The ICAP Center for Teaching and Learning’s professional development activities are based on rigorous evidence-based research led by Center Director Michelene “Micki” Chi, who has received global acclaim for her contributions to the field of cognitive science.
Research
ICAP highlights
Chi, M. T. H., Adams, J., Bogusch, E., Bruchok, C., Kang, S., Lancaster, M., Levy, R., Li, N., McEldoon K. L., Stump, G. S., Wylie, R., Xu, D., & Yaghmourian, D. (2018). Translating the ICAP theory of cognitive engagement into practice. Cognitive Science, 42(6), 1777-1832.
https://onlinelibrary.wiley.com/doi/full/10.1111/cogs.12626
Chi, M. T. H., & Boucher, N. (2023). Applying the ICAP framework to improve classroom learning. In C. E. Overson, C. M. Hakala, L. L. Kordonowy, & V. A. Benassi (Eds.), In their own words: What scholars want you to know about why and how to apply the science of learning in your academic setting (pp. 94-110). American Psychological Association. https://teachpsych.org/ebooks/itow
Chi, M. T. H., & Wylie, R. (2014). The ICAP framework: Linking cognitive engagement to active learning outcomes. Educational Psychologist, 49(4), 219-243. https://doi.org/10.1080/00461520.2014.965823
Additional published ICAP research
Chi, M. T. H. (2009). Active-constructive-interactive: A conceptual framework for differentiating learning activities. Topics in Cognitive Science, 1(1), 73-105. https://doi.org/10.1111/j.1756-8765.2008.01005.x
(also at: https://onlinelibrary.wiley.com/doi/full/10.1111/cogs.12626)
Chi, M. T. H. (2021). Translating a theory of active learning: An attempt to close the research-practice gap in education. Topics in Cognitive Science, 13(3), 441-463. https://doi.org/10.1111/tops.12539
(also at: https://onlinelibrary.wiley.com/doi/full/10.1111/tops.12539)
Chi, M. T. H., Boucher, N. S., & Ha, J. (2022). The efficacy of learning strategies from the ICAP perspective. In International encyclopedia of education (4th ed., pp. 689-700). Elsevier. https://doi.org/10.1016/B978-0-12-818630-5.14077-1
Chi, M. T. H., & Menekse, M. (2015). Dialogue patterns in peer collaboration that promote learning. In L. B. Resnick, C. Asterhan, & S. Clarke (Eds.), Socializing intelligence through academic talk and dialogue (pp. 253-274). Washington, DC: AERA. https://www.jstor.org/stable/j.ctt1s474m1
Fonseca, B., & Chi, M. T. H. (2011). Instruction based on self-explanation. In R. E. Mayer & P. A. Alexander (Eds.), Educational psychology handbook: Handbook of research on learning and instruction (pp. 296-321). London, UK: Routledge Press. https://doi.org/10.4324/9780203839089
Menekse, M., & Chi, M. T. H. (2019). The role of collaborative interactions versus individual construction on students’ learning of engineering concepts. European Journal of Engineering Education, 44(5), 702-725. https://doi.org/10.1080/03043797.2018.1538324
Menekse, M., Stump, G., Krause, S., & Chi, M. T. H. (2013). Differentiated overt learning activities for effective instruction in engineering classrooms. Journal of Engineering Education, 102(3), 346-374. https://doi.org/10.1002/jee.20021
Morris, J., & Chi, M. T. H. (2020). Improving teaching questioning in science using ICAP theory. The Journal of Educational Research, 113(1), 1-12. https://doi.org/10.1080/00220671.2019.1709401
Stump, G. S., Li, N., Kang, S., Yaghmourian, D., Xu, D., Adams, J., ... Chi, M. T. H. (2018). Coding dosage of teachers’ implementation of activities using ICAP: A video analysis. In E. Manalo, Y. Uesaka, & C. A. Chinn (Eds.), Promoting spontaneous use of learning and reasoning strategies: Theory, research, and practice for effective transfer (pp. 211-225). Routledge/Taylor & Francis Group. https://psycnet.apa.org/record/2017-47793-000
Wylie, R., & Chi, M. T. H. (2014). The self-explanation principle in multimedia learning. In R. E. Mayer (Ed.), The Cambridge handbook of multimedia learning (2nd ed., pp. 413–432). Cambridge University Press. https://doi.org/10.1017/CBO9781139547369.021
Video publications and disseminations
Engaging students to develop creativity and critical thinking skills
This session consists of two short keynotes by Chi and Carl Wieman, director of the Science Education Initiative at the University of Colorado. Their talks focus on how to design and implement changes in teaching practices that give a more central role to students’ imagination, critical investigation of problems and constructing solutions iteratively.
Evaluating a university chemistry course using the ICAP framework
The talk was given by Jesse Ha, assistant professor at Montclair State University’s College for Education and Engaged Learning. Ha, a former student of Chi’s, applied the ICAP framework to examine the design of the instruction in a chemistry course.
ICAP framework for active learning
Chi's speech on the ICAP framework and its applications at the Ira A. Fulton Schools of Engineering at Arizona State University
Michelene Chi named 2023 Yidan Prize for Education Research Laureate
Chi was named 2023 Yidan Prize for Education Research Laureate, and shared a short introduction of the ICAP theory of cognitive engagement.
ICAP Theory of Cognitive Engagement and its impact on student learning in different disciplines
This video introduces the ICAP theory of cognitive engagement. Scholars from different disciplines also discuss the impact of the ICAP framework.
Rethinking how we teach based on how students learn: Putting theory into practice
Talk on the ICAP framework and its applications for Japanese audiences
Part 1
Talk on the ICAP framework and its applications for Japanese audiences
Part 2
Chi named the 2020 Recipient of the Harold W. McGraw Prize
Thorndike Career Achievement Award - APA 2016
Engaging students to promote deeper learning
Differentiating four modes of engagement in active learning
Articles applying ICAP Theory
Explore our curated list of recent publications that showcase the broad applications of ICAP theory across diverse educational domains. From collaborative learning to online tutoring, AI education and a range of other contexts, these studies demonstrate how ICAP enhances cognitive engagement, instructional design and student learning outcomes. Discover how researchers are applying ICAP to shape the future of education worldwide from K-12 classrooms to higher education and beyond.