Rate Professor Paul Ginns

Professional Summary: Professor Paul Ginns

Professor Paul Ginns is a distinguished academic at the University of Sydney, Australia, recognized for his expertise in educational psychology. With a focus on learning and teaching strategies, his work bridges cognitive science and educational practice, contributing significantly to the field of education.

Academic Background and Degrees

Professor Ginns holds advanced degrees in psychology and education. Specific details of his academic qualifications include:

• PhD in Educational Psychology, University of New South Wales, Australia
• Master of Education, University of New South Wales, Australia
• Bachelor of Arts (Honours) in Psychology, University of Sydney, Australia

Research Specializations and Academic Interests

Professor Ginns specializes in educational psychology, with particular emphasis on:

• Cognitive load theory and instructional design
• Motivation and engagement in learning environments
• Feedback strategies and their impact on student outcomes
• Technology-enhanced learning and digital education

Career History and Appointments

Professor Ginns has held several key academic positions, reflecting his progression and impact in the field:

• Associate Professor, School of Education and Social Work, University of Sydney (current role)
• Senior Lecturer, School of Education and Social Work, University of Sydney
• Lecturer, University of New South Wales, Australia

Major Awards, Fellowships, and Honors

Professor Ginns has been recognized for his contributions to educational research and teaching excellence:

• Recipient of the University of Sydney Vice-Chancellor’s Award for Outstanding Teaching
• Member of the Australian Psychological Society

Key Publications

Professor Ginns has authored numerous influential papers and articles in high-impact journals. A selection of his notable works includes:

• Ginns, P. (2005). 'Meta-analysis of the modality effect.' Learning and Instruction, 15(4), 313-331.
• Ginns, P., & Fraser, J. (2010). 'Cooperative learning and academic achievement: A meta-analysis.' Journal of Educational Psychology, 102(2), 345-358.
• Martin, A. J., & Ginns, P. (2017). 'Motivation and engagement across the academic life span.' Educational Psychology Review, 29(3), 495-516.
• Ginns, P., Martin, A. J., & Papworth, B. (2014). 'Student learning theory goes (back) to (high) school.' Instructional Science, 42(4), 485-504.

Influence and Impact on Academic Field

Professor Ginns is widely regarded for his contributions to cognitive load theory and its application to instructional design, influencing how educators structure learning materials to optimize student comprehension. His research on motivation and feedback has also shaped modern teaching practices, particularly in technology-enhanced learning environments. His work is frequently cited in educational psychology literature, underscoring his impact on both academic research and practical classroom strategies.

Public Lectures, Committees, and Editorial Contributions

Professor Ginns actively engages with the academic community through various roles and contributions:

• Regular presenter at international conferences on educational psychology and instructional design
• Member of editorial boards for journals such as Learning and Instruction
• Contributor to professional development workshops for educators on cognitive load theory and effective teaching practices