Research

The science of being understood, starts with evidence.

Dr. George’s research sits at the intersection of typography, cognitive psychology, and instructional design — asking a question the industry has always felt but rarely studied: when information is designed poorly, does it change what people can learn from it?

The Framework

One question. Three studies. A body of work in progress.

Every study in Dr. George’s research program starts from the same premise: design decisions are cognitive decisions. The typeface, the hierarchy, the layout, the sequence — each one affects how much cognitive effort a learner has to spend just to process the information, before they can even begin to learn from it.

That’s extraneous cognitive load. And it’s measurable, reducible, and almost entirely ignored in most educational and corporate environments.

Cognitive Load Theory as the theoretical foundation
Typographic hierarchy and visual design as the primary variables
LMS and instructional design as the environment
Cognitive Load Scales as measurement instruments
ACtive REsearch

Three studies. One research program.

Study 01

Typographic hierarchy and cognitive load in undergraduate LMS environments

Complete

The dissertation study. Examined how typographic hierarchy in learning management system platforms influences undergraduate cognitive load — testing whether poor typographic design measurably increases the effort students spend processing information before they can learn from it. Defended April 2026.
Institution
Grand Canyon University

Instrument
NASA Task Load Index

Methodology
Quantitative · pre-experimental

Status
Defended April 2026

Study 02

Dissertation replication and cross-study comparison

Ongoing

A direct replication of the dissertation study with a new sample, followed by a systematic comparison of findings across both studies. Testing whether the original results hold under replication and what the comparison reveals about the reliability and generalizability of the original findings.
Design
Replication + comparative analysis

Instrument
NASA Task Load Index

Methodology
Quantitative · pre-experimental

Status
In progress

Study 03

Framing, order and extraneous cognitive load in assignments

Ongoing

A quasi-experimental pilot study examining whether the order of instructions reduces extraneous cognitive load in an undergraduate course that uses a learning management system. Fall 2026 serves as the control condition; Spring 2027 introduces the treatment condition.
Course
Undergraduate Course

Instrument
Leppink et al. (2013) Cognitive Load Scale

Control condition
Fall 2026

Treatment condition
Spring 2027

Publications & targets

Where the work is headed.

Target Venue

Typographic Hierarchy in LMS

The published extension of the dissertation research — presenting the full quantitative findings on how typographic hierarchy in learning management system platforms measurably influences undergraduate cognitive load, with implications for instructional designers, faculty, and LMS administrators.

Target: Design Journals
In Development

Critical Analysis Paper

A critical examination of a web typography book through the lens of cognitive load theory — evaluating where the practical guidance aligns with peer-reviewed research, where it diverges, and what the gaps reveal about the state of typography education for web practitioners.

Target: Design Journals
Target venue

Cross-Study Comparison

A systematic comparison of the original dissertation findings against a direct replication study — examining the consistency, reliability, and generalizability of the original results and what the comparison reveals about typographic hierarchy as a cognitive load variable across different samples and conditions.

Target: Design Journals

Target venue

Framing & Cognitive Load

A quasi-experimental investigation into whether order reduces extraneous cognitive load in an undergraduate course — with findings that have direct implications for how instructors provide information in any learning environment.

Target: Design Journals

Writing & Commentary

Beyond the studies.

Textbook Series
A planned three-book series moving from typographic foundations through professional practice to research-backed strategy — bridging the gap between practitioner knowledge and academic research.
In development

PhD Dissertation Documentation
A candid, first-person account of the doctoral journey from admission to defense — for practitioners considering a PhD and researchers curious about the practitioner perspective.
pending publication

Academic credentials

The foundation behind the research.

Ph.D.

Psychology

Grand Canyon University
Cognitive load, typography, LMS design

M.A.

Advertising

University of Texas at Austin
Dual Track: Art Direction & Account Planning

B.S.

Graphic Design

Arizona State University
Minor in Business

Work with Dr. George

Bring the research to your room.

Dr. George speaks and consults on cognitive load, instructional design, and the science of being understood — for universities, conferences, and corporate learning teams.