University of California, Riverside

Faculty Profile System

Celeste Pilegard

Celeste Pilegard

Assistant Professor

Graduate School of Education
2215 Sproul Hall
(951) 827-6021

Research Areas

  • Cognition, learning, and instruction
  • Meaningful learning and transfer in STEM domains
  • Educational games and technology
  • Transfer of spatial skills
  • Multimedia learning


  • B.A., Psychology, California State University, Fresno
  • M.A., Psychology, University of California, Santa Barbara
  • Ph.D., Psychological and Brain Sciences, University of California, Santa Barbara


Celeste Pilegard an Assistant Professor in the Graduate School of Education at the University of California, Riverside.  She received her Ph.D. in Psychological and Brain Sciences from the University of California, Santa Barbara.  Her research falls at the intersection of cognitive psychology and educational psychology: she is interested in how we learn and how, as a consequence, we should teach.  A major focus of her research is facilitating transfer (i.e., helping students apply knowledge to new situations) in STEM domains.  Areas of investigation include educational games, spatial skills, metacomprehension, gesture, and multimedia learning.

Current Curriculum Vitae



  • Pilegard, C., & Fiorella, L. (2016). Helping students help themselves: Generative learning strategies improve middle school students' self-regulation in a cognitive tutor.  Computers in Human Behavior 65 , 121-126.
  • Adams, D., Pilegard, C., & Mayer, R. E. (2016). Evaluating the cognitive consequences of playing Portal for a short duration. Journal of Educational Computing Research, 54, 173-195.
  • Pilegard, C. & Mayer, R. E. (2016). Improving academic learning from computer-based narrative games. Contemporary Educational Psychology, 44-45, 12-20.
  • Pilegard, C. & Mayer, R. E. (2015). Within-subject and between-subject conceptions of metacomprehension accuracy. Learning and Individual Differences, 41, 54-61.
  • Pilegard, C. & Mayer, R. E. (2015). Adding judgments of understanding to the metacognitive toolbox. Learning and Individual Differences, 41, 62-72.
  • Mayer, R. E. & Pilegard, C. (2014). Principles for managing essential processing in multimedia learning: Segmenting, pre-training, and modality principles. In R. E. Mayer (Ed.), Cambridge handbook of multimedia learning (2nd ed., pp. 316-344). New York: Cambridge University Press.

More Information 

General Campus Information

University of California, Riverside
900 University Ave.
Riverside, CA 92521
Tel: (951) 827-1012

Department Information

Graduate School of Education
1207 Sproul Hall

Tel: (951) 827-5234
Fax: (951) 827-3942


Last Modified: 5/15/17