Sigmung Tobias

Improve student learning by adapting instruction to student characteristics, by understanding the importance of metacognitive monitoring of prior knowledge, by educational technology generally, and computer games specifically

The World Within Reach
Sigmung Tobias, Ph.D.
Eminent Research Professor

School of Education
Department: Educational and Counseling Psychology

Division of Educational Psychology and Methodology
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Sigmund Tobias joined the University at Albany School of Education in 2009 as Eminent Research Professor. He spent most of his career at City College, City University of New York, where he advanced from Assistant Professor to Research Professor. He then was Distinguished Scholar at Fordham University, and Distinguished Research Scientist, Institute for Urban and Minority Education, Teachers College, Columbia University. His work has been in learning from instruction (Tobias, 2009). He has studied ways to improve student learning by adapting instruction to student characteristics (Tobias, 2010), by understanding the importance of metacognitive monitoring of prior knowledge (Tobias & Everson, 2009), by educational technology generally (Fletcher, Tobias, & Wisher, 2007; Tobias & Fletcher, 2008, 2009; Fletcher & Tobias, 2011), and computer games specifically (Tobias & Fletcher, 2007; 2011; Tobias, Fletcher, & Wind, in press).

He edits the ADL Newsletter for Educators and Educational Researchers that is freely available on the Internet at:

Dr. Tobias’ writing on non- professional topics may be found at:


Fletcher, J.D., & Tobias, S. (2011). Turning the corner in Educational Technology: Reflections on a half-century of research. Educational Technology, 51 (5), 14-20.

Fletcher, J.D., Tobias, S., Wisher, R. A. (2007). Learning anytime, anywhere: Advanced distributed learning and the changing face of education. Educational Researcher, 36(2), 96-102.

Tobias, S. (2009). An eclectic appraisal of the success or failure of constructivist instruction: In S. Tobias, & T.D. Duffy (Eds.), Constructivist instruction: Success or failure? (pp. 335-350). New York: Routledge, Taylor and Francis.

Tobias, S. (2010). The expert reversal effect and aptitude treatment interaction research. Insructional Science, 38, 309-312..

Tobias, S., & Everson, H.T. (2009). The importance of knowing what you know: A knowledge monitoring framework for studying metacognition in education. In D.L. Hacker, J. Dunlosky, & A. Graesser (Eds.), Handbook of metacognition in education (pp. 107-127). New York: Routledge, Taylor and Francis.

Tobias, S., & Fletcher, J.D. (2007). What research has to say about designing computer games for learning. Educational Technology, 47(5), 20-29.

Tobias, S., & Fletcher, J.D. (2008). Expanding opportunities through on-demand learning. In T. L. Good (Ed.), 21st Century education: A reference handbook (Vol. 2, pp. 238-245). New York: Sage.

Tobias, S., & Fletcher, J.D., (2009). Transforming learning with technology redux. Educational Technology, 49(3),54-58.

Tobias, S. & Fletcher, J.D. (2011). Computer games and instruction. Charlotte NC: Information Age.

Tobias, S., & Fletcher, J.D., & Wind, A. (in press). Game based learning. In M. Spector, M. D. Merrill, J. Elen, & M. J. Bishop (Eds.) Handbook of Research on Educational and Communications Technology (4th Edition). Sponsored by the Association for Educational Communications and Technology. New York: Springer Academic