Dr Mona Wong
Dr Mona Wong is a Chartered Psychologist and an Associate Fellow of the British Psychological Society. She holds a PhD from UNSW Sydney. Prior to joining BCU, she has a rich international higher education teaching and research experience across Australia and Hong Kong.
Her academic work is rooted in Cognitive Load Theory (CLT), human cognition, and the Science of Learning with a specific interest in instructional videos. Her primary goal is to translate empirical cognitive science research evidence into practical classroom pedagogical and instructional design to advance teaching and learning. In recent years, she is extending her research into playful learning, embodiment, and AI-driven educational technology.
As an active contributor to international research in cognitive psychology and education, she serves on the Scientific Committee for the International Cognitive Load Theory Association (ICLTA) and regularly reviews for top-tier journals.
Areas of Expertise
-
Cognitive load theory
- Educational psychology
- Science of learning
- Working memory and learning
- Embodied cognition
Qualifications
-
PhD (University of New South Wales)
- MEdu (University of Hong Kong)
- BCogSc (University of Hong Kong)
Memberships
- Fellowship of the Higher Education Academy (FHEA), PR333605, Advance HE
- Chartered Member (CPsychol), 674464, the British Psychological Society (BPS)
- Associate Fellow of the British Psychological Society (AFBPsS), 674464, BPS
- Scientific Committee, International Cognitive Load Theory Association (ICLTA)
Teaching
- PSY5052 Educational Psychology (as module leader)
- PSY7049 S3 Quantitative Research Method (as module leader)
- PSY5047 Neuropsychology (as seminar leader)
- PSY5059 Infancy (as seminar leader)
- PSY6097 Integrative Psychology Project (as dissertation supervisor)
- PSY7057 Psychology Dissertation (as dissertation supervisor)
- PSY7083 Empirical Research Project in Applied Child Psychology (as dissertation supervisor)
Research
- Cognitive load and effort
- Instructional videos
- Information transient effect
- Spatial ability and instructional format
- STEM learning
- Playful learning
- Schema construction
Postgraduate Supervision
Welcome any students who are interested in cognitive load theory and instructional video research
Publications
Publications
M. & Fullwood, C. (2026). Zoom Fatigue. In C. Fullwood, D. Branley-Bell, P. Carter, L. J. Orchard, M. Limniou & V. Stefanova (Eds), The Palgrave Encyclopedia of Cyberpsychology, Palgrave MacMillan. https://link.springer.com/rwe/10.1007/978-3-031-52643-5_278-1
Sepp, S., Wong, M., Hoogerheide, V., & Castro-Alonso. J.C. (2022). Shifting online: 12 tips for online teaching derived from contemporary educational psychology research. Journal of Computer Assisted Learning. https://doi.org/10.1111/jcal.12715
Wong, M., Castro-Alonso, J. C., Ayres, P., & Paas, F. (2020). Effects of element interactivity on learning from transient information, In S. Tindal-Ford, S. Agostinho & J. Sweller (Eds), Advances in Cognitive Load Theory: Rethinking Teaching (pp. 80–88). London, UK: Routledge. https://doi.org/10.4324/9780429283895-7
Castro-Alonso, J. C., Ayres, P., Wong, M., & Paas, F. (2020). Visuospatial tests and multimedia Learning: Perspectives to cognitive load measurement?. In J. Sweller, S. Tindall-Ford, & S. Agostinho (Eds.), Advances in Cognitive Load Theory: Rethinking Teaching (pp. 180–193). London, UK: Routledge. https://doi.org/10.4324/9780429283895-8
Ayres, P., Castro-Alonso, J. C., Wong, M., Marcus, N., & Paas, F. (2020). Factors that impact on the effectiveness of instructional animations. In J. Sweller, S. Tindall-Ford, & S. Agostinho (Eds.), Advances in Cognitive Load Theory: Rethinking Teaching (pp. 89–99). London, UK: Routledge. https://doi.org/10.4324/9780429283895-15
Lo, Y.Y., Lui, W. M., & Wong, M. (2019). Scaffolding for cognitive and linguistic challenges in CLIL science assessments. Journal of Immersion and Content-based Language Instruction, 7(2), 293–317. https://doi.org/10.1075/jicb.18028.lo .
Castro-Alonso, J. C., Wong, M., Olusola, A., Ayres, P., & Paas, F. (2019). Gender imbalance in instructional dynamic versus static visualizations: A meta-analysis. Educational Psychology Review, 31, 361–387. https://doi.org/10.1007/s10648-019-09469-1
Wong, M., Castro-Alonso, J. C., Ayres, P., & Paas, F. (2018). Investigating gender and spatial measurements in instructional animation research. Computers in Human Behavior, 89, 446–456. https://doi.org/10.1016/j.chb.2018.02.017
Castro-Alonso, J. C., Ayres, P., Wong, M., & Paas, F. (2018). Learning symbols from permanent and transient visual presentations: Don't overplay the hand. Computers & Education, 116, 1–13. https://doi.org/10.1016/j.compedu.2017.08.011
Wong, M., Castro-Alonso, J.C., Ayres, P., & Paas, F. (2015). Gender effects when learning manipulative tasks from instructional animations and static presentations. Educational Technology & Society, 18(4), 37–52. https://www.jstor.org/stable/jeductechsoci.18.4.37
Ayres, P., Castro-Alonso, J.C., Singh, A-M., Wong, M., Marcus, N., & Paas, F. (2015). Examining the strategies and learner characteristics that make instructional animations effective. In C.A. Shoniregun, & G.A. Akmayera (Eds.), IICE-2015 Proceedings (pp.340-344). Infonomics Society.
Chu, S.K.W., Tavares, N.J., Chu, D., Ho, S.Y., Chow, K., Siu, F.L.C. & Wong, M. (2012). Using an inquiry project-based learning approach to develop upper primary students’ 21st century skills. Hong Kong: Centre for Information Technology in Education, Faculty of Education, The University of Hong Kong.
Thomas, K., & Wong, M. (2011). Exploring relationships between teaching assistants (TAs) and professors who supervise their teaching using a mentoring framework. Working Paper 8. Hong Kong: Centre for Learning Enhancement And Research, The Chinese University of Hong Kong.
Conference
Wong, M. (2026, Aug).Why can't videos replace pictures and textbooks? The good and bad about transiency. Invited speaker for the JURE Invited Symposium (SIG 6) Frontiers in Cognitive Load Theory in EARLI SIG6/7 2026. Zurich, Switzerland. https://www.earli.org/assets/images/Wang.pdf
*Lau, C-M., & *Wong, M., (2026, July 27-29). Optimizing phonological retention: The impact of romanisation cues on Cantonese-L1 adult learners. The 17th International Cognitive Load Theory Conference. Birmingham, United Kingdom.
Coyne-Umfreville, E. & Wong, M., (2026, June 30-July 2). Having fun teaching and assessing in developmental psychology. Advance HE Learning and Teaching Conference 2026. Sheffield, United Kingdom.
*Wong, M. &Coyne-Umfreville, E.,(2025, Nov 25-27). Playful learning in higher education: Experience in a psychology classroom. EAPRIL 2025. Valletta, Malta.
Wong, M. & Chan, B. (2023, August 22-26). Shifting online early: Online vs. face-to-face early childhood STEM parent-engagement workshop. [Poster Presentation]. EARLI2023.
*Wong, M. & Chan, B. (2022, April 21-26). Play for all: Reduce inequality through developing an affordable play space [Paper Presentation]. AERA2022. San Diego, CA. https://doi.org/10.3102/1889431
Wen, R., Wong, M., Chong, E., & Chan, B. (2021, December 8-10). The effectiveness of STEM-related courses in improving early childhood preservice teachers’ self-efficacy and attitudes toward STEM teaching [Paper Presentation]. International Conference on Learning and Teaching 2021. Hong Kong (Online).
Chong, E., Kwan, Y., Wong, M., & Chan, B. (2021, November 24-26). Promoting early childhood STEM in the digital era: A framework to support the supporters [Paper Presentation]. EAPRIL2021 - ONLINE.
Sepp, S., Wong, M. Hoogerheide, V., & Castro-Alonso. J.C. (2021, September 20-22). Shifting online: 12 tips for online teaching derived from contemporary educational psychology research [Poster Presentation]. The 13th International Cognitive Load Theory Conference. Kingston, Canada.
*Wong, M. & Chan, B. (2021, July 29-30). The impact of parents’ education level, attitude and self-efficacy on young boys’ and young girls’ STEM learning [Paper Presentation]. Biennial Network Gender & STEM Conference 2021. Sydney, Australia (Online).
Castro-Alonso, J. C., Olusola, A., Wong, M., Ayres, P., & Paas, F. (2021, July 29-30). Meta-analyses of gender imbalance in visualizations about STEM and non-STEM tasks [Paper Presentation]. Biennial Network Gender & STEM Conference 2021. Sydney, Australia (Online).
Wong, M. & Reichert, F. (accepted, withdrawn due to COVID19). Exploring online and offline civic participation among university students: Comparison between local and international students in Hong Kong [Paper Presentation]. World Education Research Association (WERA) 2020+1 Focal Meeting, Santiago de Compostela, Spain.
Reichert, F., Wong, M., Ma, K., & Fu, K-w. (accepted, cancelled due to COVID19). Differential paths to online versus offline civic participation: Testing a behavioural model explaining civic participation [Paper Presentation]. 2020 AERA Annual Meeting.
Castro-Alonso, J. C., Wong, M., Olusola, A., Ayres, P., & Paas, F. (2019, June 17-19). A meta-analysis of variables affecting learning from dynamic versus static visualizations: implications for cognitive load theory [Paper Presentation]. The 12th International Cognitive Load Theory Conference. Maastricht, the Netherland.
*Wong, M., Castro-Alonso, J.C., Paas, F., & Ayres, P. (2018, September, 4-6). When visualisation meets mental visualisation: A comparison between human movement effect and imagination effect [Paper Presentation]. The 11th International Cognitive Load Theory Conference. Beijing, China.
Castro-Alonso, J. C., Wong, M., Ayres, P., & Paas, F. (2018, July 31 – 2 August). Do STEM males always outperform non-STEM females when performing visuospatial tasks? [Paper Presentation]. The 4th Biennial Network Gender & STEM Conference. Eugene, Oregon, USA.
*Wong, M., Castro-Alonso, J.C., Ayres, P., & Paas, F. (2017, November 20-22). Effect of element interactivity on learning from transient information [Paper Presentation]. The 10th International Cognitive Load Theory Conference. Wollongong, Australia.
*Wong, M., Castro-Alonso, J.C., Ayres, P., & Paas, F. (2016, August 24-26). Learning with instructional animation in a different way [Paper Presentation]. The 2016 joint Special Interest Group Meeting of EARLI SIG 6 (Instructional Design) and SIG 7 (Learning and Instruction with Computers). Dijon, France. https://doi.org/10.26190/unsworks/26108
*Wong, M., Castro-Alonso, J.C., Ayres, P., & Paas, F. (2016, June 22-24). Solving the gender difference in instructional animation research [Paper Presentation]. The 9th International Cognitive Load Theory Conference. Bochum, Germany.
Ayres, P. Wong, M., Castro-Alonso, J.C., & Paas, F. (2015, August 25-29). Gender effects when learning from instructional animations depicting Lego tasks [Paper Presentation]. The 16th Biennial Conference EARLI 2015. Limassol, Cyprus.
*Wong, M., Castro-Alonso, J.C., Ayres, P., & Paas, F. (2015, June 15-17). Gender and spatial ability differences on learning LEGO tasks with instructional animation [Paper Presentation]. The 8th International Cognitive Load Theory Conference. Fort Collins, CO, USA.
*Wong, M., Castro-Alonso, J.C., & Ayres P. (2014, June 24-26). The influence of gender on the effectiveness of instructional animations [Paper Presentation]. The 7th International Cognitive Load Theory Conference. Taipei, Taiwan.
*Wong, M. & Ayres, P. (2013, June 26-28). The effectiveness of Instructional Animation in Facilitating Motor-related Task Learning: Cognitive Load Approach [Paper Presentation]. The 6th International Cognitive Load Theory Conference, Toulouse School of Education. Toulouse, France.
Thomas, K. & Wong, M. (2011, November 11). Fostering effective TA/Professor relationships in higher education: A mentoring framework [Poster Presentation]. Teaching and Learning Innovation Expo 2011 of the Chinese University of Hong Kong, Hong Kong.
*Thomas, K. & Wong, M. (2011, August 17-20). Mentoring Teaching Assistant in Higher Education [Paper Presentation]. 2011 Shanghai International Conference on Social Science. Fudan, Shanghai.