as educators know about mentorship has been derived from ...
Virtual Realia: Maneuverable computer 3D models and their use in learning assembly skills. 2006 982 Two experiments compared real and virtual models as aids for learning assembly skills. In Experiment 1, ten participants individually studied either a fully assembled model, or a computer-generated one, in exploded view, that could be spatially manip...
When tactics collide: Counter effects between an adjunct map and prequestions. 2003 429 Eighty-five undergraduates read a 1,399-word story using computer programs that differed in the types of learning aids provided: either prequestions only (PO) viewed prior to the reading, a related map that was first reviewed feature by feature (MR),...
Widening the circle: Faculty-student support groups as innovative practice in higher education. 2000 385 Faculty-student support groups have the potential to promote strategies for co-mentorship in places of learning. They can also function to facilitate alternative forms of pedagogical practice in the context of lifelong learning. The purpose of this p...