Multiple Representations

The Multiple Representations lab investigates the information processes involved in learning with combined symbol systems, especially text-picture combinations, and how to provide instructional support for learners who engage in these processes.

Digital media are increasingly used in formal teaching and learning contexts such as schools and universities. The explanation of to-be-learned phenomena within these media takes place by using combinations of different representation formats such as texts, pictures, animations or simulations. The research group is engaged in researching these multi-representational learning environments.

Focus of the lab

Multiple representations can be conducive to learning for various reasons, but their effectiveness depends on certain processes. In particular, learners must link essential information from text and image in memory (cognitive processes). Particularly during longer learning episodes, there is also a need for self-regulation of the learning process. Learners must develop a correct assessment of their current state of knowledge, which, among other things, allows them to control future learning activities in such a way that any gaps in knowledge that may still exist can be eliminated (metacognitive processes). Accordingly, a first goal of the research group is the empirical description of cognitive and metacognitive processes in learning with multiple representations.

Learners often have difficulties in carrying out these cognitive and metacognitive learning processes. Therefore, another objective is to develop support measures. On the one hand, these are based on an extension of classical teaching-learning scenarios by further multi-representational media (e.g. virtual experiments). On the other hand, specific features of digital media are used to develop support measures for learning with multiple representations (e.g. adaptive feedback based on process data). Research in this area is therefore concerned with the digital augmentation of teaching and learning scenarios.

Employees

Portrait of Ulrike Cress
Prof. Dr. Ulrike Cress

Head of Lab

+49 7071 979-209u.cress@iwm-tuebingen.de
Portrait of Anne Schüler
PD Dr. Anne Schüler

Deputy Head of Lab

+49 7071 979-341a.schueler@iwm-tuebingen.de
Portrait of Petra Ebert
Petra Ebert

Team assistance

+49 7071 979-338p.ebert@iwm-tuebingen.de
Portrait of Katharina Fleig
Katharina Fleig

Scientist

+49 7071 979-333k.fleig@iwm-tuebingen.de
Portrait of Özlem Göktürk
Özlem Göktürk

Staff

+49 7071 979-272oe.goektuerk@iwm-tuebingen.de

Associated scientists

Portrait of Pauline Frick
Dr. Pauline Frick

Scientist

p.frick@iwm-tuebingen.de

Projects

  • The effects of AI-generated feedback in the context of adaptive learning systems

    Multiple Representations

    Duration 08/2020 - open

    Adaptive learning systems should support learners by, e.g., personalized feedback. In this dissertation project, a tool is developed that automatically analyzes learners' written answers based on Natural Language Processing methods. This tool will then be implemented in a learning environment that provides automatic feedback adapted to the learners' answers. Subsequently, the impact of this feedback on performance and user acceptance will be investigated.

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  • Monitoring and control during learning and problem solving

    Multiple Representations

    Duration 12/2019 - open

    In this project, metacognitive processes in learning and problem solving are investigated. Learners need to constantly regulate their learning process, i.e., they need to monitor and control the cognitive resources they use to accomplish the (learning) task. The adequate regulation of cognitive resources plays a central role in learning, which is why the results from this project are relevant, for instance, in school or university contexts.

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  • Reactivation processes when reading illustrated texts

    Multiple Representations

    Duration 01/2021 - 12/2024

    Often, information is conveyed through illustrated texts. While there are many models regarding the cognitive processes involved in reading, there is little research on how pictures influence these processes. By better understanding the cognitive processes that take place when reading illustrated text, it is possible to extend existing theories. This knowledge is relevant wherever learning through illustrated texts occurs e.g., in (higher) education.

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  • TüDiLab: The Tübingen Digital Teaching Lab

    Multiple Representations

    Duration 07/2016 - open

    The Tübingen Digital Teaching Lab (TüDiLab) simulates a classroom equipped with up-to-date digital media and data collection instruments. The project has two aims: (1) practice-oriented professionalization of teachers related to their media competence in the context of the Tübingen School of Education, and (2) research on the effects of teaching with digital media.

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  • Order effects when reading multiple texts

    Multiple Representations

    Duration 08/2017 - open

    When searching for information on the Internet, one often comes across different, often contradictory explanations for the same phenomenon. This project investigates how reading different explanations for the same natural phenomenon affects recall performance and how sequence effects influence recall performance. The results from this project are relevant wherever information retrieval plays a role, for example, in school or university.

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  • Validation and reactivation processes in learning with texts and pictures

    Multiple Representations

    Duration 01/2021 - 06/2024

    Learning with texts and pictures, so-called multimedia material, plays a central role in different learning contexts (e.g. school). While the positive effect of text-picture combinations on learning success has been demonstrated frequently, the underlying cognitive processes have received less attention so far. Therefore, the project focuses on the cognitive processes in learning with text-picture combinations. We aim to further develop existing theories and to derive supportive measures for learners.

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  • Changing misconceptions through refutational text and pictorial representations

    Multiple Representations

    Duration 01/2018 - open

    Many people have misconceptions about scientific phenomena. Research shows that texts in which these misconceptions are explicitly addressed (refutational text) represent a possibility for long-term revision of misconceptions. This project investigates whether pictorial representations (self-generated drawings, pictures, videos) can further reinforce this positive effect. The results of this project are relevant wherever misconceptions play a role (e.g. school or university).

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  • Multimedia representations in item response options

    Multiple Representations

    Duration

    Research on multimedia testing showed beneficial effects of (adding) pictures in test items. This research, how-ever, mainly focused on the item stem. Effects of multimedia in the response options has scarcely been exam-ined. Using a concept inventory on ray optics, we will examine the effect of presentation formats in item re-sponse options. Eye movement data will provide insight into underlying mechanisms of such effects. <br>

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Publications

Articles (peer-reviewed)

  • Ronconi, A., Mason, L., Manzione, L., & Schüler, A. (2025). Effects of digital reading with on-screen distractions: An eye-tracking study. Journal of Computer Assisted Learning, 41(1), Article e13106. https://doi.org/10.1111/jcal.13106

    Open Access

  • Frick, P., Kendeou, P., & Schüler, A. (2025). Knowledge revision processes during reading: How pictures influence the activation of outdated information. Memory & Cognition, 53, 547-567. https://doi.org/10.3758/s13421-024-01586-9

    Open AccessPreregistration 1 | 2 | 3 | 4 DataStudy materialCode

  • Schüler, A., & Frick, P. (2025). Unveiling passive cross-modal reactivation and validation processes in the processing of multimedia material. Learning and Instruction(97), Article 102117. https://doi.org/10.1016/j.learninstruc.2025.102117

    Open AccessPreregistration 1 | 2 DataStudy materialCode

  • Schüler, A., & Frick, P. (2024). Do passive cross-modal validation processes occur when processing multimedia materials? Learning and Instruction, 93, Article 101956. https://doi.org/10.1016/j.learninstruc.2024.101956

    Open AccessPreregistration 1 | 2 | 3 | 4 | 5 | 6 DataStudy materialCode

  • Backfisch, I., Sibley, L., Lachner, A., Kirchner, K. T., Hische, C., & Scheiter, K. (2024). Enhancing pre-service teachers’ technological pedagogical content knowledge (TPACK): Utility-value interventions support knowledge integration. Teaching and Teacher Education, 142, Article 104532. https://doi.org/10.1016/j.tate.2024.104532

    Open Access

  • Odontides, L., Scheiter, K., Shiozawa, T., Fischer, M. R., Kugelmann, D., & Berndt, M. (2024). Influence of learning strategies and motivation on anatomy test performance of undergraduate medical students. Annals of Anatomy - Anatomischer Anzeiger, 256, Article 152320. https://doi.org/10.1016/j.aanat.2024.152320

    Open Access

  • Hoch, E., Scheiter, K., & Sassenberg, K. (2024). Promotion focus, but not prevention focus of teachers and students matters when shifting towards technology-based instruction in schools. Scientific Reports, 14, Article 22030. https://doi.org/10.1038/s41598-024-73463-z

    Open Access

  • Borchers, C.*, Eder, T. F.*, Richter, J., Keutel, C., Huettig, F., & Scheiter, K. (2023). A time slice analysis of dentistry students’ visual search strategies and pupil dilation during diagnosing radiographs. PLOS ONE, 18(6), Article e0283376. *shared first authorship. https://doi.org/10.1371/journal.pone.0283376

    Open Access

  • Hoch, E., Fleig, K., & Scheiter, K. (2023). Can monitoring prompts help to reduce a confidence bias when learning with multimedia? Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, 55(2-3), 77-90. https://doi.org/10.1026/0049-8637/a000279

    Open Access

  • Hoch, E.*, Sidi, Y.*, Ackerman, R., Hoogerheide, V., & Scheiter, K. (2023). Comparing mental effort, difficulty, and confidence appraisals in problem-solving: a metacognitive perspective. Educational Psychology Review, 35(2), Article 61. *shared first authorship. https://doi.org/10.1007/s10648-023-09779-5

    Open Access

  • Styn, A., Scheiter, K., Fischer, M. R., Shiozawa, T., Behrmann, F., Steffan, A., Kugelmann, D., & Berndt, M. (2023). Effects of tablet‐based drawing and paper‐based methods on medical students' learning of gross anatomy. Anatomical Sciences Education, 16(2), 266-279. https://doi.org/10.1002/ase.2237

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  • Frick, P., & Schüler, A. (2023). Extending the theoretical foundations of multimedia learning: Activation, integration, and validation occur when processing illustrated texts. Learning and Instruction, 87, Article 101800. https://doi.org/10.1016/j.learninstruc.2023.101800

    Open Access

  • Fütterer, T.*, Hoch, E.*, Lachner, A., Scheiter, K., & Stürmer, K. (2023). High-quality digital distance teaching during COVID-19 school closures: Does familiarity with technology matter? Computers & Education, 199, Article 104788. *shared first authorship. https://doi.org/10.1016/j.compedu.2023.104788

    Open Access

  • Flegr, S., Kuhn, J., & Scheiter, K. (2023). How to foster STEM learning during Covid-19 remote schooling: Combining virtual and video experiments. Learning and Instruction, 86, Article 101778. https://doi.org/10.1016/j.learninstruc.2023.101778

    Open Access

  • Hoch, E., Scheiter, K., & Stalbovs, K. (2023). How to support learning with multimedia instruction: Implementation intentions help even when load is high. British Journal of Psychology, 114(2), 315-334. https://doi.org/10.1111/bjop.12620

    Open Access

  • Froehlich, L., Sassenberg, K., Jonkmann, K., Scheiter, K., & Stürmer, S. (2023). Student diversity and e‐exam acceptance in higher education. Journal of Computer Assisted Learning, 39(4), 1196-1210. https://doi.org/10.1111/jcal.12794

    Open Access

  • Flegr, S., Kuhn, J., & Scheiter, K. (2023). When the whole is greater than the sum of its parts: Combining real and virtual experiments in science education. Computers & Education, 197, Article 104745. https://doi.org/10.1016/j.compedu.2023.104745

    Open Access

  • Rögele, A., Scheiter, K., & Randler, C. (2022). Can involvement induced by guidance foster scientific reasoning and knowledge of participants of a Citizen Science project? International Journal of Science Education, Part B, 12(2), 94-110. https://doi.org/10.1080/21548455.2022.2043567

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  • Roelle, J., Schweppe, J., Endres, T., Lachner, A., Aufschnaiter, C. v., Renkl, A., Eitel, A., Leutner, D., Rummer, R., Scheiter, K., & Vorholzer, A. (2022). Combining retrieval practice and generative learning in educational contexts promises and challenges. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, 54(4), 142-150. https://doi.org/10.1026/0049-8637/a000261

    Open Access

  • Wörner, S., Becker, S., Küchemann, S., Scheiter, K., & Kuhn, J. (2022). Development and validation of the ray optics in converging lenses concept inventory. Physical Review Physics Education Research, 18(2), Article 020131. https://doi.org/10.1103/physrevphyseducres.18.020131

    Open Access

  • Scheiter, K., & Eder, T. F. (2022). Digitale Medien als Anstoß für Schulentwicklung. Pädagogik, 6, 18-21. https://doi.org/10.3262/PAED2206018

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  • Jacob, L., Lachner, A., & Scheiter, K. (2022). Do school students’ academic self-concept and prior knowledge constrain the effectiveness of generating technology-mediated explanations? Computers & Education, 182, Article 104469. https://doi.org/10.1016/j.compedu.2022.104469

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  • Omarchevska, Y., Lachner, A., Richter, J., & Scheiter, K. (2022). Do video modeling and metacognitive prompts improve self-regulated scientific inquiry? Educational Psychology Review, 34(2), 1025-1061. https://doi.org/10.1007/s10648-021-09652-3

    Open Access

  • Ring, M., Brahm, T., Richter, J., Scheiter, K., & Randler, C. (2022). Does active or passive signaling support integration of text and graphs? Applied Cognitive Psychology, 36(1), 43-58. https://doi.org/10.1002/acp.3896

    Open Access

  • Richter, T., Berger, R., Ebersbach, M., Eitel, A., Endres, T., Ferri, R. B., Hänze, M., Lachner, A., Leutner, D., Lipowsky, F., Nemeth, L., Renkl, A., Roelle, J., Rummer, R., Scheiter, K., Schweppe, J., Aufschnaiter, C. v., & Vorholzer, A. (2022). How to promote lasting learning in schools. Theoretical approaches and an agenda for research. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, 54(4), 135-141. https://doi.org/10.1026/0049-8637/a000258

    Open Access

  • Eder, T. F., Scheiter, K., Richter, J., Keutel, C., & Hüttig, F. (2022). I see something you do not: Eye movement modelling examples do not improve anomaly detection in interpreting medical images. Journal of Computer Assisted Learning, 38(2), 379-391. https://doi.org/10.1111/jcal.12619

    Open Access

  • Schüler, A., & Wesslein, A.-K. (2022). Investigating the effect of deictic tracing on multimedia learning. Learning and Instruction, 77, Article 101525. https://doi.org/10.1016/j.learninstruc.2021.101525

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  • Omarchevska, Y., Lachner, A., Richter, J., & Scheiter, K. (2022). It takes two to tango: How scientific reasoning and self-regulation processes impact argumentation quality. Journal of the Learning Sciences, 31(2), 237-277. https://doi.org/10.1080/10508406.2021.1966633

    Open Access

  • Fütterer, T., Scheiter, K., Cheng, X., & Stürmer, K. (2022). Quality beats frequency? Investigating students’ effort in learning when introducing technology in classrooms. Contemporary Educational Psychology, 69, Article 102042. https://doi.org/10.1016/j.cedpsych.2022.102042

    Open Access

  • Richter, J., Lachner, A., Jacob, L., Bilgenroth, F., & Scheiter, K. (2022). Self‐concept but not prior knowledge moderates effects of different implementations of computer‐assisted inquiry learning activities on students' learning. Journal of Computer Assisted Learning, 38(4), 1141-1159. https://doi.org/10.1111/jcal.12673

    Open Access

  • Wörner, S., Kuhn, J., & Scheiter, K. (2022). The best of two worlds: A systematic review on combining real and virtual experiments in science education. Review of Educational Research, 92(6), 911-952. https://doi.org/10.3102/00346543221079417

    Open Access

  • Ebersbach, M., Lachner, A., Scheiter, K., & Richter, T. (2022). Using spacing to promote lasting learning in educational contexts promises and challenges. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, 54(4), 151-163. https://doi.org/10.1026/0049-8637/a000259

    Open Access

  • Eder, T. F., Richter, J., Scheiter, K., Huettig, F., & Keutel, C. (2021). Comparing radiographs with signaling improves anomaly detection of dental students: An eye‐tracking study. Applied Cognitive Psychology, 35, 909-923. https://doi.org/10.1002/acp.3819

    Open Access

  • Coppens, L. C., Postema, C. E. S., Schüler, A., Scheiter, K., & Van Gog, T. (2021). Development of attention and accuracy in learning a categorization task. Frontiers in Psychology, 12, Article 544135. https://doi.org/10.3389/fpsyg.2021.544135

    Open Access

  • Jaekel, A.-K., Scheiter, K., & Göllner, R. (2021). Distance teaching during the COVID-19 crisis: Social connectedness matters most for teaching quality and students’ learning. AERA Open, 7(1), 1-14. https://doi.org/10.1177/23328584211052050

    Open Access

  • Krebs, M.-C., Schüler, A., & Scheiter, K. (2021). Do prior knowledge, model-observer similarity and social comparison influence the effectiveness of eye movement modeling examples for supporting multimedia learning? Instructional Science, 49(5), 607-635. https://doi.org/10.1007/s11251-021-09552-7

    Open Access

  • Jacob, L., Lachner, A., & Scheiter, K. (2021). Does increasing social presence enhance the effectiveness of writing explanations? PLOS ONE, 16(4), Article e0250406. https://doi.org/10.1371/journal.pone.0250406

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  • Scheiter, K., & Gogolin, I. (2021). Editorial: Bildung für eine digitale Zukunft. Zeitschrift für Erziehungswissenschaft, 24(5), 1033-1037. https://doi.org/10.1007/s11618-021-01049-w

    Open Access

  • Hammer, M., Göllner, R., Scheiter, K., Fauth, B., & Stürmer, K. (2021). For whom do tablets make a difference? Examining student profiles and perceptions of instruction with tablets. Computers & Education, Article 104147. https://doi.org/10.1016/j.compedu.2021.104147

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  • Richter, J., Wehrle, A., & Scheiter, K. (2021). How the poor get richer: Signaling guides attention and fosters learning from text‐graph combinations for students with low, but not high prior knowledge. Applied Cognitive Psychology, 35(3), 632-645. https://doi.org/10.1002/acp.3786

    Open Access

  • Eder, T. F., Richter, J., Scheiter, K., Keutel, C., Castner, N., Kasneci, E., & Huettig, F. (2021). How to support dental students in reading radiographs: effects of a gaze-based compare-and-contrast intervention. Advances in Health Sciences Education, 26(1), 159-181. https://doi.org/10.1007/s10459-020-09975-w

    Open Access

  • Schüler, A., & Merkt, M. (2021). Investigating text‐picture integration in videos with the multimedia contradiction paradigm. Journal of Computer Assisted Learning, 37, 718-734. https://doi.org/10.1111/jcal.12518

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  • Ainsworth, S., & Scheiter, K. (2021). Learning by drawing visual representations: Potential, purposes, and practical implications. Current Directions in Psychological Science, 30(1), 61-67. https://doi.org/10.1177/0963721420979582

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  • Scheiter, K. (2021). Lernen und Lehren mit digitalen Medien: Eine Standortbestimmung. Zeitschrift für Erziehungswissenschaft, 24(5), 1039-1060. https://doi.org/10.1007/s11618-021-01047-y

    Open Access

  • Hammer, H., Scheiter, K., & Stürmer, K. (2021). New technology, new role of parents: How parents' beliefs and behavior affect students' digital media self-efficacy. Computers in Human Behavior, 116, Article 106642. https://doi.org/10.1016/j.chb.2020.106642

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  • Backfisch, I., Scherer, R., Siddiq, F., Lachner, A., & Scheiter, K. (2021). Teachers’ technology use for teaching: Comparing two explanatory mechanisms. Teaching and Teacher Education, 104, Article 103390. https://doi.org/10.1016/j.tate.2021.103390

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  • Scheiter, K. (2021). The Cambridge handbook of cognition and education (book review). British Journal of Psychology, 112(1), 368-370. https://doi.org/10.1111/bjop.12489

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  • Hoch, E., Scheiter, K., Stalbovs, K., & Gerjets, P. (2021). The intention was good: How promoting strategy use does not improve multimedia learning for secondary students. British Journal of Educational Psychology, 91(4), 1291-1309. https://doi.org/10.1111/bjep.12417

    Open Access

  • Backfisch, I., Lachner, A., Stürmer, K., & Scheiter, K. (2021). Variability of teachers’ technology integration in the classroom: A matter of utility! Computers & Education, 166, Article 104159. https://doi.org/10.1016/j.compedu.2021.104159

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  • Wörner, S., Fischer, C., Kuhn, J., Scheiter, K., & Neumann, I. (2021). Video analysis to examine Kepler’s laws of planetary motion. The Physics Teacher, 59(8), 660-661. https://doi.org/10.1119/10.0006924

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  • Fütterer, T., Hoch, E., Stürmer, K., Lachner, A., Fischer, C., & Scheiter, K. (2021). Was bewegt Lehrpersonen während der Schulschließungen? – Eine Analyse der Kommunikation im Twitter-Lehrerzimmer über Chancen und Herausforderungen digitalen Unterrichts. Zeitschrift für Erziehungswissenschaft, 24(2), 443-477. https://doi.org/10.1007/s11618-021-01013-8

    Open Access

  • Schmidgall, S. P., Scheiter, K., & Eitel, A. (2020). Can we further improve tablet-based drawing to enhance learning? An empirical test of two types of support. Instructional Science, 48(4), 453-474. https://doi.org/10.1007/s11251-020-09513-6

    Open Access

  • Scheiter, K. (2020). Embracing complexity in research on learning from examples and from problem solving. Applied Cognitive Psychology, 34(4), 906-911. https://doi.org/10.1002/acp.3702

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  • Richter, J., Scheiter, K., Eder, T. F., Huettig, F., & Keutel, C. (2020). How massed practice improves visual expertise in reading panoramic radiographs in dental students: An eye tracking study. PLOS ONE, 15(12): e0243060. https://doi.org/10.1371/journal.pone.0243060

    Open Access

  • Schüler, A., & Mayer, M. G. (2020). Illustrations Before Text Reduce Visuospatial Working Memory Load During Text Processing. Discourse Processes, 57(8), 627-658. https://doi.org/10.1080/0163853x.2020.1750931

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  • Hoch, E., Scheiter, K., & Schüler, A. (2020). Implementation Intentions for Improving Self-Regulation in Multimedia Learning: Why Don’t They Work? The Journal of Experimental Education, 88(4), 536-558. https://doi.org/10.1080/00220973.2019.1628693

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  • Hoch, E., Scheiter, K., & Schüler, A. (2020). Implementation intentions related to self-regulatory processes do not enhance learning in a multimedia environment. Frontiers in Psychology, 11, Article 46. https://doi.org/10.3389/fpsyg.2020.00046

    Open Access

  • Emhardt, S. N., Wermeskerken, M., Scheiter, K., & Van Gog, T. (2020). Inferring task performance and confidence from displays of eye movements. Applied Cognitive Psychology, 34(6), 1430-1443. https://doi.org/10.1002/acp.3721

    Open Access

  • Kollmer, J., Schleinschok, K., Scheiter, K., & Eitel, A. (2020). Is drawing after learning effective for metacognitive monitoring only when supported by spatial scaffolds? Instructional Science, 48(5), 569-589. https://doi.org/10.1007/s11251-020-09521-6

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  • Jacob, L., Lachner, A., & Scheiter, K. (2020). Learning by explaining orally or in written form? Text complexity matters. Learning and Instruction, 68, Article 101344. https://doi.org/10.1016/j.learninstruc.2020.101344

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  • Scheiter, K., Ackerman, R., & Hoogerheide, V. (2020). Looking at Mental Effort Appraisals through a Metacognitive Lens: Are they Biased? Educational Psychology Review, 32(4), 1003-1027. https://doi.org/10.1007/s10648-020-09555-9

    Open Access

  • Backfisch, I., Lachner, A., Hische, C., Loose, F., & Scheiter, K. (2020). Professional knowledge or motivation? Investigating the role of teachers’ expertise on the quality of technology-enhanced lesson plans. Learning and Instruction, 66, Article 101300. https://doi.org/10.1016/j.learninstruc.2019.101300

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  • Castner, N., Appel, T., Eder, T. F., Richter, J., Scheiter, K., Keutel, C., Hüttig, F., Duchowski, A., & Kasneci, E. (2020). Pupil diameter differentiates expertise in dental radiography visual search. PLOS ONE, 15(5), e0223941. https://doi.org/10.1371/journal.pone.0223941

    Open Access

  • Lachner, A., Backfisch, I., Hoogerheide, V., Van Gog, T., & Renkl, A. (2020). Timing matters! Explaining between study phases enhances students’ learning. Journal of Educational Psychology, 112(4), 841-853. https://doi.org/10.1037/edu0000396

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  • Scheiter, K., Brucker, B., & Ainsworth, S. (2020). “Now move like that fish”: Can enactment help learners come to understand dynamic motion presented in photographs and videos? Computers & Education, 155, Article 103934. https://doi.org/10.1016/j.compedu.2020.103934

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  • Lachner, A., Backfisch, I., & Stürmer, K. (2019). A test-based approach of Modeling and Measuring Technological Pedagogical Knowledge. Computers & Education, 142, 103645. https://doi.org/10.1016/j.compedu.2019.103645

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  • Scheiter, K., Schubert, C., Schüler, A., Schmidt, H., Zimmermann, G., Wassermann, B., Krebs, M.-C., & Eder, T. F. (2019). Adaptive multimedia: Using gaze-contingent instructional guidance to provide personalized processing support. Computers & Education, 139, 31-47. https://doi.org/10.1016/j.compedu.2019.05.005

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  • Scheiter, K., & Lachner, A. (2019). DigitalPakt – was nun? Eine Positionierung aus Sicht der Lehr-Lernforschung. Unterrichtswissenschaft, 47(4), 547-564. https://doi.org/10.1007/s42010-019-00059-2

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  • Schüler, A., Arndt, J., & Scheiter, K. (2019). Does text–picture integration also occur with longer text segments? Applied Cognitive Psychology, 33(6), 1137-1146. https://doi.org/10.1002/acp.3558

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  • Hoogerheide, V., Visee, J., Lachner, A., & Van Gog, T. (2019). Generating an instructional video as homework activity is both effective and enjoyable. Learning and Instruction, 64, 101226. https://doi.org/10.1016/j.learninstruc.2019.101226

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  • Hoch, E., Scheiter, K., & Gerjets, P. (2019). Hilft eine Unterstützung der Anstrengungsregulation, das Lernen mit statischen und dynamischen Visualisierungen zu verbessern? Unterrichtswissenschaft, 47(4), 427-450. https://doi.org/10.1007/s42010-019-00045-8

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  • Arndt, J., Schüler, A., & Scheiter, K. (2019). Investigating the Influence of Simultaneous– Versus Sequential–Text-Picture Presentation on Text-Picture Integration. The Journal of Experimental Education, 87(1), 116-127. https://doi.org/10.1080/00220973.2017.1363690

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  • Lachner, A., & Neuburg, C. (2019). Learning by writing explanations: computer-based feedback about the explanatory cohesion enhances students’ transfer. Instructional Science, 47(1), 19-37. https://doi.org/10.1007/s11251-018-9470-4

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  • Weinhuber, M., Lachner, A., Leuders, T., & Nückles, M. (2019). Mathematics is practice or argumentation: Mindset priming impacts principle- and procedure-orientation of teachers’ explanations. Journal of Experimental Psychology: Applied, 25(4), 618-646. https://doi.org/10.1037/xap0000227

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  • Schüler, A., Pazzaglia, F., & Scheiter, K. (2019). Specifying the boundary conditions of the multimedia effect: The influence of content and its distribution between text and pictures. British Journal of Psychology, 110, 126-150. https://doi.org/10.1111/bjop.12341

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  • Richter, J., & Scheiter, K. (2019). Studying the expertise reversal of the multimedia signaling effect at a process level: evidence from eye tracking. Instructional Science, 47, 627–658. https://doi.org/10.1007/s11251-019-09492-3

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  • Schüler, A. (2019). The integration of information in a digital, multi-modal learning environment. Learning and Instruction, 59, 76-87. https://doi.org/10.1016/j.learninstruc.2017.12.005

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  • Lachner, A., Weinhuber, M., & Nückles, M. (2019). To teach or not to teach the conceptual structure of mathematics? Teachers undervalue the potential of Principle-Oriented explanations. Contemporary Educational Psychology, 58, 175-185. https://doi.org/10.1016/j.cedpsych.2019.03.008

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  • Weidenauer, C., Vollmer, C., Scheiter, K., & Randler, C. (2019). Weak Associations of Morningness-Eveningness and Stability with Skin Temperature and Cortisol Levels. Journal of Circadian Rhythms, 17(1), Article 8. https://doi.org/10.5334/jcr.182

    Open Access

  • Schmidgall, S. P., Eitel, A., & Scheiter, K. (2019). Why do learners who draw perform well? Investigating the role of visualization, generation and externalization in learner-generated drawing. Learning and Instruction, 60, 138-153. https://doi.org/10.1016/j.learninstruc.2018.01.006

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  • Lachner, A., Backfisch, I., & Nückles, M. (2018). Does the accuracy matter? Accurate concept map feedback helps students improve the cohesion of their explanations. Educational Technology Research and Development, 66, 1051-1067. https://doi.org/10.1007/s11423-018-9571-4

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  • Stieff, M., Scheiter, K., Ainsworth, S., Bohrmann-Linde, C., & Schall, M. (2018). Drawing for learning from dynamic visualizations in science. In J. Kay & R. Luckin (Eds.). Rethinking learning in the digital age: Making the Learning Sciences count. Proceedings of the 13th International Conference of the Learning Sciences (ICLS) 2018 (Vol. 2, pp. 937-940). International Society of the Learning Sciences.
  • Rop, G., Schüler, A., Verkoeijen, P. P. J. L., Scheiter, K., & Van Gog, T. (2018). Effects of task experience and layout on learning from text and pictures with or without unnecessary picture descriptions. Journal of Computer Assisted Learning, 34, 458-470. https://doi.org/10.1111/jcal.12287

    Open Access

  • Lachner, A., & Schurer, T. (2018). Effects of the specificity and the format of external representations on students’ revisions of fictitious others’ texts. Journal of Writing Research, 9, 333-351. https://doi.org/10.17239/jowr-2018.09.03.04

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  • Wille, E., Gaspard, H., Trautwein, U., Oschatz, K., Scheiter, K., & Nagengast, B. (2018). Gender stereotypes in a children's television program: Effects on girls' and boys' stereotype endorsement, math performance, motivational dispositions, and attitudes. Frontiers in Psychology, 9, Article 2435. https://doi.org/10.3389/fpsyg.2018.02435

    Open Access

  • Castner, N., Klepper, S., Kopnarski, L., Hüttig, F., Keutel, C., Scheiter, K., Richter, J., Eder, T. F., & Kasneci, E. (2018). Overlooking: the nature of gaze behavior and anomaly detection in expert dentists. Proceedings of the Workshop on Modeling Cognitive Processes from Multimodal Data (MCPMD '18) (Article No. 8). ACM. https://doi.org/10.1145/3279810.3279845

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  • Lachner, A., Ly, K., & Nückles, M. (2018). Providing written or oral explanations? Differential effects of the modality of explaining on students’ conceptual learning and transfer. Journal of Experimental Education, 86, 344-361. https://doi.org/10.1080/00220973.2017.1363691

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  • Castner, N., Kasneci, E., Kübler, T. C., Scheiter, K., Richter, J., Eder, T. F., Hüttig, F., & Keutel, C. (2018). Scanpath comparison in medical image reading skills of dental students: distinguishing stages of expertise development. Proceedings of the 2018 ACM Symposium on Eye Tracking Research & Applications (pp. 39-48). ACM. https://doi.org/10.1145/3204493.3204550

    Open Access

  • Scheiter, K., Schubert, C., & Schüler, A. (2018). Self-regulated learning from illustrated text: Eye Movement Modeling to support use and regulation of cognitive processes during learning from multimedia. British Journal of Educational Psychology, 88, 80-94. https://doi.org/10.1111/bjep.12175

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  • Richter, J., Scheiter, K., & Eitel, A. (2018). Signaling text–picture relations in multimedia learning: The influence of prior knowledge. Journal of Educational Psychology, 110, 544-560. https://doi.org/10.1037/edu0000220

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  • Rop, G., Schüler, A., Verkoeijen, P. P. J. L., Scheiter, K., & Van Gog, T. (2018). The effect of layout and pacing on learning from diagrams with unnecessary text. Applied Cognitive Psychology, 32, 610-621. https://doi.org/10.1002/acp.3445

    Open Access

  • Schleinschok, K., Eitel, A., & Scheiter, K. (2017). Do drawing tasks improve monitoring and control during learning from text? Learning and Instruction, 51, 10-25. https://doi.org/10.1016/j.learninstruc.2017.02.002

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  • Eitel, A., Benito, S. M., & Scheiter, K. (2017). Do it twice! Test-taking fosters repeated but not initial study of multimedia instruction. Learning and Instruction, 52, 36-45. https://doi.org/10.1016/j.learninstruc.2017.04.003

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  • Lachner, A., Burkhart, C., & Nückles, M. (2017). Formative computer-based feedback in the university classroom: Specific concept maps scaffold students’ writing. Computers in Human Behavior, 72, 459-469. https://doi.org/10.1016/j.chb.2017.03.008

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  • Kant, J., Scheiter, K., & Oschatz, K. (2017). How to sequence video modeling examples and inquiry tasks to foster scientific reasoning. Learning and Instruction, 52, 46-58. https://doi.org/10.1016/j.learninstruc.2017.04.005

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  • Schüler, A. (2017). Investigating gaze behavior during processing of inconsistent text-picture information: Evidence for text-picture integration. Learning and Instruction, 49, 218-231. https://doi.org/10.1016/j.learninstruc.2017.03.001

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  • Lachner, A., Burkhart, C., & Nückles, M. (2017). Mind the gap! Automated concept map feedback supports students in writing cohesive explanations. Journal of Experimental Psychology: Applied, 23, 29-46. https://doi.org/10.1037/xap0000111

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  • Renkl, A., & Scheiter, K. (2017). Studying visual displays: How to instructionally support learning. Educational Psychology Review, 29, 599-621. https://doi.org/10.1007/s10648-015-9340-4

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  • Mason, L., Scheiter, K., & Tornatora, C. (2017). Using eye movements to model the sequence of text-picture processing for multimedia comprehension. Journal of Computer Assisted Learning, 33, 443-460. https://doi.org/10.1111/jcal.12191

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  • Castner, N., Eivazi, S., Scheiter, K., & Kasneci, E. (2017). Using eye tracking to evaluate and develop innovative teaching strategies for fostering image reading skills of novices in medical training. EyeTracking Enhanced Learning (ET-EL) 2017. CEUR-WS.
  • Scheiter, K., Schleinschok, K., & Ainsworth, S. (2017). Why sketching may aid learning from science texts: Contrasting sketching with written explanations. Topics in Cognitive Science, 9, 866-882. https://doi.org/10.1111/tops.12261

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  • Kühl, T., & Eitel, A. (2016). Editorial: Effects of disfluency on cognitive and metacognitive processes and outcomes. Metacognition and Learning, 11, 1-13. https://doi.org/10.1007/s11409-016-9154-x

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  • Eitel, A., & Kühl, T. (2016). Effects of disfluency and test expectancy on learning with text. Metacognition and Learning, 11, 107-121. https://doi.org/10.1007/s11409-015-9145-3

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  • Strukelj, A., Scheiter, K., Nyström, M., & Holmqvist, K. (2016). Exploring the lack of a disfluency effect: evidence from eye movements. Metacognition and Learning, 11, 71-88. https://doi.org/10.1007/s11409-015-9146-2

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  • Eitel, A. (2016). How repeated studying and testing affects multimedia learning: Evidence for adaptation to task demands. Learning and Instruction, 41, 70-84. https://doi.org/10.1016/j.learninstruc.2015.10.003

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  • Scheiter, K., Eitel, A., & Schüler, A. (2016). Lernen mit Texten und Bildern: Die frühzeitige wechselseitige Beeinflussung kognitiver Prozesse bei der Konstruktion eines integrierten mentalen Modells. Themenheft: Psychologie und Wissensmedien. Psychologische Rundschau, 67, 87-93. https://doi.org/10.1026/0033-3042/a000300

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  • Richter, J., Scheiter, K., & Eitel, A. (2016). Signaling text-picture relations in multimedia learning: A comprehensive meta-analysis. Educational Research Review, 17, 19-36. https://doi.org/10.1016/j.edurev.2015.12.003

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  • Lachner, A., & Nückles, M. (2016). Tell me why! Content knowledge predicts process-orientation of math researchers’ and math teachers’ explanations. Instructional Science, 44, 221-242. https://doi.org/10.1007/s11251-015-9365-6

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  • Vajjala, S., Meurers, D., Eitel, A., & Scheiter, K. (2016). Towards grounding computational linguistic approaches to readability: Modeling reader-text interaction for easy and difficult texts. Proceedings of the Workshop on Computational Linguistics for Linguistic Complexity (CL4LC) - COLING 2016 (pp. 38-48).
  • Lachner, A., Jarodzka, H. M., & Nückles, M. (2016). What makes an expert teacher? Investigating teachers' professional vision and discourse abilities. Instructional Science, 44, 197-203. https://doi.org/10.1007/s11251-016-9376-y

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  • Schüler, A. (2015). Aus zwei wird eins? Befunde zur Text-Bild-Integration. In D. Dickenberger (Ed.). Positionen. Verband Baden-Württembergischer Wissenschaftlerinnen (pp. 71-78). VBWW.
  • Lachner, A., & Nückles, M. (2015). Bothered by abstractness or engaged by cohesion? Experts' explanations enhance novices' deep-learning. Journal of Experimental Psychology: Applied, 21, 101-115. https://doi.org/10.1037/xap0000038

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  • Scheiter, K., Schubert, C., Gerjets, P., & Stalbovs, K. (2015). Does a strategy training foster students’ ability to learn from multimedia? The Journal of Experimental Education, 83, 266-289. https://doi.org/10.1080/00220973.2013.876603

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  • Stalbovs, K., Scheiter, K., & Gerjets, P. (2015). Implementation intentions during multimedia learning: Using if-then plans to facilitate cognitive processing. Learning and Instruction, 35, 1-15. https://doi.org/10.1016/j.learninstruc.2014.09.002

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  • Eitel, A., & Scheiter, K. (2015). Picture or text first? Explaining sequence effects when learning with pictures and text. Educational Psychology Review, 27, 153-180. https://doi.org/10.1007/s10648-014-9264-4

    View article

  • Schüler, A., Arndt, J., & Scheiter, K. (2015). Processing multimedia material: Does integration of text and pictures result in a single or two interconnected mental representations? Learning and Instruction, 35, 62-72. https://doi.org/10.1016/j.learninstruc.2014.09.005

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  • Scheiter, K., & Eitel, A. (2015). Signals foster multimedia learning by supporting integration of highlighted text and diagram elements. Learning and Instruction, 36, 11-26. https://doi.org/10.1016/j.learninstruc.2014.11.002

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  • Arndt, J., Schüler, A., & Scheiter, K. (2015). Text- picture integration: How delayed testing moderates recognition of pictorial information in multimedia learning. Applied Cognitive Psychology, 29, 702-712. https://doi.org/10.1002/acp.3154

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  • Schweppe, J., Eitel, A., & Rummer, R. (2015). The multimedia effect and its stability over time. Learning and Instruction, 38, 24-33. https://doi.org/10.1016/j.learninstruc.2015.03.001

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  • Kühl, T., Eitel, A., Scheiter, K., & Gerjets, P. (2014). A call for an unbiased search for moderators in disfluency research: Reply to Oppenheimer and Alter (2014). Applied Cognitive Psychology, 28, 805-806. https://doi.org/10.1002/acp.3030

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  • Scheiter, K., Schrader, J., Trautwein, U., & Hesse, F. W. (2014). Analyse und Förderung effektiver Lehr-Lernprozesse im Kontext evidenzbasierter Bildungsreform - Beiträge der Tübinger Forschergruppe für Empirische Bildungsforschung. Zeitschrift für Erziehungswissenschaft, 17, 189-192.
  • Eitel, A., Kühl, T., Scheiter, K., & Gerjets, P. (2014). Disfluency meets cognitive load in multimedia learning: Does harder-to-read mean better-to-understand? Applied Cognitive Psychology, 28(4), 488-501. https://doi.org/10.1002/acp.3004

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  • Scheiter, K., Gerjets, P., & Heise, E. (2014). Distraction during learning with hypermedia: difficult tasks help to keep task goals on track. Frontiers in Psychology, 5, Article 268. https://doi.org/10.3389/fpsyg.2014.00268

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  • Wäschle, K., Lachner, A., Stucke, B., Rey, S., Frömmel, C., & Nückles, N. (2014). Effects of visual feedback on medical students’ procrastination within web-based planning and reflection protocols. Computers in Human Behavior, 41, 120-136. https://doi.org/10.1016/j.chb.2014.09.022

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  • Scheiter, K., Schüler, A., Gerjets, P., Huk, T., & Hesse, F. W. (2014). Extending multimedia research: How do prerequisite knowledge and reading comprehension affect learning from text and pictures. Computers in Human Behavior, 31, 73-84.
  • Wäschle, K., Allgaier, A., Lachner, A., Fink, S., & Nückles, M. (2014). Procrastination and self-efficacy: Tracing vicious and virtuous circles in self-regulated learning. Learning and Instruction, 29, 103-114. https://doi.org/10.1016/j.learninstruc.2013.09.005

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  • Kühl, T., Eitel, A., Damnik, G., & Körndle, H. (2014). The impact of disfluency, pacing, and students' need for cognition on learning with multimedia. Computers in Human Behavior, 35, 189-198.
  • Van Genuchten, E., van Hooijdonk, C., Schüler, A., & Scheiter, K. (2014). The role of working memory when "learning how" with multimedia learning material. Applied Cognitive Psychology, 28, 327-335.
  • Lindner, M. A., Eitel, A., Thoma, G.-B., Dalehefte, I. M., Ihme, J. M., & Köller, O. (2014). Tracking the decision making process in multiple-choice assessment: Evidence from eye movements. Applied Cognitive Psychology, 28, 738-752. https://doi.org/10.1002/acp.v28.5

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  • Youssef- Shalala, A., Ayres, P., Schubert, C., & Sweller, J. (2014). Using a general problem-solving strategy to promote transfer. Journal of Experimental Psychology: Applied, 20(3), 215-231.
  • Scheiter, K., Schüler, A., Gerjets, P., Stalbovs, K., Schubert, C., Huk, T., & Hesse, F. W. (2014). Welche Rolle spielt neben Merkmalen des Instruktionsdesigns die fachspezifische und aufgabenspezifische Motivation beim Lernen mit Multimedia im naturwissenschaftlichen Unterricht? Zeitschrift für Erziehungswissenschaft, 17, 279-296.
  • Ulrich, N., Richter, J., Scheiter, K., & Schanze, S. (2014). eChemBook: ein interaktives, digitales Schulbuch für den Chemieunterricht. In M. Schuhen & M. Froitzheim (Eds.). Das Elektronische Schulbuch. Fachdidaktische Anforderungen und Ideen treffen auf Lösungsvorschläge der Informatik (pp. 31-42). LIT Verlag.
  • Lachner, A., & Nückles, M. (2013). Experts’ explanations engage novices in deep-processing. In M. Knauff, M. Pauen, N.Sebanz, & I. Wachsmuth (Eds.). Proceedings of the 35th Annual Conference of the Cognitive Science Society (pp. 2802 - 2807). Cognitive Science Society.
  • Eitel, A., Scheiter, K., Schüler, A., Nyström, M., & Holmqvist, K. (2013). How a picture facilitates the process of learning from text: Evidence for scaffolding. Learning and Instruction, 28, 48-63. https://doi.org/10.1016/j.learninstruc.2013.05.002

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  • Eitel, A., Scheiter, K., & Schüler, A. (2013). How inspecting a picture affects processing of text in multimedia learning. Applied Cognitive Psychology, 27, 451-461. https://doi.org/10.1002/acp.2922

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  • Schüler, A., Scheiter, K., & Gerjets, P. (2013). Is spoken text always better? Investigating the modality and redundancy effect with longer text presentation. Computers in Human Behavior, 29(4), 1590-1601. https://doi.org/10.1016/j.chb.2013.01.047

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  • Lachner, A., Gurlitt, J., & Nückles, M. (2012). A graph-oriented approach to measuring expertise - detecting structural differences between experts and intermediates. In N. Miyake, D. Peebles, & R. P. Cooper (Eds.). Proceedings of the 34th Annual Conference of the Cognitive Science Society (pp. 653-658). Cognitive Science Society.
  • Pfeiffer, V. D. I., Scheiter, K., & Gemballa, S. (2012). Comparing and combining traditional teaching approaches and the use of video clips for learning how to identify species in an aquarium. Journal of Biological Education, 46, 140-148.
  • Van Genuchten, E., Scheiter, K., & Schüler, A. (2012). Examining learning from text and pictures for different task types: Does the multimedia effect differ for conceptual, causal, and procedural tasks? Computers in Human Behavior, 28, 2209-2218. https://doi.org/10.1016/j.chb.2012.06.028

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  • Schüler, A., Scheiter, K., Rummer, R., & Gerjets, P. (2012). Explaining the modality effect in multimedia learning: Is it due to a lack of temporal contiguity with written text and pictures? Learning and Instruction, 22, 92-102.
  • Schmidt, K., Lachner, A., Stucke, B., Rey, S., Frömmel, C., & Nückles, M. (2012). How metacognitive awareness caused a domino effect in learning. Proceedings of the 10th International Conference of the Learning Sciences (pp. 48-55). International Society of the Learning Sciences.
  • Wollenschläger, M., Möller, J., & Harms, U. (2012). Ist kompetenzielles Fremdfeedback überlegen, weil es als effektiver wahrgenommen wird? Unterrichtswissenschaft, 3, 197-212.
  • Eitel, A., Scheiter, K., & Schüler, A. (2012). The time course of information extraction from instructional diagrams. Perceptual and Motor Skills, 115, 677-701. https://doi.org/10.2466/22.23.PMS.115.6.677-701

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  • Schüler, A., Scheiter, K., & Gerjets, P. (2012). Verbal descriptions of spatial information can interfere with picture processing. Memory, 20, 682-699. https://doi.org/10.1080/09658211.2012.693935

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  • Schüler, A., Scheiter, K., & Schmidt-Weigand, F. (2011). Boundary conditions and constraints of the modality effect. Zeitschrift für Pädagogische Psychologie, 25, 211-220.
  • Schmidt, K., Allgaier, A., Lachner, A., Stucke, B., Rey, S., Frömmel, C., Fink, S., & Nückles, M. (2011). Diagnostik und Förderung selbstregulierten Lernens durch Self-Monitoring-Tagebücher. Zeitschrift für Hochschulentwicklung, 6, 246-269.
  • Schüler, A., Scheiter, K., & Gerjets, P. (2011). Does the modality effect in multimedia learning appear only with text containing spatial information? Zeitschrift für Pädagogische Psychologie, 25, 257-267.
  • Wollenschläger, M., Möller, J., & Harms, U. (2011). Effekte kompetenzieller Rückmeldung beim wissenschaftlichen Denken. Zeitschrift für Pädagogische Psychologie, 25, 197-202. https://doi.org/10.1024/1010-0652/a000040

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  • Eitel, A., Scheiter, K., & Schüler, A. (2011). How brief initial inspection of a picture may foster comprehension of text. In L. Carlson, C. Hölscher, & T. F. Shipley (Eds.). Proceedings of the 33rd Annual Conference of the Cognitive Science Society (pp. 1358-1364). Cognitive Science Society.
  • Pfeiffer, V. D. I., Scheiter, K., Kühl, T., & Gemballa, S. (2011). Learning how to identify species in a situated learning scenario: Using dynamic-static visualizations to prepare students for their visit to the aquarium. Eurasia Journal of Mathematics, Science and Technology Education, 7, 135-147.
  • Rummer, R., Schweppe, J., Fürstenberg, A., Scheiter, K., & Zindler, A. (2011). The perceptual basis of the modality effect in multimedia learning. Journal of Experimental Psychology: Applied, 17, 159-173.
  • Schmidt-Weigand, F., & Scheiter, K. (2011). The role of spatial descriptions in learning from multimedia. Computers in Human Behavior, 27, 22-28. https://doi.org/10.1016/j.chb.2010.05.007

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  • Schüler, A., Scheiter, K., & Van Genuchten, E. (2011). The role of working memory in multimedia instruction: Is working memory working during learning from text and pictures? Educational Psychology Review, 23, 389-411.
  • Schüler, A., Scheiter, K., & Gerjets, P. (2010). Can text content influence the effectiveness of diagrams? In A. K. Goel, M. Jamnik, & N. H. Narayanan (Eds.). Diagrammatic representation and inference – 6th International Conference, Diagrams 2010 (LNAI 6170, pp. 322-324). Springer.
  • Scheiter, K., & Gerjets, P. (2010). Cognitive and socio-motivational aspects in learning with animations: There is more to it than ‘do they aid learning or not’. Instructional Science, 38, 435-440.
  • Schüler, A., Scheiter, K., & Gerjets, P. (2010). Does spatial verbal information interfere with picture processing in working memory? The role of the visuo-spatial sketchpad in multimedia learning. In S. Ohlsson & R. Catrambone (Eds.). Proceedings of the 32nd Annual Conference of the Cognitive Science Society (pp. 2828-2833). Cognitive Science Society.
  • Van Gog, T., & Scheiter, K. (2010). Eye tracking as a tool to study and enhance multimedia learning. Learning and Instruction, 20, 95-99. https://doi.org/10.1016/j.learninstruc.2009.02.009

    View article

  • Eitel, A., Scheiter, K., & Schüler, A. (2010). Getting a clue: Gist extraction from scenes and causal systems. In A. K. Goel, M. Jamnik, & N. H. Narayanan (Eds.). Diagrammatic representation and inference – 6th International Conference, Diagrams 2010 (LNAI 6170, pp. 243-249). Springer.
  • Van Genuchten, E., & Cheng, P. C.-H. (2010). Temporal chunk signal reflecting five hierarchical levels in writing sentences. In S. Ohlsson & R. Catrambone (Eds.). Proceedings of the 32nd Annual Conference of the Cognitive Science Society (pp. 1922-1927). Cognitive Science Society.
  • Scheiter, K., Gerjets, P., & Schuh, J. (2010). The acquisition of problem-solving skills in mathematics: How animations can aid understanding of structural problem features and solution procedures. Instructional Science, 38, 487-502.
  • Scheiter, K., & Eitel, A. (2010). The effects of signals on learning from text and diagrams: How looking at diagrams earlier and more frequently improves understanding. In A. K. Goel, M. Jamnik, & N. H. Narayanan (Eds.). Diagrammatic representation and inference – 6th International Conference, Diagrams 2010 (LNAI 6170, pp. 264-270). Springer.
  • Moerland, J., Leseman, P. P. M., & Van Genuchten, E. (2010). Verschillen tussen kinderen met dyslexie en kinderen zonder dyslexie bij het schrijven van zinnen [Differences between children with dyslexia and children without dyslexia in writing sentences]. Tijdschrift voor Orthopedagogiek, 49(6), 245-258.
  • Eitel, A., Scheiter, K., & Schüler, A. (2010). What can information extraction from scenes and causal systems tell us about learning from text and pictures? In S. Ohlsson & R. Catrambone (Eds.). Proceedings of the 32nd Annual Conference of the Cognitive Science Society (pp. 2822-2827). Cognitive Science Society.
  • Van Genuchten, E., Cheng, P. C.-H., Leseman, P. P. M., & Messer, M. H. (2009). Missing working memory deficit in dyslexia: Children writing from memory. In N. A. Taatgen, & H. van Rijn (Eds.). Proceedings of the 31st Annual Conference of the Cognitive Science Society (pp. 1674-1679). Cognitive Science Society.
  • Scheiter, K., Gerjets, P., Huk, T., Imhof, B., & Kammerer, Y. (2009). The effects of realism in learning with dynamic visualizations. Learning and Instruction, 19, 481-494. https://doi.org/10.1016/j.learninstruc.2008.08.001

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  • Schüler, A., Scheiter, K., & Gerjets, P. (2009). The role of the visuo-spatial sketchpad in multimedia learning: Do spatial text contents interfere with picture processing? In N. A. Taatgen & H. van Rijn (Eds.). Proceedings of the 31st Annual Conference of the Cognitive Science Society (pp. 2704-2709). Cognitive Science Society.
  • Scheiter, K., & Van Gog, T. (2009). Using eye tracking in applied research to study and stimulate the processing of information from multi-representational sources. Applied Cognitive Psychology, 23, 1209-1214.
  • Scheiter, K., Gerjets, P., & Heise, E. (2000). Hypertext navigation and conflicting goal intentions: Using log files to study distraction and volitional protection in learning and problem solving. In L. R. Gleitman & A. K. Joshi (Eds.). Proceedings of the 22nd Annual Conference of the Cognitive Science Society (pp. 441-446). Erlbaum.

Books and book chapters

To overview
  • Schüler, A. (2025). Kognitive Prozesse bei der Verarbeitung von Text-Bild-Kombinationen. In M. Staiger (Hrsg.). Schrift / Bild – Lesen. Interdisziplinäre Perspektiven für die Leseforschung (S. 133-145). J. B. Metzler. https://doi.org/10.1007/978-3-662-69717-7_8

    Open Access

  • Schüler, A., Hoch, E., & Scheiter, K. (2025). The effectiveness of learning with multimedia. In A. Gegenfurtner & I. Kollar (Eds.). Designing effective digital learning environments (pp. 9-23). Routledge. https://doi.org/10.4324/9781003386131-4

    Open Access

  • Scheiter, K. & Gogolin, I. (Eds.). (2023). Bildung für eine digitale Zukunft (Edition ZfE, 15). Springer VS Verlag für Sozialwissenschaften. https://doi.org/10.1007/978-3-658-37895-0

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  • Hoch, E., & Fütterer, T. (2023). Kompetenzen für das Lernen mit digitalen Medien: Eine konzeptuelle Analyse. In K. Scheiter & I. Gogolin (Eds.). Bildung für eine digitale Zukunft (Edition ZfE; 15, pp. 81-101). Springer VS Verlag für Sozialwissenschaften. https://doi.org/10.1007/978-3-658-37895-0_4

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  • Mukhametov, S., Wörner, S., Hoyer, C., Becker, S., & Kuhn, J. (2023). Unterstützung von Experimenten zu Linsensystemen mit Simulationen, Augmented und Virtual Reality: Ein Praxisbericht. In M. Baum, K. Eilerts, G. Hornung, J. Roth, & T. Trefzger (Eds.). Die Zukunft des MINT-Lernens (Band 2: Digitale Tools und Methoden für das Lehren und Lernen, pp. 63-76). Springer. https://doi.org/10.1007/978-3-662-66133-8_5

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  • Scheiter, K., Ninaus, M., & Moeller, K. (2022). Psychologische Perspektiven auf die Gestaltung digitaler Medien für das Lehren und Lernen von Mathematik. In G. Pinkernell, F. Reinhold, F. Schacht, & D. Walter (Eds.). Digitales Lehren und Lernen von Mathematik in der Schule (pp. 37-58). Springer. https://doi.org/10.1007/978-3-662-65281-7_3

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  • Scheiter, K. (2022). The learner control principle in multimedia learning. In R. E. Mayer & L. Fiorella (Eds.). The Cambridge Handbook of Multimedia Learning (3rd ed., pp. 418-429). Cambridge University Press.
  • Stürmer, K., Fütterer, T., Lachner, A., Hoch, E., & Scheiter, K. (2021). Besser als gedacht? Individuelle Voraussetzungen von Schülerinnen und Schülern sowie Lehrpersonen zum Lehren und Lernen mit digitalen Medien im Unterricht im tabletBW-Projekt. In N. Beck, T. Bohl, & S. Meissner (Eds.). Vielfältig herausgefordert. Forschungs- und Entwicklungsfelder der Lehrerbildung auf dem Prüfstand. Diskurse und Ergebnisse der ersten Förderphase der Qualitätsoffensive Lehrerbildung an der Tübingen School of Education (pp. 87-100). Tübingen University Press. https://doi.org/10.15496/publikation-52634

    Open Access

  • Wörner, S., Scheiter, K., & Kuhn, J. (2021). Das Beste aus beiden Welten: Simulationsexperimente als Ergänzung zu Realexperimenten. In J. Meßinger-Koppelt & J. Maxton-Küchenmeister (Eds.). Naturwissenschaften digital – Toolbox für den Unterricht (Band 2, pp. 48-51). Joachim Herz Stiftung Verlag.

    Open Access

  • Lachner, A., & Scheiter, K. (2021). Digitale Medien zur Realisierung adaptiven Unterrichts. In S. Aufenanger, B. Eickelmann, A. Feindt, & A.-M. Kamin (Eds.). Digitale Bildung. Friedrich Verlag.
  • Scheiter, K., Hoch, E., & Drewes, S. (2021). Lehren und Lernen mit digitalen Medien. In K. Seifried, S. Drewes, & M. Hasselhorn (Eds.). Handbuch Schulpsychologie - Psychologie für die Schule (3. Aufl., pp. 317-325). Kohlhammer.
  • Scheiter, K., & Lachner, A. (2020). Chancen und Herausforderungen der Distanzlehre aus der Sicht der empirischen Lehr-Lernforschung. In T. Riecke-Baulecke (Ed.). Fern- und Präsenzunterricht (Handbuch Schulmanagement 175) (pp. 6-18). Oldenbourg.
  • Schüler, A. (2020). Cognitive processes underlying learning from multiple representations. In P. Van Meter, A. List, D. Lombardi, & P. Kendeou (Eds.). Handbook of learning from multiple representations and perspectives (pp. 48-61). Routledge. https://doi.org/10.4324/9780429443961

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  • Lachner, A., Scheiter, K., & Stürmer, K. (2020). Digitalisierung und Lernen mit digitalen Medien als Gegenstand der Lehrerbildung. In C. Cramer, M. Drahmann, J. König, M. Rothland, & S. Blömeke (Eds.). Handbuch Lehrerbildung (pp. 67-75). Klinkhardt/UTB. https://doi.org/10/35468/hblb2020-007

    Open Access

  • Scheiter, K. (2019). Erfassung von Lernprozessen im digitalen Klassenraum. In T. Riecke-Baulecke (Ed.). Künstliche Intelligenz (Handbuch Schulmanagement 169, pp. 49-54). Oldenbourg.
  • Scheiter, K., Richter, J., & Renkl, A. (2018). Multimediales Lernen: Lehren und Lernen mit Texten und Bildern. In H. Niegemann & A. Weinberger (Eds.). Lernen mit Bildungstechnologien. Springer. https://doi.org/10.1007/978-3-662-54373-3_4-1

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  • Scheiter, K., & Riecke-Baulecke, T. (Eds.). (2018). Schule 4.0 - Zukunftstrends, Rahmenbedingungen, Praxisbeispiele (165). Oldenbourg.
  • Greiff, S., Scheiter, K., Scherer, R., Borgonovi, F., Graesser, A. C., Kitajima, M., & Rouet, J.-F. (2017). Adaptive problem solving: Moving towards a new assessment domain in the second cycle of PIAAC (OECD Education Working Paper No. 157). OECD. https://doi.org/10.1787/19939019

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  • Scheiter, K. (2017). Design of effective dynamic visualizations: A struggle between the beauty and the beast? Commentary on Parts I and II. In R. Lowe & R. Ploetzner (Eds.). Learning from dynamic visualization: Innovations in research and application (pp. 233-251). Springer.
  • Scheiter, K., Fillisch, B., Krebs, M.-C., Leber, J., Plötzner, R., Renkl, A., Schmidt, H., Schüler, A., & Zimmermann, G. (2017). How to design adaptive information environments to support self-regulated learning with Multimedia. In J. Buder & F. W. Hesse (Eds.). Informational environments: Effects of use, effective designs (pp. 203-224). Springer International Publishing.
  • Scheiter, K., Schüler, A., & Eitel, A. (2017). Learning from multimedia: cognitive processes and instructional support. In S. Schwan & U. Cress (Eds.). The psychology of digital learning (pp. 1-19). Springer International Publishing.
  • Scheiter, K., & Riecke-Baulecke, T. (Eds.). (2017). Lehren und Lernen mit digitalen Medien (164). Oldenbourg.
  • Scheiter, K. (2017). Lernen mit digitalen Medien - Potenziale und Herausforderungen aus Sicht der Lehr- Lernforschung. In K. Scheiter & T. Riecke-Baulecke (Eds.). Lehren und Lernen mit digitalen Medien (Handbuch Schulmanagement 164, pp. 33-53). Oldenbourg.
  • Stürmer, K., & Lachner, A. (2017). Unterrichten mit digitalen Medien. In K. Scheiter & T. Riecke-Baulecke (Eds.). Lehren und Lernen mit digitalen Medien (164, pp. 82-95). Oldenbourg.
  • Scheiter, K. (2016). Digitales Lernen in Deutschland - Randbedingungen für einen erfolgreichen Einsatz digitaler Medien im Unterricht. In Vorstand des Europäischen Zentrums für Föderalismus-Forschung (Ed.). Jahrbuch des Föderalismus (Bd. 17, pp. 86-99). Nomos.
  • Scheiter, K., & Eitel, A. (2016). The use of eye tracking as a research and instructional tool in multimedia learning. In C. Was, F. Sansosti, & B. Morris (Eds.). Eye-tracking technology applications in educational research (pp. 143-164). IGI Global.
  • Scheiter, K. (2015). Besser lernen mit dem Tablet? Praktische und didaktische Potenziale sowie Anwendungsbedingungen von Tablets im Unterricht. In H. Buchen, L. Horster, & H.-G. Rolff (Eds.). Schulleitung und Schulentwicklung (3. Aufl., pp. 1-14). Raabe-Verlag.
  • Ulrich, N., Richter, J., Scheiter, K., & Schanze, S. (2014). Das digitale Schulbuch als Lernbegleiter. In J. Maxton-Küchenmeister & Jenny Meßinger-Koppelt (Eds.). Digitale Medien im Naturwissenschaftlichen Unterricht (pp. 75-82). Joachim Herz Stiftung Verlag.
  • Nugteren, M. L., Tabbers, H. K., Scheiter, K., & Paas, F. (2014). Simultaneous and sequential presentation of realistic and schematic instructional dynamic visualizations. In W. Huang (Ed.). Handbook of Human Centric Visualization (pp. 605-622). Springer.
  • Scheiter, K. (2014). The learner control principle in multimedia learning. In R. E. Mayer (Ed.). The Cambridge Handbook of Multimedia Learning (2nd ed., pp. 487-512). Cambridge University Press.
  • Lachner, A., & Nückles, M. (2014). Using digital knowledge maps for supporting tutors giving effective explanations. In D. Ifenthaler, & R. Hanewald (Eds.). Digital knowledge maps in higher education - Technology enhanced support for teachers and learners (pp. 68-81). Springer.
  • Scheiter, K. (2013). Cognitive Load Theory. In M. A. Wirtz (Ed.). Dorsch – Lexikon der Psychologie (p. 328f). Huber.
  • Scheiter, K. (2013). Cognitive Theory of Multimedia Learning. In M. A. Wirtz (Ed.). Dorsch – Lexikon der Psychologie (p. 329). Huber.
  • Schüler, A. (2013). Construction Integration Model. In M. A. Wirtz (Ed.). Dorsch – Lexikon der Psychologie (16. Aufl., p. 339). Huber.
  • Schüler, A. (2013). Four Components Instructional Design Model. In M. A. Wirtz (Ed.). Dorsch – Lexikon der Psychologie (16. Aufl., p. 565). Huber.
  • Opfermann, M., Scheiter, K., Gerjets, P., & Schmeck, A. (2013). Hypermedia and self-regulation: An interplay in both directions. In R. Azevedo & V. Aleven (Eds.). International Handbook of Metacognition and Learning Technologies (pp. 129-142). Springer.
  • Lachner, A., & Nückles, M. (2013). Instructional Design. In M.A. Wirtz (Ed.). Dorsch Lexikon der Psychologie (p. 753). Huber.
  • Besold, T., Scheiter, K., Grabner, R., Dimroth, C., Becker, N., & Völk, K. (2013). Lernen. In A. Stephan & S. Walter (Eds.). Handbuch Kognitionswissenschaft (pp. 344-360). Metzler.
  • Philippon, L. (2011). Der Prozess der Wissenskonstruktion aus ethnologischer Sicht. VDM Verlag.
  • Lachner, A., & Pirnay-Dummer, P. (2010). Model based knowledge mapping - a new approach for the automated graphical representation of organizational knowledge. In J. M. Spector, D. Ifenthaler, P. Isaias, Kinshuk, & D. G. Sampson (Eds.). Learning and instruction in the digital age: Making a difference through cognitive approaches, technology-facilitated collaboration and assessment, and personalized communications (pp. 69-86). Springer.
  • Scheiter, K. (2009). Cognitive Load Theory, Cognitive Theory of Multimedia Learning, Computational Efficiency, Hypermedia, Interaktivität, Mobile Learning, Multimedia, Pädagogische Agenten, Visualisierung. In H. Häcker, K.-H. Stapf, & F. Dorsch (Eds.). Dorsch - Psychologisches Wörterbuch (15. Aufl.). Huber.

Proceedings and special issues

To overview
  • Scheiter, K., & Gogolin, I. (Eds.). (2021). Schwerpunkt: Bildung für eine digitale Zukunft. Zeitschrift für Erziehungswissenschaft.
  • Scheiter, K., Schrader, J., Trautwein, U., & Hesse, F. W. (Eds.). (2014). Schwerpunkt: Analyse und Förderung effektiver Lehr-Lernprozesse. Zeitschrift für Erziehungswissenschaft, 17.
  • Schüler, A., Scheiter, K., & Schmidt-Weigand, F. (Eds.). (2011). Boundary conditions and constraints of the modality effect. Zeitschrift für Pädagogische Psychologie, 25(4).
  • Scheiter, K., & Gerjets, P. (Eds.). (2010). Cognitive and socio-motivational aspects in learning with animations: There is more to it than ‘do they aid learning or not’. Instructional Science, 38(5).
  • Van Gog, T., & Scheiter, K. (Eds.). (2010). Eye tracking as a tool to study and enhance multimedia learning. Learning and Instruction, 20(2).
  • Henning, C., & Scheiter, K. (Eds.). (2009). Beiträge des Doktorandentags der internationalen Tagung: „Bilder – Sehen – Denken. Zum Verhältnis von begrifflich-philosophischen und empirisch-psychologischen Ansätzen in der bildwissenschaftlichen Forschung" [Sonderheft]. IMAGE. Zeitschrift für interdisziplinäre Bildwissenschaft, 10.
  • Scheiter, K., & Van Gog, T. (Eds.). (2009). Using eye tracking in applied research to study and stimulate the processing of information from multi-representational sources. Applied Cognitive Psychology, 23(9).

Research data

To overview

Software

To overview
  • Wörner, S. (2020). Converging Lens – Sammellinse.

    View software

Other publications

To overview
  • Fütterer, T., Hoch, E., & Dumont, H. (2024). Uncovering the relationship between technology-enhanced, adaptive teaching and situational interest in mathematics in a randomized controlled trial. Research Square. https://doi.org/10.21203/rs.3.rs-5238796/v1

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  • Eder, T. F., & Scheiter, K. (2022). Lesen und Schreiben am Bildschirm. In Digitalisierung in der Lehrerbildung Tübingen (TüDiLB) (Hrsg.), Evidenzbasierte Hinweise zum Einsatz digitaler Medien im Lehr-Lernkontext. https://vitruv.uni-tuebingen.de/ilias3/goto.php?target=wiki_wpage_802

    Open Access

  • Lachner, A., & Scheiter, K. (2021). Digitale Medien zur Umsetzung adaptiven Unterrichts. Schulmagazin, 2021(5), 5-10.
  • Scheiter, K., Spannagel, C., & Thillosen, A. (2020). Themenspecial „Digitale Medien im Lehramtsstudium“ – Herausforderungen und Perspektiven der Digitalisierung in der Lehrkräftebildung. https://www.e-teaching.org/dmil-01

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  • van Ackeren, I., Aufenanger, S., Eickelmann, B., Friedrich, S., Kammerl, R., Knopf, J., Mayrberger, K., Scheika, H., Scheiter, K., & Schiefner-Rohs, M. (2019). Digitalisierung in der Lehrerbildung - Herausforderungen, Entwicklungsfelder und Förderung von Gesamtkonzepten. DDS - Die Deutsche Schule, 111(1), 103-119. https://doi.org/10.31244/dds.2019.01.10

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  • Scheiter, K. (2019). Erfassung von Lernprozessen im digitalen Klassenraum. Neue Möglichkeiten durch den Einsatz Künstlicher Intelligenz. Schulmanagement, 50, 18-20.
  • Richter, J., Lachner, A., & Scheiter, K. (2019). Lernen mit Simulationen im naturwissenschaftlichen Unterricht – forschungsbasierte Entwicklung und Erprobung von digitalisierten Unterrichtskonzepten. Schulmanagement, 50(4), 25-27.
  • Irion, T., & Scheiter, K. (2018). Didaktische Potenziale digitaler Medien für den Grundschulunterricht. Der Einsatz digitaler Technologien aus grundschuldidaktischer und mediendidaktischer Sicht. Grundschule aktuell, 142, 8-11.
  • Schiefner-Rohs, M., & Autorinnen- und Autorengruppe (2018). Lehrerbildung für die digitale Zukunft. Synergie. Fachmagazin für Digitalisierung in der Lehre, 6, 48-55.
  • Schüler, A., & Scheiter, K. (2017). Verarbeitungsstrategien beim Lernen mit Multimedia und ihre Unterstützung. Lernpotenziale richtig nutzen. Weiterbildung, 1, 12-15.
  • Meier, M., Ulrich, N., Assent, R., Richter, J., Schanze, S., Schaub, D., Scheiter, K., & Weiss, S. (2016). Lernen mit einem digitalen Schulbuch. MNU-Journal, 6.2016, 417-424.
  • Ulrich, N., & Richter, J. (2016). Pilotprojekt: Digitales Schulbuch für den Chemieuntericht. netzwerk-digitale-bildung.de. http://www.netzwerk-digitale-bildung.de/artikel/im-austausch-mit-nina-ulrich-und-juliane-richter.html

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  • Scheiter, K., Gerjets, P., & Gemballa, S. (2016). Wie wirksam sind Filme und Animationen im Biologieunterricht? Ergebnisse der empirischen Lehr-Lernforschung. Praxis der Naturwissenschaften - Biologie in der Schule, 65, 5-10.
  • Richter, J., Ulrich, N., Scheiter, K., & Schanze, S. (2016). eChemBook: Gestaltung eines digitalen Schulbuchs. Lehren & Lernen, 7, 23-29.
  • Scheiter, K., & Sassenberg, K. (2015). Kein Psychologiestudium ohne Geschichte der Psychologie – innerhalb der Teildisziplinen aber nicht als eigenständiges Fach (Diskussionsforum). Psychologische Rundschau, 66, 179.
  • Schüler, A., & Richter, J. (2015). Lernen mit Texten und Bildern. Digitale Schule. http://magazin.digitale.schule/lernen-mit-texten-und-bildern

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  • Scheiter, K., & Richter, J. (2015). Multimediale Unterrichtsmaterialien gestalten. Ergebnisse der empirischen Lehr-Lernforschung. Unterricht Chemie, 26(145), 8-11.
  • Eitel, A., & Kornmann, J. (2014). Schwieriger als gedacht?! Potenziale und Risiken des Lernens mit digitalen Medien. In-Mind, 3. http://de.in-mind.org/article/schwieriger-als-gedacht-potenziale-und-risiken-des-lernens-mit-digitalen-medien

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  • Scheiter, K., & Schüler, A. (2012). Ein Bild sagt mehr als tausend Worte? Weiterbildung, 6, 25-27.
  • Schüler, A. (2010). Interferieren (geschriebene) räumliche Textinhalte mit der Bildverarbeitung im visuell-räumlichen Arbeitsgedächtnis? Testung einer erweiterten kognitiven Theorie multimedialen Lernens. http://tobias-lib.uni-tuebingen.de/frontdoor.php?source_opus=5283

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