Multimodal Interaction
The Multimodal Interaction lab conducts research into the interaction of digital information on the basis of different sensory and motoric modalities. The focus is on the multimodal handling of multiple information resources and on the use of sensor-based interaction modalities, such as multi touch or brain-computer interfaces.
Digital media expand the range of presentation formats for information offerings, and they often also enable users to interact with these presentation formats in multimodal environments in a self-regulated manner. On the one hand, the term multimodal refers to the contribution of different (1) sensory modalities (e.g., visual, auditory, haptic), (2) presentation formats (e.g., text, film, simulation), and (3) output interfaces (e.g., notebooks with keyboard and mouse, multi-touch tables, digital glasses for virtual and augmented reality, VR/AR) in the presentation of information.
On the other hand, it also refers to the diverse interaction devices for acting in multimodal environments that are enabled by different digital sensors (e.g., touch, motion, or physiological sensors).
Focus of the lab
The role of different modes of interaction for knowledge-related usage and processing processes is the focus of interest of the Multimodal Interaction lab. Forms of interaction investigated in the research group range from mouse, keyboard, and touch interactions to the use of control gestures and physical objects when dealing with virtual realities (VR) and interactive displays (embodied or tangible interaction) to physiology-based interaction possibilities (e.g., gaze control or brain-computer interfaces).
The relations between multimodal interaction opportunities and the cognitive or emotional processing of information are theoretically investigated mainly from the point of view of self-regulation (e.g., attentional control and working memory load), information retrieval (e.g., information search and comprehension of multiple documents), and the mental significance of physical experiences (e.g., space-valence associations and hand-proximity during information processing).
Employees
Dr. Birgit Brucker
Deputy Head of Lab
+49 7071 979-222b.brucker@iwm-tuebingen.de
Petra Ebert
Team assistance
+49 7071 979-338p.ebert@iwm-tuebingen.de
Associated scientists
Nicolas Bauer
Associated scientist
+49 7071 979-0n.bauer@iwm-tuebingen.deMarei Beukman
Associated scientist
m.beukman@iwm-tuebingen.de
Prof. Dr. Yvonne Kammerer
Associated scientist
y.kammerer@iwm-tuebingen.deJessica Kienzle
Associated scientist
+49 7071 979-0j.kienzle@iwm-tuebingen.de
Prof. Dr. Martin Lachmair
Associated scientist
m.lachmair@iwm-tuebingen.de
Dr. Christian Scharinger
Associated scientist
+49 7071 979-360c.scharinger@iwm-tuebingen.deProjects
Acceptance of digital media in work and private life
Multimodal Interaction
Duration 01/2018 - open
Digitalization is permeating numerous areas of life and constantly offering new opportunities - in private life, at school, and in organizations. Apps are being used to combat the pandemic, for example; robots, artificial intelligence, and other digital assistants provide support in the classroom and at work. However, users are not always enthusiastic about new technologies and the changes these technologies bring with them from the very first minute, even if users can objectively benefit from these changes.
Go to projectDrawing digital self-portraits in Art museum: Which receptive and productive processes mediate social transfer effects on empathy and self-perception of adolscents?
Multimodal Interaction
Duration 12/2016 - 11/2019
What could self-portraits in a museum teach us? Do self-portraits mediate more than knowledge about drawing style and epochal features? In the project DigiSelbst, we will focus on visual arts (especially self-portraits) in Art museum and the use of digital media to design cultural learning opportunities.
Go to projectEEG-based neural signatures of different types of working-memory load
Multimodal Interaction
Duration 01/2017 - open
The project aims at bridging the gap between neuroscience and instructional psychology via informatics by studying the use of brain-computer interface (BCI) methodologies for research in instructional psychology (e.g., the individual classification of working memory load in real-time). As long-term goal stands the development of an online adaptive learning environment based on physiological measures of basic cognitive processes. Specifically, the online adaption grounds on the detection and classification of specific neural signatures in the electroencephalogram (EEG) of learners by means of advanced BCI methodologies.
Go to projectThe influence of user- and text characteristics on source evaluation during Web search
Multimodal Interaction
Duration 01/2008 - 12/2023
The WWW is characterized by an unprecedented amount of information and a high heterogeneity of information quality. For a successful information search, for example, about a conflicting science-related or medical issue, thus, it is often important to evaluate the information sources regarding their trustworthiness and to compare and weigh (potentially conflicting) information from multiple sources. In this project we investigate through eyetracking analyses and log file data, verbal protocols, as well as argumentative summaries how Web users evaluate and process information during Web search about conflicting topics. Specifically, the project aims at examining how certain user characteristics and certain text characteristics influence source evaluations during Web search.
Go to projectSupporting evaluation processes during web search
Multimodal Interaction
Duration 01/2008 - 12/2023
The WWW offers easy and fast access to a vast amount of information, which, however, can vary greatly in its quality. Previous empirical studies have shown that both school students and adults don’t often spontaneously pay attention to and critically evaluate where the information stems from. Therefore, this project investigates different approaches how Web users can be supported in their evaluation and selection of information during Web search.
Go to projectIntuitive and collaborative interaction with digital media on tabletop-displays
Multimodal Interaction
Duration 04/2010 - open
This interdisciplinary project aims at the conception, implementation and optimization of an innovative multimedia guide for museum and exhibitions (EyeVisit). The main concept is to present digital information by utilizing interactive displays. According to interaction with real-world objects, EyeVisit allows the manipulation of digital visual information with intuitive gestures for moving, rotating and scaling.
Go to projectThe Interactive Ward Round Table – A Cognitive Interface for the Integration of Multiple Documents in Medical Team Meetings
Multimodal Interaction
Duration 07/2017 - 12/2020
In the daily ward round physicians use several documents for the optimal treatment of a patient. Medical information systems support this process. However, they are typically not optimized to integrate different information sources into one coherent overall picture. The aim of this project is to develop and implement a new cognitive interface to support physicians in their cognitive processes when working with multiple documents in the daily ward round.
Go to projectProfessional networks for fostering adaptive, process-oriented, technology-enhanced innovations in STEM teacher education (MINT-ProNeD)
Multimodal Interaction
Duration 04/2023 - 09/2025
Students with very different learning abilities take part in STEM lessons. Adaptive teaching, which considers individual prerequisites and offers personalised learning opportunities, is a promising didactic concept for dealing with heterogeneity. In the MINT-ProNeD project, research-based training and counselling concepts are being developed to support STEM teachers in using digital technologies for adaptive teaching and in preparing for future technologies.
Go to projectThe influence of hand proximity on cognitive and emotional information processing with multi-touch interfaces
Multimodal Interaction
Duration 01/2013 - open
The use and application of interactive multi-touch displays increase continuously. Therefore, touch-based user interfaces like multi-touch tables, tablets or smartphones can be found in many public facilities and private households today. These user interfaces allow direct manipulation of external representations with the hands without the need for additional and indirect interaction devices (e.g., mouse). Thus, the question arises as to how manual interactions should be designed to support information processing.
Go to projectReception of the scientific and public discourse on nanosafety on the Internet
Multimodal Interaction
Duration 11/2016 - 12/2020
Nanotechnology is considered one of the key technologies of the 21st century. A general statement on the effect of nanomaterials on people and the environment however is not yet possible. As part of the Leibniz Research Alliance „Nanosafety“, this project focuses on how laypersons and experts deal with conflicting scientific information on this topic and how they make decisions based on this information. We look at this research question with special regard to the internet as a source of knowledge.
Go to projectMultimodal interaction in virtual reality
Multimodal Interaction
Duration 01/2018 - 12/2023
The technical development in the field of Virtual Reality currently shows a strong dynamic development. The high degree of immersion of this technology makes it possible to create for the user an intense feeling of presence in the virtual world. It is assumed that cognitive processes create a mental model of the self in the virtual world, which generates a feeling of "being in the virtual world". However, it is unclear from a cognitive science and learning psychology perspective in what ways this form of immersion can benefit the user in knowledge contexts.
Go to projectSocial power and behavior in social interactions
Multimodal Interaction
Duration 08/2008 - open
The communication and exchange of information often takes place across certain hierarchies - be it in organizations between managers and employees, or in schools between teachers and school management or students. Power structures such as these bring with them freedom, but also a great deal of responsibility for the more powerful people. It can be particularly difficult to live up to this responsibility when working together over long distances (e.g. in virtual contexts).
Go to projectPotentials of neurophysiological measures for research on instructional design: The case of decorative pictures
Multimodal Interaction
Duration 09/2018 - 08/2021
The project examines by means of (neuro-)physiological measures (electroencephalography, [EEG], eye tracking, pupillometry) the effects of decorative pictures on cognitive (e.g., working memory, attention) and emotional-motivational processes during learning with textual materials. Decorative pictures are commonly used in the design of instructional materials as a kind of seductive details to arouse learners' interest in the topic. However, decorative pictures have resulted in mixed effects on learning outcomes with potential reasons still matter of debate. Increased cognitive load and attentional distraction have been hypothesized as reasons for detrimental effects of decorative pictures on learning.
Go to projectPersecution and administration
Multimodal Interaction
Duration 09/2021 - 09/2024
Under National Socialism, discrimination and murder were implemented with frightening efficiency with the help of bureaucratic routines. The crimes of the Nazi era could be presented as necessary and harmless processes with the use of administrative language and euphemistic terms in forms and correspondences. But how can this phenomenon be presented to visitors in an interesting, intuitive and interactive way using exemplary Nazi documents? Can visitors learn to read and assess Nazi documents with the right medium?
Go to projectCo-creation of short narrative texts with AI – effects on text reception and production
Multimodal Interaction
Duration 10/2020 - 09/2024
This research project, which is part of the research network "Human-Agent-Interaction", investigates how laypersons (and literary experts) perceive and evaluate an artificial intelligence (AI) based writing tool that produces creative output such as short narrative texts and poems. How credible, creative, and easy to read are the outputs of such a GPT-3-based writing tool?
Go to projectProcessing dynamic visualizations with mirror neurons
Multimodal Interaction
Duration 04/2012 - open
This project investigates the idea that the activation of specific areas in the brain is beneficial for learning about continuous processes with dynamic visualizations. These areas in the brain (the so-called human mirror-neuron-system) are used to understand and imitate actions of other persons. We addressed, whether gestures that correspond or do not correspond to the to-be-learned processes, activate the mirror-neuron-system and enhance learning outcomes.
Go to projectInfluences of embodied interactions on the affective evaluation of digital pictures: Developing novel experimental multi-touch paradigms to examine the interplay of space-valence associations, action-contexts, and hand proximity effects
Multimodal Interaction
Duration 03/2022 - 02/2025
Interacting with technologies and particularly, multitouch devices such as smartphones, tablets, or large-scale monitors (e.g., in museums) has become standard in daily life. To date, however, it is very unclear how manipulating digital objects physically through these devices, influence affective processing (e.g., when encountering potentially pleasant or unpleasant stimuli). • Against this backdrop, the project aims at advancing the understanding of affective processing through the manual interaction with digital objects. Theoretically, it seeks the integration of three pivotal topics discussed in cognition and emotion fields: (a) spatial affective biases linked to space-valence associations (up/right - positive; down/left - negative), (b) situated action-goal representations linked to approach-avoidance mechanisms, and (c) visuo-spatial effects linked to hand-proximity to visual stimuli. Methodologically, the project builds upon own prior exploratory research on manual interactions with digital affective pictures to develop novel experimental paradigms, which will be used to deepen three main research questions: (i) May interaction gestures with affective digital pictures unravel space-valence effects observed in standard experimental research; (ii) Which contextual aspects shape affective action-goal representations during manual interactions? (iii) What is the specific affective contribution of interacting with digital objects directly by hand? The findings will contribute to the field of human-computer interaction and particularly, how multimodal aspects shape together emotional processing during interactions with digital objects.
Go to projectKuMuS-ProNeD: Professional networks for the promotion of adaptive, action-based, digital innovations in teacher education in art, music, and sport,
Multimodal Interaction
Duration 07/2023 - 02/2026
Digital technologies offer opportunities to rethink and redesign art, music, and sports lessons (KuMuS). Digital technologies are a promising medium especially for the targeted promotion of individual learning requirements of pupils. To integrate these technologies innovatively and successfully into everyday life in schools, the "KuMuS-ProNeD" project aims to develop an integrative overall concept for teacher education in art, music and sport and thus complements the "MINT-ProNeD".
Go to projectWR-AI-TING: Creative Writing with AI-Tools in School and Museum Contexts – Design Options for Dealing with the Potentials and Risks of Digital Innovations in Cultural Education
Multimodal Interaction
Duration 01/2024 - 12/2026
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Go to projectAssisting the remote video learner with self-regulation support: A study on the responsible use of machine learning approaches in education
Multimodal Interaction
Duration 01/2023 - 12/2025
Video-SRS is an interdisciplinary project that focuses on supporting video learning in mathematics by exploring and improving self-regulation. It combines insights from cognitive and educational psychology, mathematics education, and computer science to develop innovative approaches to this type of learning. The use of responsible machine learning algorithms plays a significant role in this process. Specifically, the collaborative project aims to identify and address self-regulation problems in video learning by automatically recognizing when such problems occur and providing appropriate and automated assistance. Similarly, the project aims to recognize suboptimal characteristics of instructional videos that could assist learners in selection and creators in the production of better videos. On the educational side, the project focuses on the study of learning for derivation, as there is a great need for learning in this area among German students. Methodologically, the project not only utilizes machine learning techniques, but also analyzes video materials, log file data from video platforms, and multimodal sensor data from individual video learners, such as eye movement data. Where possible, these analyses are triangulated to make the best possible statements about self-regulation problems and their solutions. The goal of the project is both to deepen theoretical insights into the role of self-regulation in video learning and to obtain practical approaches for optimizing learning.
Go to projectLeibniz Research Alliance Advanced Materials Safety
Multimodal Interaction
Duration 01/2022 - 12/2025
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Go to projectExperience-based digital access to museum research
Multimodal Interaction
Duration 02/2023 - 02/2026
This dissertation project investigates the use of immersive virtual reality (IVR) as a medium of experience-based learning in museums. Two IVR-applications will be developed and integrated into several exhibitions, in cooperation with the Natural History Museum Stuttgart. The goal is to give visitors an understanding of the importance of biodiversity and its protection. Furthermore, the project will provide new insights into the use of IVR as tools of science communication in museums. <p><br></p> Although biodiversity conservation is already established as a socially relevant topic, there are still many species that are overlooked or unappreciated. A recent temporary exhibition of the Natural History Museum introduced visitors to the biodiversity of wasps in Germany and highlighted these inconspicuous insects with the help of the two IVR applications of the IWM.<p><br></p> In the “virtual wasp”, visitors can meet two newly discovered wasp species eye-to-eye, even though they only measure a few millimeters in real life, while the “virtual collection” showcases the size of the museum’s scientific collection. Both applications mainly aim to provide visitors with unique experiences above teaching hard facts and are meant to facilitate a new perspective on insects to motivate visitors to engage in biodiversity protection. <p><br></p>Museums use different ways to communicate their contents. Besides more established types of media (e.g., audio, video), in recent years, virtual reality has found its way into more and more exhibitions. Therefore, this project also aims to investigate what role VR applications can play in museums and how they are best applied to have a lasting effect on visitors.
Go to projectKafka or not? Investigation of motivation and learning processes in a multi-touch table game
Multimodal Interaction
Duration 01/2024 - open
In the context of this project, a collaborative multi-touch table game is being developed for schools and museum education. Learners navigate through virtual spaces by using GPT-generated sentences or original sentences by an author, e.g. Kafka, as a "literary fingerprint" to progress and thereby learn something about an author's writing style. A dissertation is investigating the means by which such a game can generate curiosity and whether this has a beneficial effect on learning. The first step is to investigate the extent to which players acquire both explicit (declarative) and implicit knowledge about an author's literary style through the game. Furthermore, it will be analyzed whether and to what extent the game arouses curiosity – specifically, whether an authentic interest in the learning content is aroused or whether it merely serves as a means to an end – winning the game. Subsequent studies will examine which specific features or game elements – for example, a narrative or the option of group play as opposed to solo play – generate or intensify curiosity and what effects this has on the learning process. The educational content of the game will be developed in cooperation with the Center for Didactic Computer Game Research at the PH Freiburg and the German Literature Archive Marbach.
Go to projectThe visitors’ view on Obersalzberg: cognitive psychological analyses of the perception of an authentic location and its propagandistic staging during the time of National Socialism
Multimodal Interaction
Duration 06/2016 - open
The project „Visitors’ view on Obersalzberg“ focuses on two research questions: How can propaganda pictures get deconstructed? And how does the awareness of being in a historic place related to Nazi-history influence the perception, the processing and the judgements about associated pictures? Cooperation partner is the Institute for Contemporary History (Dokumentation Obersalzberg). Empiric findings are meant to flow into the realm of practice, the museum. Places of remembrance linked to the history of National Socialism (NS, Nazi) are gaining importance during the last two decades. Obersalzberg is a place with references to the Nazi-regime and was used as a setting for Nazi-propaganda. Today an educational center about history and politics is located there. The project is divided into two thematic blocks: on the one hand the deconstruction of propaganda, on the other the impact of historical places. A first experimental study already showed that prior information about the crimes that happened during the time of NS as well as the awareness of being at a place linked to that history had a negative influence on the personal mood. The negative personal mood in a next step influences the valence ratings of associated pictures. Within the project, both field studies and lab studies are conducted. Methodologically, a broad spectrum of objective (computer-based speech analyses, eye-tracking) and subjective measurements (questionnaires, rating scales) is used. Methods for the deconstruction of propaganda images are also investigated in virtual realities and with multi-touch surfaces. The empiric findings are meant to build a basement for further psychological research as well as to get transferred to the conception of the new permanent exhibition of the Dokumentation Obersalzberg.
Go to projectA cognitive interface for educational improvement: Assessing students’ attentional focus in the classroom
Multimodal Interaction
Duration 07/2017 - open
Students’ focused attention is a central prerequisite for classroom learning. Research shows that teachers differ substantially in how successful they are in eliciting and guiding their students’ attention, which is often referred to as “classroom management” and “cognitive activation”. Furthermore, they may also not always be aware of their students’ attentional focus, and this may be particularly true for beginning teachers (teachers who are in the induction phase or shortly after this stage).
Go to projectA longitudinal study on the perceptions and dynamics of human-AI interaction
Multimodal Interaction
Duration 08/2024 - 04/2026
Our interdisciplinary longitudinal study investigates the evolving dynamics of human-AI interaction over six waves spanning one year. By examining individual, behavioral, and task-related variables, the project aims to uncover how users' trust in, perceptions of, self-efficacy, and willingness to engage with AI systems develop and interrelate over time. The insights gained from this research are essential for better understanding human-machine interaction, a critical foundation for fostering effective collaboration between users and AI systems. This knowledge will inform user-centered AI design and guide the ethical integration of these technologies into various aspects of everyday life.
Go to projectwissensdialoge.de
Multimodal Interaction
Duration 01/2011 - open
The online journal wissensdialoge.de aims at transferring the results of psychological research to the field. Its goal is to maintain a continuous dialogue with partners from relevant domains of application. The online journal addresses people who are interested in the topic, experts as well as practitioners from the fields of learning / leading / cooperating / changing / living / working.
Go to project
Publications
Articles (peer-reviewed) | Books and book chapters | Proceedings and special issues | Position papers and statements | Research data | Software | Other publications
Articles (peer-reviewed)
- Scholl, A., Rapp, H., van Kleef, G. A., & Sassenberg, K. (in press). On the road to power: Showing benevolence and integrity fuels power granting. Journal of Experimental Psychology: Applied. https://doi.org/10.1037/xap0000535
Open AccessPreregistration 1 | 2 | 3 | 4 DataStudy materialCode
- Ditrich, L., & Lachmair, M. (2025). A ‘front-row seat’ to catastrophe: testing the effect of immersive technologies on sympathy and pro-environmental behavior in the context of rising sea levels. Environmental Education Research. Advance online publication. https://doi.org/10.1080/13504622.2025.2459340
Open AccessPreregistrationDataCode
- Lachmair, M., Ruiz Fernández, S., Brucker, B., & Gerjets, P. (2025). Approaching or just observing? The interplay of behavior and environment in the retention of pictorial details of ambivalent Nazi propaganda images. Computers in Human Behavior, 164, Article 108503. https://doi.org/10.1016/j.chb.2024.108503
- Buder, J., Lindner, M. A., Oestermeier, U., Huff, M., Gerjets, P., Utz, S., & Cress, U. (2025). Generative Künstliche Intelligenz: Mögliche Auswirkungen auf die psychologische Forschung. Psychologische Rundschau(3), 171-183. https://doi.org/10.1026/0033-3042/a000699
- Schumacher, A., Kammerer, Y., Scharinger, C., Gottschling, S., Hübner, N., Tibus, M., Kasneci, E., Appel, T., Gerjets, P., & Bardach, L. (2025). How do intellectually curious and interested people learn and attain knowledge? A focus on behavioral traces of information seeking. European Journal of Personality. Advance online publication. https://doi.org/10.1177/08902070241309124
- Kathmann, J., Gerjets, P., & Brucker, B. (2025). Kafka or not? Concept for an AI-supported multi-touch tabletop game for literature classes. In J. L. Plass, & X. Ochoa (Eds.). Serious Games. 10th Joint International Conference, JCSG 2024, New York City, NY, USA, November 7–8, 2024, proceedings (1 ed., Vol. 15259, pp. 375-383). Springer. https://doi.org/10.1007/978-3-031-74138-8
- Wagner, R., Pardi, G., Müller, J., Brucker, B., Schwarzer, S., & Gerjets, P. (2025). Listening to scientists in immersive videos: How levels of immersion and points of view influence learning experiences. Computers & Education. Advance online publication. https://doi.org/10.1016/j.compedu.2025.105326
- Bühler, B., Bozkir, E., Goldberg, P., Deininger, H., D'Mello, S., Gerjets, P., Trautwein, U., & Kasneci, E. (2025). Temporal dynamics of meta-awareness of mind wandering during lecture viewing: Implications for learning and automated assessment using machine learning. Journal of Educational Psychology, 117(1), 38–62. https://doi.org/10.1037/edu0000903
- Adriasola, A.*, Cervera Torres, S.*, Cañada, Y., Chicchi Giglioli, I. A., García-Blanco, A., Sierra, P., López-Cerveró, M., Blanes Rodríguez, C., Navalón, P., & Alcañiz Raya, M. (2024). Assessing executive functioning in schizophrenia: Concurrent and discriminative validity of a novel virtual cooking task. Cyberpsychology, Behavior, and Social Networking, 27(8), 571-581. *shared first authorship. https://doi.org/10.1089/cyber.2023.0443
- Hou, R., Fütterer, T., Bühler, B., Bozkir, E., Gerjets, P., Trautwein, U., & Kasneci, E. (2024). Automated assessment of encouragement and warmth in classrooms leveraging multimodal emotional features and ChatGPT. In A. M. Olney, I.-A. Chounta, Z. Liu, O. C. Santos, & I. Bittencourt (Eds.). Artificial Intelligence in Education. AIED 2024. Lecture Notes in Computer Science (Vol. 14829, pp. 60-74). Springer. https://doi.org/10.1007/978-3-031-64302-6_5
- Cañada, Y., Cervera Torres, S., Andreu-Martínez, J., Beltrán Cristancho, D., Chicchi Giglioli, I. A., García-Blanco, A., Adriasola, A., Navalón, P., Sierra, P., & Alcañiz Raya, M. (2024). Characterization and assessment of executive functions through a virtual cooking task in euthymic patients with bipolar disorder. Journal of Psychiatric Research, 178, 349-358. https://doi.org/10.1016/j.jpsychires.2024.08.007
- Fischer, N., Dischinger, E., & Gunser, V. E. (2024). Decoding the AI’s gaze: Unraveling ChatGPT’s evaluation of poetic creativity. In C. Stephanidis, M. Antona, S. Ntoa, & G. Salvendy (Eds.). HCI International 2024 Posters. HCII 2024. Communications in Computer and Information Science (Vol. 2120, pp. 186-197). Springer. https://doi.org/10.1007/978-3-031-62110-9_19
- Bühler, B., Kasneci, E., Trautwein, U., Gerjets, P., Bozkir, E., & Deininger, H. (2024). Detecting aware and unaware mind wandering during lecture viewing: A multimodal machine learning approach using eye tracking, facial videos and physiological data. Proceedings of the 26th ACM International Conference on Multimodal Interaction (ICMI), 244-253. https://doi.org/10.1145/3678957.3685710
- Cervera Torres, S. (2024). Does digital grabbing boost affectivity in less empathic users? An interactive approach to affective laterality: Empathy, Hand dominance, and Action-Context shape pleasantness experience. Computers in Human Behavior Reports. Advance online publication. https://doi.org/10.1016/j.chbr.2024.100568
- Bühler, B., Bozkir, E., Goldberg, P., Sümer, Ö., D’Mello, S., Gerjets, P., Trautwein, U., & Kasneci, E. (2024). From the lab to the wild: Examining generalizability of video-based mind wandering detection. International Journal of Artificial Intelligence in Education. Advance online publication. https://doi.org/10.1007/s40593-024-00412-2
- Brucker, B., Pardi, G., Uehlin, F., Moosmann, L., Lachmair, M., Halfmann, M., & Gerjets, P. (2024). How learners’ visuospatial ability and different ways of changing the perspective influence learning about movements in desktop and immersive virtual reality environments. Educational Psychology Review, 36, Article 65. https://doi.org/10.1007/s10648-024-09895-w
- Daltoè, T., Ruth-Herbein, E., Brucker, B., Jaekel, A.-K., Trautwein, U., Fauth, B., Gerjets, P., & Göllner, R. (2024). Immersive insights: Unveiling the impact of 360-degree videos on preservice teachers’ classroom observation experiences and teaching-quality ratings. Computers & Education, 213, Article 104976. https://doi.org/10.1016/j.compedu.2023.104976
- Bühler, B., Bozkir, E., Deininger, H., Gerjets, P., Trautwein, U., & Kasneci, E. (2024). On task and in sync: Examining the relationship between gaze synchrony and self-reported attention during video lecture learning. Proceedings of the ACM on Human-Computer Interaction, 8(ETRA), Article 230. https://doi.org/10.1145/3655604
- Cervera Torres, S., Ruiz Fernández, S., & Gerjets, P. (2024). Positive-right and negative-left: Affective spatialization by digital “grab” interactions. In C. Stephanidis, M. Antona, S. Ntoa, S., & G. Salvendy (Eds.). HCI International 2024 Posters. HCII 2024. Communications in Computer and Information Science (Vol. 2114, pp. 215-223). Springer. https://doi.org/10.1007/978-3-031-61932-8_26
- Scholl, A.*, & Winter, K.* (2024). Responsibility as the door opener toward trust: How powerholders construe and express their power impacts others' willingness to trust them. Journal of Applied Social Psychology, 54(9), 536-551. *shared first authorship. https://doi.org/10.1111/jasp.13057
Open AccessPreregistration 1 | 2 | 3 | 4 | 5 DataCode
- Cervera Torres, S., Gracia Laso, D. I., Minissi, M. E., Maddalon, L., Chicchi Giglioli, I. A., & Alcañiz Raya, M. (2024). Social signal processing in affective virtual reality: Human-shaped agents increase electrodermal activity in an elicited negative environment. Cyberpsychology, Behavior, and Social Networking, 27(4), 268-274. https://doi.org/10.1089/cyber.2023.0273
- Bardach, L., Schumacher, A., Trautwein, U., Kasneci, E., Tibus, M., Wortha, F., Gerjets, P., & Appel, T. (2024). Taking another look at intelligence and personality using an eye-tracking approach. npj Science of Learning. Advance online publication. https://doi.org/10.1038/s41539-024-00252-8
- Scharinger, C. (2024). Task-irrelevant decorative pictures increase cognitive load during text processing but have no effects on learning or working memory performance: an EEG and eye-tracking study. Psychological Research. Advance online publication. https://doi.org/10.1007/s00426-024-01939-8
- Pardi, G., Gottschling, S., & Kammerer, Y. (2024). The influence of knowledge type and source reputation on preferences for website or video search results. Journal of the Association for Information Science and Technology, 75(5), 521-537. https://doi.org/10.1002/asi.24771
- Yamada, Y., Xue, J., Li, P., Ruiz Fernández, S., Özdoğru, A. A., Sarı, Ş., Cervera Torres, S., Hinojosa, J. A., Montoro, P. R., AlShebli, B., Bolatov, A. K., McGeechan, G. J., Zloteanu, M., Razpurker-Apfeld, I., Samekin, A., Tal-Or, N., Tejada, J., Freitag, R., Khatin-Zadeh, O., ... Marmolejo Ramos, F. (2024). Where the ‘bad’ and the ‘good’ go: A multi-lab direct replication report of Casasanto (2009, Experiment 1). Memory & Cognition. Advance online publication. https://doi.org/10.3758/s13421-024-01637-1
- Wagner, R., Pardi, G., Müller, J., Brucker, B., & Gerjets, P. (2024). Work-in-Progress - How do different degrees of immersion and points of view in immersive videos affect the quality of science communication? In J. Krüger, D. Pedrosa, D. Beck, M. L. Bourguet, A. Dengel, R. Ghannam, A. Miller, A. Peña-Rios, & J. Richter (Eds.). Proceedings of 10th International Conference of the Immersive Learning Research Network (iLRN) – Selected Academic Contributions (pp. 239-245). https://doi.org/10.56198/U6C0W27CF
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- Zander, T. O., Klippel, D. M., & Scherer, R. (2011). Introducing the detection of auditory error responses based on BCI technology for passive interaction. In G. R. Müller-Putz, R. Scherer, M. Billinger, A. Kreilinger, V. Kaiser, & C. Neuper (Eds.). Proceedings of the 5th International Brain-Computer Interface Conference 2011 (pp. 252-255). Verlag der Technischen Universität.
- Imhof, B., Scheiter, K., Edelmann, J., von Ulardt, J., & Gerjets, P. (2011). Is enriching static-simultaneous visualizations with motion-indicating arrows helpful for learning about locomotion patterns? In L. Carlson, C. Hölscher, & T. F. Shipley (Eds.). Proceedings of the 33rd Annual Conference of the Cognitive Science Society (pp. 1176-1181). Cognitive Science Society.
- Imhof, B., Scheiter, K., & Gerjets, P. (2011). Learning about locomotion patterns from visualizations: Effects of presentation format and realism. Computers & Education, 57, 1961-1970. https://doi.org/10.1016/j.compedu.2013.01.017
- Gerjets, P., Kammerer, Y., & Werner, B. (2011). Measuring spontaneous and instructed evaluation processes during web search: Integrating concurrent thinking-aloud protocols and eye-tracking data. Learning and Instruction, 21, 220-231. https://doi.org/10.1016/j.learninstruc.2010.02.005
- Ruiz Fernández, S., Rahona López, J. J., Hervás, G., Vázquez, C., & Ulrich, R. (2011). Number magnitude determines gaze direction: Spatial-numerical association in a free-choice task. Cortex, 47, 617-620. https://doi.org/10.1016/j.cortex.2010.10.006
- Ruiz Fernández, S., Leonhard, T., Rolke, B., & Ulrich, R. (2011). Processing two tasks with varying task order: Central stage duration influences central processing order. Acta Psychologica, 137, 10-17. https://doi.org/10.1016/j.actpsy.2011.01.016
- Zander, T. O., Ihme, K., Gärtner, M., & Rötting, M. A. (2011). Public data hub for benchmarking common brain-computer interface algorithms. Journal of Neural Engineering, 8, 025021.
- Edelmann, J., Kammerer, Y., Imhof, B., Gerjets, P., & Straßer, W. (2011). Tangoscope: A tangible audio device for tabletop interaction. In P. Campos, N. Nunes, N. Graham, J. Jorge, P. Palanque, & M. Winckler (Eds.). Human-Computer Interaction – INTERACT 2011, 13th IFIP TC 13 International Conference, Part III (LNCS 6948, pp. 427-434). Springer.
- Kühl, T., Scheiter, K., Gerjets, P., & Edelmann, J. (2011). The influence of text modality on learning with static and dynamic visualizations. Computers in Human Behavior, 27, 29-35.
- Zander, T. O., & Kothe, C. (2011). Towards passive brain–computer interfaces: Applying brain-computer interface technology to human-machine systems in general. Journal of Neural Engineering, 8, 025005. https://doi.org/10.1088/1741-2560/8/2/025005
- Ruiz Fernández, S., & Rahona López, J. J. (2011). Trabajando en modo multitarea: Cuellos de botella en la decisión y en la acción. (Performing multitasking: Bottleneck in response selection and motor response). Ciencia Cognitiva, 5, 60-63.
- Ihme, K., & Zander, T. O. (2011). What you expect is what you get? Potential use of contingent negative variation for passive BCI systems in gaze-based HCI. In S. D’Mello, A. Graesser, B. Schuller, & J.-C. Martin (Eds.). Proceedings of the 4th International Conference on Affective Computing and Intelligent Interaction (ACII 2011) (pp. 447-456). Springer.
- Jarodzka, H. M., Holmqvist, K., & Nyström, M. (2010). A vector-based, multidimensional scanpath similarity measure. In C. Morimoto & H. Instance (Eds.). Proceedings of the 2010 Symposium on Eye Tracking Research & Applications ETRA ’10 (pp. 211-218). ACM.
- Kammerer, Y., & Beinhauer, W. (2010). Gaze-based Web search: The impact of interface design on search result selection. In C. Morimoto & H. Instance (Eds.). Proceedings of the 2010 Symposium on Eye Tracking Research & Applications ETRA ’10 (pp. 191-194). ACM.
- Kammerer, Y., & Gerjets, P. (2010). How the interface design influences users’ spontaneous trustworthiness evaluations of Web search results: Comparing a list and a grid interface. In C. Morimoto & H. Instance (Eds.). Proceedings of the 2010 Symposium on Eye Tracking Research & Applications ETRA ’10 (pp. 299-306). ACM.
- Opfermann, M., Scheiter, K., & Gerjets, P. (2010). Hypermedialeren: De invloed van instructieontwerp, leerlingkenmerken en ondersteuning [Hypermedia learning: The impact of instructional design, learner characteristics, and instructional support]. Pedagogische Studiën, 87, 9-26.
- Jarodzka, H. M., Scheiter, K., Gerjets, P., & Van Gog, T. (2010). In the eyes of the beholder: How experts and novices interpret dynamic stimuli. Learning and Instruction, 20, 146-154. https://doi.org/10.1016/j.learninstruc.2009.02.019
- Ruiz Fernández, S., & Ulrich, R. (2010). Late backward effects in the refractory period paradigm: Effects of Task 2 execution on Task 1 performance. Psychological Research, 74, 378-387. https://doi.org/10.1007/s00426-009-0260-0
- Jarodzka, H. M., Balslev, T., Holmqvist, K., Nyström, M., Scheiter, K., Gerjets, P., & Eika, B. (2010). Learning perceptual aspects of diagnosis in medicine via eye movement modeling examples on patient video cases. In S. Ohlsson & R. Catrambone (Eds.). Proceedings of the 32nd Annual Conference of the Cognitive Science Society (pp. 1703-1708). Cognitive Science Society.
- Dorr, M., Jarodzka, H. M., & Barth, E. (2010). Space-variant spatio-temporal filtering of video for gaze visualization and perceptual learning. In C. Morimoto & H. Instance (Eds.). Proceedings of the 2010 Symposium on Eye Tracking Research & Applications ETRA ’10 (pp. 307-314). ACM.
- Imhof, B., Scheiter, K., Gerjets, P., & Edelmann, J. (2010). The role of dynamic visualizations and spatial layout of static visualizations for learning how to classify locomotion patterns. In S. Ohlsson & R. Catrambone (Eds.). Proceedings of the 32nd Annual Conference of the Cognitive Science Society (pp. 2039-2044). Cognitive Science Society.
- Linek, S., Gerjets, P., & Scheiter, K. (2010). The speaker/gender effect: Does the speaker’s gender matter when presenting auditory text in multimedia messages? Instructional Science, 38, 503-521.
- Gerjets, P., & Kammerer, Y. (2010). Topical relevance and information quality in cognitive models of Web search behavior: Introducing epistemic scent into information foraging theory. In S. Ohlsson & R. Catrambone (Eds.). Proceedings of the 32nd Annual Conference of the Cognitive Science Society (pp. 2278-2283). Cognitive Science Society.
- Van Gog, T., Jarodzka, H. M., Scheiter, K., Gerjets, P., & Paas, F. (2009). Attention guidance during example study via the model’s eye movements. Computers in Human Behavior, 25, 785-791.
- Cierniak, G., Scheiter, K., & Gerjets, P. (2009). Expertise reversal in multimedia learning: Subjective load ratings and viewing behavior as cognitive process indicators. In N. A. Taatgen, & H. van Rijn (Eds.). Proceedings of the 31st Annual Conference of the Cognitive Science Society (pp. 1906-1911). Cognitive Science Society.
- Cierniak, G., Scheiter, K., & Gerjets, P. (2009). Explaining the split-attention effect: Is the reduction of extraneous cognitive load accompanied by an increase in germane cognitive load? Computers in Human Behavior, 25 (2), 315-324. https://doi.org/10.1016/j.chb.2008.12.020
- Kammerer, Y., Wollny, E., Gerjets, P., & Scheiter, K. (2009). How authority-related epistemological beliefs and salience of source information influence the evaluation of web search results – An eye tracking study. In N. A. Taatgen, & H. van Rijn (Eds.). Proceedings of the 31st Annual Conference of the Cognitive Science Society (pp. 2158-2163). Cognitive Science Society.
- Jarodzka, H. M., Scheiter, K., Gerjets, P., Van Gog, T., & Dorr, M. (2009). How to convey perceptual skills by displaying experts' gaze data. In N. A. Taatgen, & H. van Rijn (Eds.). Proceedings of the 31st Annual Conference of the Cognitive Science Society (pp. 2920-2925). Cognitive Science Society.
- Eysink, T. H. S., de Jong, T., Berthold, K., Kolloffel, B., Opfermann, M., & Wouters, P. (2009). Learner performance in multimedia learning arrangements: An analysis across instructional approaches. American Educational Research Journal, 46, 1107-1149.
- Gerjets, P., Scheiter, K., Opfermann, M., Hesse, F. W., & Eysink, T. H. S. (2009). Learning with hypermedia: The influence of representational formats and different levels of learner control on performance and learning behavior. Computers in Human Behavior, 25 (2), 360-370. https://doi.org/10.1016/j.chb.2008.12.015
- Imhof, B., Scheiter, K., & Gerjets, P. (2009). Realism in dynamic, static-sequential, and static-simultaneous visualizations during knowledge acquisition on locomotion patterns. In N. A. Taatgen, & H. van Rijn (Eds.). Proceedings of the 31st Annual Conference of the Cognitive Science Society (pp. 2962-2967). Cognitive Science Society.
- Kammerer, Y., Nairn, R., Pirolli, P., & Chi, E. H. (2009). Signpost from the masses: Learning effects in an exploratory social tag search browser. In D. R. Olsen et al. (Ed.). Proceedings of the 27th Annual SIGCHI Conference on Human Factors in Computing Systems CHI ’09 (pp. 625-634). ACM.
- Pfeiffer, V. D. I., Gemballa, S., Jarodzka, H. M., Scheiter, K., & Gerjets, P. (2009). Situated learning in the mobile age: Mobile devices on a field trip to the sea. Research in Learning Technology, 17, 187-199.
- Scheiter, K., Gerjets, P., Vollmann, B., & Catrambone, R. (2009). The impact of learner characteristics on information utilization strategies, cognitive load experienced, and performance in hypermedia learning. Learning and Instruction, 19, 387-401.
- Gerjets, P., Scheiter, K., & Cierniak, G. (2009). The scientific value of Cognitive Load Theory: A research agenda based on the Structuralist View of Theories. Educational Psychology Review, 21, 43-54. https://doi.org/10.1007/s10648-008-9096-1
- Gerjets, P., & Hellenthal-Schorr, T. (2008). Competent information search in the World Wide Web: Development and evaluation of a web training for pupils. Computers in Human Behavior, 24, 693-715. https://doi.org/10.1016/j.chb.2007.01.029
- Tergan, S.-O., Engelmann, T., & Hesse, F. W. (2008). Digital concept maps as powerful interfaces for enhancing information search. An experimental study on the effects of semantic cueing. In A. J. Cañas, J. D. Novak, P. Reiska, & M. K. Åhlberg (Eds.). Proceedings of the 3rd International Conference on Concept Mapping (Vol. 1, pp. 351-358). University of Helsinki.
- Schüler, A., Scheiter, K., Gerjets, P., & Rummer, R. (2008). Does a lack of contiguity with visual text cause the modality effect in multimedia learning? In B. C. Love, K. McRae, & V. M. Sloutsky (Eds.). Proceedings of the 30th Annual Conference of the Cognitive Science Society (pp. 2353-2358). Cognitive Science Society.
- Pfeiffer, V. D. I., Gemballa, S., Bizer, B., Jarodzka, H. M., Imhof, B., Scheiter, K., & Gerjets, P. (2008). Enhancing students’ knowledge of biodiversity in a situated mobile learning scenario: Using static and dynamic visualizations in field trips. In P. A. Kirschner, F. Prins, V. Jonker, & G. Kanselaar (Eds.). International Perspectives in the Learning Sciences: Cre8ing a learning world. Proceedings of the Eighth International Conference for the Learning Sciences – ICLS 2008 (Vol. 2, pp. 204-212). International Society of the Learning Sciences, Inc. (ISLS).
- Jarodzka, H. M., Scheiter, K., Gerjets, P., & Gemballa, S. (2008). In the eyes of experts: Teaching dynamic features in biology by modeling experts’ eye movement strategies to novices. In P. A. Kirschner, F. Prins, V. Jonker, & G. Kanselaar (Eds.). International Perspectives in the Learning Sciences: Cre8ing a learning world. Proceedings of the Eighth International Conference for the Learning Sciences – ICLS 2008 (Vol. 1, pp. 390-397). International Society of the Learning Sciences, Inc. (ISLS).
- Gerjets, P., Scheiter, K., & Schuh, J. (2008). Information comparisons in example-based hypermedia environments: Supporting learners with processing prompts and an interactive comparison tool. Educational Technology Research and Development, 56, 73-92. https://doi.org/10.1007/s11423-007-9068-z
- Brand-Gruwel, S., & Gerjets, P. (2008). Instructional support for enhancing students’ information problem solving ability. Computers in Human Behavior, 24, 615-622. https://doi.org/10.1016/j.chb.2007.01.020
- Rummer, R., Schweppe, J., Scheiter, K., & Gerjets, P. (2008). Lernen mit Multimedia: Die kognitiven Grundlagen des Modalitätseffekts. Psychologische Rundschau, 59, 98-107. https://doi.org/10.1026/0012-1924.59.2.98
- Kammerer, Y., Scheiter, K., & Beinhauer, W. (2008). Looking my way through the menu: The impact of menu design and multimodal input on gaze-based menu selection. In K.-J Räihä, & A. T. Duchowski (Eds.). Proceedings of the 2008 Symposium on Eye Tracking Research & Applications ETRA '08 (pp. 213-220). ACM. https://doi.org/10.1145/1344471.1344522
- Opfermann, M., & Van der Meij, J. (2008). Supporting the use of multiple representations in multimedia learning environments. In P. A. Kirschner, F. Prins, V. Jonker, & G. Kanselaar (Eds.). International Perspectives in the Learning Sciences: Cre8ing a learning world. Proceedings of the Eighth International Conference for the Learning Sciences – ICLS 2008 (Vol. 3, pp. 298-305). International Society of the Learning Sciences, Inc. (ISLS).
- Opfermann, M., Scheiter, K., & Gerjets, P. (2008). The benefits of instructional support in hypermedia learning. In P. A. Kirschner, F. Prins, V. Jonker, & G. Kanselaar (Eds.). International Perspectives in the Learning Sciences: Cre8ing a learning world. Proceedings of the Eighth International Conference for the Learning Sciences – ICLS 2008 (Vol. 3, pp. 301-303). International Society of the Learning Sciences, Inc. (ISLS).
- Scheiter, K., & Schmidt-Weigand, F. (2008). The influence of spatial text information on learning with visualizations. In A. Maes, & S. Ainsworth (Eds.). Proceedings EARLI Special Interest Group Text and Graphics: Exploiting the opportunities - Learning with textual, graphical, and multimodal representations (pp. 123-126). Tilburg University.
- Schüler, A., Scheiter, K., Gerjets, P., & Rummer, R. (2008). The modality effect in multimedia learning: Theoretical and empirical limitations. In P. A. Kirschner, F. Prins, V. Jonker, & G. Kanselaar (Eds.). International Perspectives in the Learning Sciences: Cre8ing a learning world. Proceedings of the Eighth International Conference for the Learning Sciences – ICLS 2008 (Vol. 2, pp. 311-318). International Society of the Learning Sciences, Inc. (ISLS).
- Scheiter, K., & Gerjets, P. (2007). Learner control in hypermedia environments. Educational Psychology Review, 19 (3), 285-307. https://doi.org/10.1007/s10648-007-9046-3
- Scheiter, K., Gerjets, P., Vollmann, B., & Catrambone, R. (2006). A
methodological alternative to media comparison studies: Linking
information utilization strategies and instructional approach in
hypermedia learning. In R. Sun, & N. Miyake (Eds.). Proceedings of the 28th Annual Conference of the Cognitive Science Society (pp. 2117-2122). Erlbaum.
- Gerjets, P., Scheiter, K., & Catrambone, R. (2006). Can learning from molar and modular worked-out examples be enhanced by providing instructional explanations and prompting self-explanations? Learning and Instruction, 16, 104-121.
- Tergan, S.-O., Keller, T., Gräber, W., & Neumann, A. (2006). Concept map-based visualization of knowledge and information for
fostering resource-based learning. In Association for the Advancement of Computing in Education (Ed.). Proceedings of the Society for Information Technology & Teacher Education Conference (pp. 2425-2429). Association for the Advancement of Computing in Education.
- Gräber, W., Neumann, A., & Tergan, S.-O. (2006). Digital Mindmapping as a Supportive Visual-Spatial Strategy in a Resource-based Learning Scenario. In U. S. M. Suan Yoong et al. (Ed.). XII IOSTE Symposium (pp. 712-714). University Sains Malaysia.
- Kirschner, P., & Gerjets, P. (2006). Instructional design for effective and enjoyable computer-supported learning. Computers in Human Behavior, 22, 1-8. https://doi.org/10.1016/j.chb.2005.01.004
- Tergan, S.-O., Keller, T., & Burkhard, R. (2006). Integrating
Knowledge and Information: Digital Concept Maps as a Bridging
Technology. Information Visualization, 5 (3), 167-174. https://doi.org/10.1057/palgrave.ivs.9500132
- Scheiter, K., Gerjets, P., & Catrambone, R. (2006). Making the abstract concrete: Visualizing mathematical solution procedures. Computers in Human Behavior, 22, 9-26. https://doi.org/10.1016/j.chb.2005.01.009
- Tergan, S.-O., Gräber, W., & Neumann, A. (2006). Mapping and
managing knowledge and information in resource-based learning. Innovations in Education and Teaching International, 43 (4), 327-336. https://doi.org/10.1080/14703290600973737
- Ulrich, R., Ruiz Fernández, S., Jentzsch, I., Rolke, B., Schröter, H., & Leuthold, H. (2006). Motor limitation in dual-task processing under ballistic movement conditions. Psychological Science, 17, 788-793. https://doi.org/10.1111/j.1467-9280.2006.01783.x
- Linek, S., Gerjets, P., & Scheiter, K. (2006). Speaker/Gender Effect: Impact of the speaker's gender on learning with narrated animations. In R. Sun, & N. Miyake (Eds.). Proceedings of the 28th Annual Conference of the Cognitive Science Society (pp. 483-488). Erlbaum.
- Gerjets, P., Scheiter, K., & Schuh, J. (2006). Supporting information comparisons in example-based hypertext environments. In R. Sun, & N. Miyake (Eds.). Proceedings of the 28th Annual Conference of the Cognitive Science Society (pp. 1364-1369). Erlbaum.
- Gerjets, P., Scheiter, K., & Catrambone, R. (2005). Augmenting worked-out examples by pictorial representations: When do they aid learning? In B. G. Bara, L. Barsalou, & M. Bucciarelli (Eds.). Proceedings of the 27th Annual Conference of the Cognitive Science Society (pp. 779-784). Erlbaum.
- Tergan, S.-O., & Keller, T. (2005). Digital concept mapping in
learning contexts: Integrating knowledge, arguments and information
resources. In E. Banissi (Ed.). Proceedings of 9th International Conference on Information Visualisation (pp. 371-377). IEEE Computer Society.
- Schuh, J., Gerjets, P., & Scheiter, K. (2005). Fostering the acquisition of transferable problem-solving knowledge with an interactive comparison tool and dynamic visualizations of solution procedures. In B.G. Bara, L. Barsalou, & M. Bucciarelli (Eds.). Proceedings of the 27th Annual Conference of the Cognitive Science Society (pp. 1973-1978). Erlbaum.
- Gräber, W., Neumann, A., & Tergan, S.-O. (2005). Informationen sammeln, strukturieren und auswerten - Selbständiges ressourcenbasiertes Lernen im Projekt ParIS mit Unterstützung von Mindmapping. Computer + Unterricht, 15 (57), 14-16.
- Gerjets, P., Scheiter, K., & Schuh, J. (2005). Instruktionale Unterstützung beim Fertigkeitserwerb aus Beispielen in hypertextbasierten Lernumgebungen. Zeitschrift für Pädagogische Psychologie, 19, 23-38. https://doi.org/10.1024/1010-0652.19.12.23
- Gräber, W., Neumann, A., & Tergan, S.-O. (2005). Mindmanager Smart. Computer + Unterricht, 57, 43.
- Gräber, W., Gräber, K., Neumann, A., & Tergan, S.-O. (2005). Parnerschaft Industrie-Schule (ParIS): Selbständiges Bearbeiten authentischer Fragestellungen im Chemieunterricht. Unterricht Chemie, 16 (87), 12-17.
- Neumann, A., Gräber, W., Tiemann, S., & Tergan, S.-O. (2005). Selbstgesteuertes Lernen im Rahmen des Projektes ParIS. In A. Pitton (Ed.). Relevanz fachdidaktischer Forschungsergebnisse für die Lehrerbildung. Proceedings der Jahrestagung der GDCP in Heidelberg 2004 (pp. 366-368). Lit Verlag.
- Gräber, W., Neumann, A., & Tergan, S.-O. (2005). Selbstständiges ressourcenbasiertes Lernen mit Unterstützung von Mindmapping. Computer + Unterricht, 57, 14-16.
- Scheiter, K., & Gerjets, P. (2005). When less is sometimes more: Optimal learning conditions are required for schema acquisition from multiple examples. In B. G. Bara, L. Barsalou, & M. Bucciarelli (Eds.). Proceedings of the 27th Annual Conference of the Cognitive Science Society (pp. 1943-1948). Erlbaum.
- Tergan, S.-O. (2004). Concept maps for managing individual knowledge. In P. Gerjets, P. A. Kirschner, J. Elen & R. Joiner (Eds.). Instructional design for effective and enjoyable computer-supported learning. Proceedings of the first joint meeting of the EARLI SIGs "Instructional Design" and "Learning and Instruction with Computers" (pp. 229-238). Knowledge Media Research Center.
- Scheiter, K., Gerjets, P., & Catrambone, R. (2004). Using visualizations to teach problem-solving skills in mathematics: Which kind of visualization works? In P. Gerjets, P. A. Kirschner, J. Elen & R. Joiner (Eds.). Instructional design for effective and enjoyable computer-supported learning. Proceedings of the first joint meeting of the EARLI SIGs "Instructional Design" and "Learning and Instruction with Computers" [CD-ROM] (pp. 256-268). Knowledge Media Research Center.
- Tergan, S.-O. (1997). Conceptual and methodological shortcomings in hypertext/hypermedia design and research. Journal of Educational Computing Research, 16 (3), 209-235. https://doi.org/10.2190/2R2J-NXB9-0MD3-T603
- Tergan, S.-O. (1997). Misleading theoretical assumptions in hypertext/hypermedia research. Journal of Educational Multimedia and Hypermedia, 6 (3/4), 395-412.
Books and book chapters
- Sánchez-García, R., Dominguez-Rodriguez, A., Ocegueda-Miramontes, V., Aguilar, L., Rodríguez-Díaz, A., Cervera Torres, S., & Sanchez, M. A. (2024). Human behavioral anomaly pattern mining within an IoT environment: An exploratory study. In G. Marques (Ed.). Advances in Computers (Vol. 133, pp. 33-57). Elsevier. https://doi.org/10.1016/bs.adcom.2023.10.003
- Kathmann, J. (2024). Ressource oder Realitätsflucht? Gaming unter Kindern und Jugendlichen in Zeiten von Unsicherheit und Krisen. In C. Seidenfus, U. Hagehülsmann, R. Balling (Hrsg.). Stabilität auf schwankendem Boden - Reifer Umgang mit den Unsicherheiten unserer Zeit (S. 129-140). Springer. https://doi.org/10.1007/978-3-658-43059-7_11
- Gerjets, P., & Schwan, S. (2021). Evidenzbasierte Entwicklung innovativer Vermittlungsformate zur Unterstützung des Wissenserwerbs. In H. Mohr & D. Modarressi-Tehrani (Eds.). Museen der Zukunft. Trends und Herausforderungen eines innovationsorientierten Kulturmanagements (pp. 429-453). transcript.
- Kastner, L., Umbach, N., Jusyte, A., Ruiz Fernández, S., Nommensen, S., & Gerjets, P. (2020). Kulturelle Bildung im Kunstmuseum evidenzbasiert gestalten: Entwicklung und Evaluation (digitaler) Kunstkurse zur Förderung sozial-emotionaler Fähigkeiten von Jugendlichen. In S. Timm, J. Costa, C. Kühn, & A. Scheunpflug (Eds.). Kulturelle Bildung. Theroretische Perspektiven, methodologische Herausforderungen und empirische Befunde (pp. 231-246). Waxmann.
- Kammerer, Y., & Brand-Gruwel, S. (2020). Trainings and tools to foster source credibility evaluation during web search. In W.-T. Fu & H. van Oostendorp (Eds.). Understanding and improving information search (pp. 213-243). Springer.
- Gerjets, P., & Scheiter, K. (2019). Digitale Medien in Unterrichtskontexten. In O. Köller, M. Hasselhorn, F. W. Hesse, K. Maaz, J. Schrader, H. Solga, C. K. Spieß, & K. Zimmer (Eds.). Das Bildungswesen in Deutschland. Bestand und Potenziale (pp. 865-894). Klinkhardt.
- Salmerón, L., Strømsø, H. I., Kammerer, Y., Stadtler, M., & van den Broek, P. (2018). Comprehension processes in digital reading. In M. Barzillai, J. Thomson, S. Schroeder, & P.W. van den Broek (Eds.). Learning to read in a digital world (pp. 91-120). John Benjamins Publishing.
- Salmerón, L., Kammerer, Y., & Delgado, P. (2018). Non-academic multiple source use in the Internet. In J. L. G. Braasch, I. Bråten, & M. T. McCrudden (Eds.). Handbook of multiple source use (pp. 285-302). Routledge.
- Spüler, M., Krumpe, T., Walter, C., Scharinger, C., Rosenstiel, W., & Gerjets, P. (2017). Brain-computer interfaces for educational applications. In J. Buder & F. Hesse (Eds.). Informational Environments: Effects of Use, Effective Designs (pp. 177-201). Springer International Publishing.
- Gerjets, P. (2017). Learning and problem-solving withhypermedia in the twenty-first century: From hypertext to multiple web sources and multimodal adaptivity. In S. Schwan & U.Cress (Eds.). The psychology of digital learning (pp. 61-88). Springer International Publishing.
- Kammerer, Y., & Strømsø, H. I. (2016). Die Rolle epistemischer Überzeugungen bei der Informationssuche und Informationsbewertung im Internet. In A.-K. Mayer & T. Rosman (Eds.). Denken über Wissen und Wissenschaft. Epistemologische Überzeugungen als Gegenstand psychologischer Forschung (pp. 121-136). Pabst Science Publishers.
- Strømsø, H. I., & Kammerer, Y. (2016). Epistemic cognition and reading for understanding in the Internet age. In J. Greene, W. Sandoval, & I. Braten (Eds.). Handbook of epistemic cognition (pp. 230-246). Routledge.
- Kammerer, Y. (2016). Information Foraging Theorie. In N. Krämer, S. Schwan, D. Unz, & M. Suckfüll (Eds.). Medienpsychologie: Schlüsselbegriffe und Konzepte (pp. 84-89). Kohlhammer.
- Kammerer, Y., Oloff, C., & Gerjets, P. (2015). Erfassung von Fertigkeiten im Umgang mit dem Social Web. In A.-K. Mayer (Ed.). Informationskompetenz im Hochschulkontext – Interdisziplinäre Forschungsperspektiven (pp. 121-150). Pabst.
- Gerjets, P. (2014). Vom Nutzen psychologischer Forschung für das Kunstmuseum. In L. von Stieglitz & T. Brune (Eds.). Hin und Her - Dialoge in Museen zur Alltagskultur (Edition Museum, Band 9, pp. 113-124). Transcript Verlag.
- Kammerer, Y., & Gerjets, P. (2012). How search engine users evaluate and select Web search results: The impact of the search engine interface on credibility assessments. In D. Lewandowski (Ed.). Web search engine research (Vol. 4, pp. 251-279). Emerald Group Publishing Limited. https://doi.org/10.1080/0144929X.2011.599040
- Kammerer, Y., & Bohnacker, M. (2012). Unterstützung der Informationssuche von Grundschulkindern im Internet: Empfehlungen zur Gestaltung von Kinder-Suchmaschinen. In H. Gapski & T. Tekster (Eds.). Informationskompetenz von Kindern und Jugendlichen. Schriftenreihe Medienkompetenz des Landes Nordrhein-Westfalen (Bd. 14, pp. 51-65). kopaed.
- Kammerer, Y., & Gerjets, P. (2011). Searching and evaluating information on the WWW: Cognitive processes and user support. In K.-P. L. Vu & R. W. Proctor (Eds.). Handbook of human factors in Web design (2nd ed., pp. 283-302). CRC Press.
- Ayres, P., & Cierniak, G. (2011). Split-attention effect on learning. In N. M. Seel (Ed.). Encyclopedia of the sciences of learning (Vol. 7, pp. 3172-3175). Springer.
- Gerjets, P., Imhof, B., Kühl, T., Pfeiffer, V. D. I., Scheiter, K., & Gemballa, S. (2010). Using static and dynamic visualizations to support the comprehension of complex dynamic phenomena in the natural sciences. In L. Verschaffel, E. de Corte, T. de Jong, & J. Elen (Eds.). Use of external representations in reasoning and problem solving: Analysis and improvement (pp. 153-168). Routledge.
- Gerjets, P., & Kirschner, P. (2009). Learning from multimedia and hypermedia. In S. Ludvigsen, N. Balacheff, T. de Jong, A. Lazonder, & S. Barnes (Eds.). Technology-enhanced learning: Principles and products (pp. 251-272). Springer.
- Van Gog, T., Jarodzka, H. M., Scheiter, K., Gerjets, P., & Paas, F. (2008). Guiding students’ attention during example study by showing the model’s eye movements. In J. Zumbach, N. Schwartz, T. Seufert, & L. Kester (Eds.). Beyond knowledge: The legacy of competence (pp. 189-196). Springer.
- Jarodzka, H. M., Scheiter, K., Gerjets, P., & Van Gog, T. (2008). How does it swim? Comparing strategies of experts and novices in fish locomotion classification. In J. Zumbach, N. Schwartz, T. Seufert, & L. Kester (Eds.). Beyond knowledge: The legacy of competence (pp. 135-142). Springer.
- Tergan, S.-O. (2008). Lernen mit Hypermedien. In J. Zumbach, & H. Mandl (Eds.). Pädagogische Psychologie in Theorie und Praxis: Ein fallbasiertes Lehrbuch (pp. 49-60). Hogrefe.
- Opfermann, M., & Gerjets, P. (2008). Medienbasierter Erwerb von Problemlösewissen. In J. Zumbach, & H. Mandl (Eds.). Pädagogische Psychologie in Theorie und Praxis: Ein fallbasiertes Lehrbuch (pp. 121-131). Hogrefe.
- Schmidt-Weigand, F., & Scheiter, K. (2008). The influence of spatial text information on multimedia- and modality effects. In J. Zumbach, N. Schwartz, T. Seufert, & L. Kester (Eds.). Beyond knowledge: The legacy of competence (pp. 217-225). Springer.
- Scheiter, K., Wiebe, E., & Holsanova, J. (2008). Theoretical and instructional aspects of learning with visualizations. In R. Zheng (Ed.). Cognitive effects of multimedia learning (pp. 67-88). IGI Global.
- Scheiter, K., & Gerjets, P. (2007). Making your own order: Order effects in system- and user-controlled settings for learning and problem solving. In F. E. Ritter, J. Nerb, T. O'Shea, & E. Lehtinen (Eds.). In order to learn: How the sequence of topics influences learning (pp. 195-212). Oxford University Press.
- Jarodzka, H. M., Grebner, O., Ong, E., & Riss, U. V. (2007). Motivate users to construct collective knowledge via IT - A psychological view on pattern-based task management. In N. Gronau (Ed.). 4. Konferenz Professionelles Wissensmanagement - Erfahrungen und Visionen (pp. 372-381). GITO.
- Opfermann, M., Gerjets, P., & Scheiter, K. (2006). Do multimedia principles apply to hypermedia? The moderating role of different levels of learner control for the validity of multimedia design principles. In G. Clarebout, & J. Elen (Eds.). Avoiding simplicity, confronting complexity. Advances in studying and designing powerful (computer-based) learning environments (pp. 233-242). Sense Publishers.
- Opfermann, M., Gerjets, P., & Scheiter, K. (2006). How does hypermedia support learning? The role of different representational formats and varying levels of learner control for the applicability of multimedia design principles. In L. Markauskaite, P. Goodyear, & P. Reimann (Eds.). The 23rd Annual Conference of the Australian Society for Computers in Learning in Tertiary Education: Who's Learning? Whose Technology? (pp. 615-622). Sydney University Press.
- Scheiter, K., & Gerjets, P. (2006). The acquisition of problem schemata: Limitations of multiple examples. In G. Clarebout, & J. Elen (Eds.). Avoiding simplicity, confronting complexity. Advances in studying and designing powerful (computer-based) learning environments (pp. 287-296). Sense Publishers.
- Schuh, J., Gerjets, P., & Scheiter, K. (2006). Using an interactive comparison tool and dynamic visualizations of solution procedures to foster the acquisition of transferable problem-solving knowledge. In G. Clarebout, & J. Elen (Eds.). Avoiding simplicity, confronting complexity. Advances in studying and designing powerful (computer-based) learning environments (pp. 297-308). Sense Publishers.
- Tergan, S.-O. (2005). Digital concept maps for managing knowledge and information. In S.-O. Tergan, & T. Keller (Eds.). Knowledge and information visualization. Searching for synergies (pp. 173-191). Springer.
- Gerjets, P., Scheiter, K., & Catrambone, R. (2005). Improving procedural transfer in mathematics with interactive animations. In L. Verschaffel, E. DeCorte, G. Kanselaar, & M. Valcke (Eds.). Powerful environments for promoting deep conceptual and strategic learning (pp. 133-145). Leuven University Press.
- Tergan, S.-O. (2005). Individuelles Wissens- und Informationsmanagement. In H. Mandl, & (Eds.). Handbuch Lernstrategien (pp. 307-324). Hogrefe.
- Tergan, S.-O., & Keller, T. (Eds.). (2005). Knowledge and information visualization - Searching for synergies (LNCS 3426). Springer.
- Schorr, T. (2005). Kompetente Informationssuche im World Wide Web: Entwicklung und Evaluation eines Webtrainings für Schüler. Dissertation, Eberhard-Karls-Universität Tübingen.
- Neumann, A., Gräber, W., & Tergan, S.-O. (2005). ParIS - Visualizing ideas and information in a resource-based learning scenario. In S. -O. Tergan, & T. Keller (Eds.). Knowledge and information visualization. Searching for synergies (pp. 244-269). Springer.
- Schenkel, P., Fischer, A., & Tergan, S.-O. (2005). Stakeholder im Evaluationsnetz. In K. Wilbers (Ed.). Stolpersteine beim Cooperate E-Learning (pp. 135-143). Oldenburg.
- Tergan, S.-O. (2005). The use of digital concept maps as cognitive tools for managing knowledge and knowledge resources. In T. Barkowsky, C. Freksa, M. Hegarty, & R. Lowe (Eds.). Reasoning with mental and external diagrams: Computational modelling and spatial assistance. Papers from the 2005 AAAI Spring Symposium. Technical Report SS-05-06 (pp. 73-76). AAAI press.
- Keller, T., & Tergan, S.-O. (2005). Visualizing knowledge and information: An introduction. In S.-O. Tergan & T. Keller (Eds.). Knowledge and information visualization - Searching for synergies (pp. 1-23). Springer.
Proceedings and special issues
- Scharinger, C. (Ed.). (2018). Fixation-related EEG frequency band power analysis: A promising methodology for studying instructional design effects of multimedia learning material. Frontline Learning Research, 6(3).
- Brand-Gruwel, S., & Gerjets, P. (Eds.). (2008). Instructional support for enhancing students’ information problem solving ability. Computers in Human Behavior, 24(3).
- Kirschner, P., & Gerjets, P. (Eds.). (2006). Instructional design for effective and enjoyable computer-supported learning. Computers in Human Behavior, 22(1).
- Tergan, S. -O., Keller, T., & Burkhard, R. (Eds.). (2006). Integrating knowledge and information: digital concept maps as a bridging technology. Information Visualization, 5(3).
Position papers and statements
- Köller, O., Thiel, F., van Ackeren-Mindl, I., Anders, Y., Becker-Mrotzek, M., Cress, U., Diehl, C., Kleickmann, T., Lütje-Klose, B., Prediger, S., Seeber, S., Ziegler, B., Lewalter, D., Maaz, K., Reintjes, C., Stanat, P., Drachsler, H., Frederking, V., Fütterer, T., ... Zesch, T. (2024). Large Language Models und ihre Potenziale im Bildungssystem. Ständige Wissenschaftliche Kommission (SWK) der Kultusministerkonferenz, Bonn. https://www.swk-bildung.org/veroeffentlichungen/115-2/
Research data
- Ditrich, L., & Lachmair, M. (2025). Dataset for: A "front-row seat" to catastrophe: Testing the effect of immersive technologies on sympathy and pro-environmental behavior in the context of rising sea levels [Data set]. https://doi.org/10.23668/psycharchives.15947
- Cervera Torres, S., Ruiz Fernández, S., Lachmair, M., Riekert, M., & Gerjets, P. (2021). Altering emotions near the hand: Approach–avoidance swipe interactions modulate the perceived valence of emotional pictures. https://doi.org/10.6084/m9.figshare.6825416.v1
- Kastner, L., Umbach, N., Jusyte, A., Cervera Torres, S., Ruiz Fernández, S., Nommensen, S., & Gerjets, P. (2021). Designing visual-arts education programs for transfer effects: Development and experimental evaluation of (digital) drawing courses in the art museum designed to promote adolescents’ socio-emotional skills. https://www.frontiersin.org/articles/10.3389/fpsyg.2020.603984/full#supplementary-material
- Kasneci, E., Kasneci, G., Appel, T., Haug, J., Wortha, F., Tibus, M., Trautwein, U., & Gerjets, P. (2021). Metadata record for: TüEyeQ: A rich IQ test performance data set with eye movement, educational and socio-demographic information. https://doi.org/10.6084/m9.figshare.14173244
- Cervera Torres, S., Ruiz Fernández, S., Lachmair, M., & Gerjets, P. (2020). Coding valence in touchscreen interactions: Hand dominance and lateral movement influence valence appraisals of emotional pictures. https://doi.org/10.6084/m9.figshare.5457268
- Cervera Torres, S., Ruiz Fernández, S., Lachmair, M., & Gerjets, P. (2020). Coding valence in touchscreen interactions: hand dominance and lateral movement influence valence appraisals of emotional pictures. https://figshare.com/s/b6c4e44d57b0b59204bc
- Kasneci, E., Kasneci, G., Appel, T., Haug, J., Wortha, F., Tibus, M., Trautwein, U., & Gerjets, P. (2020). TüEyeQ: A rich IQ test performance data set with eye movement, educational and socio-demographic information. https://doi.org/10.7910/DVN/JGOCKI
- Ruiz Fernández, S., Kastner, L., Cervera Torres, S., Müller, J., & Gerjets, P. (2019). Moved by emotions: Affective concepts representing personal life events induce freely performed steps in line with combined sagittal and lateral space-valence associations. https://www.frontiersin.org/articles/10.3389/fpsyg.2019.02787/full#supplementary-material
- Cervera Torres, S., Ruiz Fernández, S., Lachmair, M., & Gerjets, P. (2018). Valence-space associations in touchscreen interactions: Valence match between emotional pictures and their vertical touch location leads to pictures positive evaluation. https://doi.org/10.6084/m9.figshare.6066536.v1
Software
- Müller, T., Mock, P., Pardi, G., Oestermeier, U., & Gerjets, P. (2024). Constable 1.0: Content sharing on the multi-touch table. Leibniz-Institut für Wissensmedien, Tübingen.
- Müller, T., Mock, P., Pardi, G., Oestermeier, U., & Gerjets, P. (2024). Constable 2.0: Content sharing on the multi-touch table. Leibniz-Institut für Wissensmedien, Tübingen.
- Maiero, J. (2024). Demo: SoundSpace – VR-Anwendung zum Erlernen von Noten anhand von MIDI-Daten. Leibniz-Institut für Wissensmedien, Tübingen.
- Maiero, J. (2024). Einbindung von Motion-Capturing-Daten in eine virtuelle Umgebung – mit Fokus auf Tanz und Bewegung. Leibniz-Institut für Wissensmedien, Tübingen.
- Molitor, M. K., & Maiero, J. (2024). Entwicklung einer Studienumgebung zur Analyse der Unterschiede zwischen virtuellen und physischen Ausstellungsräumen sowie die Auswirkungen auf die Kunsterfahrung und das Lernen. Leibniz-Institut für Wissensmedien, Tübingen.
- Maiero, J. (2024). Generische Implementierung eines Fahrrad-Interface für die Navigation in virtuellen Welten. Leibniz-Institut für Wissensmedien, Tübingen.
- Maiero, J., Halfmann, M., & Gerjets, P. (2024). Immersive Kafka-Universum für die Kafka-Ausstellung im Deutschen Literaturarchiv. Leibniz-Institut für Wissensmedien, Tübingen.
- Maiero, J., Pardi, G., & Halfmann, M. (2024). Immersive Versuchsumgebung für das Erlernen des Atomaufbaus und der Molekülgeometrie. Leibniz-Institut für Wissensmedien, Tübingen.
- Oestermeier, U., & Kupke, S. (2024). Kafkatisch - Multiuser-Applikation für die Kafka-Ausstellung im Deutschen Literaturarchiv in Marbach. Leibniz-Institut für Wissensmedien, Tübingen.
- Maiero, J., Peiffer-Siebert, L., Özbek, O., & Hochstetter, G. (2024). Kollaborative VR-Lernumgebung für die Lehrerforbildung im Geschichtskontext, speziell Bernini. Leibniz-Institut für Wissensmedien, Tübingen.
- Halfmann, M., & Maiero, J. (2024). Mixed Reality App der Kretschmannwespe als Multi-User Anwendung zur gemeinsamen Interaktion mit dem 3D Modell. Leibniz-Institut für Wissensmedien, Tübingen.
- Maiero, J. (2024). Versuchs- und Fahrsimulationsumgebung, einschließlich einer auditiven, dualen Reaktionszeitaufgabe. Leibniz-Institut für Wissensmedien, Tübingen.
- Halfmann, M., Wagner, R., Pardi, G., & Gerjets, P. (2024). Versuchsanwendung zum Betrachten von 360 Grad Videos im Vergleich mit 2D Videos zum Thema Wissenschaftskommunikation. Leibniz-Institut für Wissensmedien, Tübingen.
- Maiero, J., & Halfmann, M. (2024). Virtuelle Umgebung zum Betrachten von Breakdance-Videos. Leibniz-Institut für Wissensmedien, Tübingen.
- Gerjets, P., Oestermeier, U., Brucker, B., Kupke, S., & Klemke, A. (2020). Projekt „NarrAItions: Ko-Kreation narrativer Kurztexte mit KI: Effekte auf Textrezeption und -produktion“.
- Lachmair, M. (2019). Obersalzberg 3: NS-Propaganda in VR-Umgebungen.
- Halfmann, M., Lachmair, M., & Mock, P. (2019). Versuchsumgebung – Wissensräume in virtueller Realität.
- Klemke, A., & Gerjets, P. (2019). Versuchsumgebung: IWM-Study DanceBox01.
- Halfmann, M. (2019). Virtual Reality Umgebung: Darstellung eines Architekturmodells der Neukonzeption der Dokumentation Obersalzberg in VR.
- Gerjets, P., Özbek, O., Blattner, E., Brucker, B., Peiffer-Siebert, L., & Edelmann, J. (2013). ARTcard - Hypermediale Aufbereitung von Besucherinformationen im Kunstmuseum.
- Kornmann, J., Gemballa, S., Siebert, J., Quantz, T., Kammerer, Y., Brucker, B., & Gerjets, P. (2012). FishDiscovery - Hypermediale Aufbereitung für biologische Inhalte.
- Bach, D., Gemballa, S., Pfeiffer, V. D. I., Schleiss, M., von Staden, D., Scheiter, K., Gerjets, P., & Schilling, A. (2008). Dynamische Lehrsequenzen – Süßwasserfische 1.0.
- Pfeiffer, V. D. I., Gemballa, S., Nothdurft, M., Bach, D., Schleiss, M., von Staden, D., Scheiter, K., Gerjets, P., & Schilling, A. (2008). Dynamische Lehrsequenzen – Süßwasserfische 2.0.
- Bubner, A.-M., Gemballa, S., Pfeiffer, V. D. I., Schwab, M., Schleiss, M., Schmid-Kloss, G., von Staden, D., Scheiter, K., Gerjets, P., & Schilling, A. (2008). Dynamische-realistische Lehrsequenzen - Rifffische.
- Jarodzka, H. M., Gresse, P., Bächtle, A., Halbersztajn, M., Schulte, R., Wollet, B., Schaugg, J., Scheiter, K., & Gerjets, P. (2008). Gnomtilus – Schätze der Tiefe.
- Bubner, A.-M., Gemballa, S., Pfeiffer, V. D. I., Schwab, M., Schleiss, M., Schmid-Kloss, G., von Staden, D., Scheiter, K., Gerjets, P., & Schilling, A. (2008). Statisch-realistische Lehrsequenzen - Rifffische.
- Schwab, M., Gemballa, S., Pfeiffer, V. D. I., Bubner, A.-M., Schleiss, M., Schmid-Kloss, G., von Staden, D., Scheiter, K., Gerjets, P., & Schilling, A. (2008). Statisch-schematische Lehrsequenzen - Rifffische.
- Bach, D., Gemballa, S., Pfeiffer, V. D. I., Schleiss, M., von Staden, D., Scheiter, K., Gerjets, P., & Schilling, A. (2008). Statische Lehrsequenzen – Süßwasserfische 1.0.
- Pfeiffer, V. D. I., Gemballa, S., Nothdurft, M., Bach, D., Schleiss, M., von Staden, D., Scheiter, K., Gerjets, P., & Schilling, A. (2008). Statische Lehrsequenzen – Süßwasserfische 2.0.
Other publications
- Führer, C., & Gerjets, P. (2024). How to understand & write literature with AI? Potentiale und Risiken von KI-Tools für Literarisches Lesen und Schreiben. MiDU - Medien im Deutschunterricht, 6(1), 1-18. https://doi.org/10.18716/OJS/MIDU/2024.1.3
- Scholl, A. (2024). Klopf klopf… Warum wir andere bei der Arbeit unterbrechen. wissensdialoge.de. https://wissensdialoge.de/unterbrechungen_bei_der_arbeit/ [Online article]
- Hoberg, N. G., Strobel, B., & Kathmann, J. (2024). Mit Games zur Resilienz. Bundeszentrale für politische Bildung. https://www.bpb.de/themen/kultur/digitale-spiele/546929/mit-games-zur-resilienz/ [Online article]
- Cervera Torres, S., Ruiz Fernández, S., & Gerjets, P. (2024). Spatial Affective Interaction (SAI): A framework for research on affective processing by manual interactions with digital objects. PsyArXiv Preprints. https://doi.org/10.31234/osf.io/y2p57
- Fütterer, T., Gerjets, P., Cress, U., Lachner, A., Meurers, D., Köller, O., Fischer, F., Scheiter, K., Nuxoll, F., Bronner, P., Blume, B., & Trautwein, U. (2024). Wissenschaftler zu Kritik an Digitalem: „Wir sollten uns nicht beirren lassen“. Sonderheft des Verband Bildung und Erziehung (VBE)(02-2024), 5-8.
- Gunser, V. E., & Dischinger, E. (2022). Das NarrAItions Projekt vom Leibniz-Institut für Wissensmedien & Deutschen Literaturarchiv Marbach. https://creaitix.com/beitrag/427/Das%20NarrAItions%20Projekt%20vom%20Leibniz-Institut%20f%C3%BCr%20W
- Brucker, B. (2021). Abgelehntes Gutachten für die Zeitschrift Learning and Instruction.
- Kammerer, Y. (2019). Textverständnis beim Lesen digitaler und gedruckter Texte. Seminar, 3/2019, 64-72.
- Cierniak, G., Imhof, B., Clark, W., Wasson, B., Hansen, C., Hillemann, E., & Kickmeier-Rust, M. (2011). Report on baseline studies and requirement analysis. http://www.next-tell.eu/publications/.
- Kammerer, Y. (2011). Separating the wheat from the chaff: The role of evaluation instructions, user characteristics, and the search interface in evaluating information quality during Web search on medical and health-related issues. http://tobias-lib.uni-tuebingen.de/frontdoor.php?source_opus=5812&la=de
- Imhof, B., Jarodzka, H. M., & Gerjets, P. (2009). Classifying instructional visualizations: A psychological approach. IMAGE. Zeitschrift für interdisziplinäre Bildwissenschaft, 10, 99-123. http://www.gib.uni-tuebingen.de/own/journal/pdf/image_10.pdf
- Pfeiffer, V. D. I., Jarodzka, H. M., Imhof, B., & Gemballa, S. (2008). Diversität von Rifffischen - Schüler arbeiten im Aquarium. Praxis der Naturwissenschaften - Biologie in der Schule, 57(1), 21-28.
- Tergan, S.-O. (2005). Concept Maps & E-Learning. http://www.e-teaching.org/didaktik/gestaltung/visualisierung/abstrakt/Concept_Maps.pdf
- Tergan, S.-O. (2005). Selbstgesteuert Wissen managen mit digitalen Concept Maps. Personalführung, 6, 112-126.