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Ehemaliges IWM-Mitglied [01.11.2008 - 30.04.2014]

Dr. Gabriele Cierniak

Abgeschlossene Projekte

Der Einfluss räumlicher Text-Bild-Kontiguität auf kognitive Belastungsarten

Artikel in referierten Zeitschriften

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://dx.doi.org/10.1016/j.chb.2008.12.020 Volltext anfordern
 

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://dx.doi.org/10.1007/s10648-008-9096-1 Volltext anfordern
 

Tagungsbände

Bull, S., Johnson, M.D., Alotaibi, M., Byrne, W., & Cierniak, G. (2013). Visualising multiple data sources in an independent open learner model. In H.C. Lane, K. Yacef, J. Mostow, & P. Pavlik (Eds.), Artificial Intelligence in Education (AIED) (pp. 199-208). Berlin: Springer.
 

Johnson, M., Cierniak, G., Hansen, C., Bull, S. Wasson, B., Biel, C., & Debus, K. (2013). Teacher approaches to adopting a competency based open learner model. In L.-H. Wong et al. (Ed.), Proceedings of the 21st International Conference on Computers in Education (ICCE). Indonesia: Asia-Pacific Society for Computers in Education.
 

Walter, C., Cierniak, G., Gerjets, P., Rosenstiel, W., & Bogdan, M. (2011). Classifying mental states with machine learning algorithms using alpha activity decline. ESANN 2011. Proceedings of the 19th European Symposium on Artificial Neural Networks, Computational Intelligence and Machine Learning. Bruges, Belgium: ESANN.
 

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). Austin, TX: Cognitive Science Society.
 

Buchbeiträge

Biel, C., Cierniak, G., Bull, S., Johnson, M. D., & Hesse, F. W. (2016). Influencing cognitive density and enhancing classroom orchestration. In P. Reimann, S. Bull, M. Kickmeier-Rust, R. K. Vatrapu, & B. Wasson (Eds.), Measuring and Visualizing Learning in the Information-Rich Classroom (pp. 11-20). London: Routledge.
 

Johnson, M. D., Bull, S., Wasson, B., Hansen, C., Cierniak, G., Debus, K., & Biel, C. (2013). Initial use of a flexible open learner model.In D. Choy et al. (Ed.), Work-in-Progress Poster Proceedings of the 21st International Conference on Computers in Education (ICCE) (pp. 4-5). Indonesia: Asia-Pacific Society for Computers in Education.
 

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). New York: Springer.
 

Konferenzbeiträge

Biel, C., Cierniak, G., Hesse, F.W., & Schrader, J. (2013, August). Enhancing teachers' assessment for learning practices through implicit and explicit job aids. 17th JURE pre-conference of the European Association for Research in Learning and Instruction (EARLI). München. [Roundtable]
 

Biel, C., Cierniak, G., Hesse, F.W., & Schrader, J. (2013, Juni). Selbstbestimmtes Lernen im Klassenzimmer des 21. Jahrhunderts. Junges Forum Medien und Hochschulentwicklung. Potsdam. [Talk]
 

Bull, S., Johnson, M.D., Alotaibi, M., Byrne, W., & Cierniak, G. (2013, July). Visualising multiple data sources in an independent open learner model. 16th International Conference on Artificial Intelligence in Education (AIED). Memphis, Tennessee, USA. [Talk]
 

Cierniak, G., Bull, S., Girard, S., Johnson, M., & Biel, C. (2013, November). Formative feedback and reflection facilitated by online technology. 8th Conference of the European Association for Practitioner Research on Improving Learning in Education and Professional Practice (EAPRIL). Biel, Switzerland. [Talk]
 

Johnson, M., Cierniak, G., Hansen, C., Bull, S. Wasson, B., Biel, C., & Debus, K. (2013, November). Teacher approaches to adopting a competency based open learner model. 21st International Conference on Computers in Education (ICCE). Denpasar Bali, Indonesia. [Talk]
 

Scharinger, C., Cierniak, G., Gerjets, P. (2013, March). When stroop and task shifting meet the n-back: Behavioral, electrophysiological (EEG), and eyetracking correlates of working memory load in a modified n-back task. 55. Tagung experimentell arbeitender Psychologen (TeaP). Wien, Austria. [Poster]
 

Biel, C., Cierniak, G., & Hesse, F.W. (2012, September). Selbstbestimmtes Lernen im Klassenzimmer des 21. Jahrhunderts. 2. Leibniz-Doktorandenforum der Sektion A, Römisch-Germanisches Zentralmuseum. Mainz. [Poster]
 

Cierniak, G., Imhof, B., Hesse, F., Wasson, B., & Hansen, C., (2012, July). Teachers' views of the role of formative assessment and teacher-led research. 14th International Conference of the Learning Sciences (ICLS). Sydney, Australien. [Talk]
 

Scharinger, C., Cierniak, G., Walter, C., Zander, T., & Gerjets, P. (2012, May). Measuring cognitivelLoad by means of EEG-data - how detailed is the picture we can get? Meeting of the EARLI SIG 22 Neuroscience and Education. London, Great Britain. [Poster]
 

Scharinger, C., Cierniak, G., Walter, C., Zander, T., & Gerjets, P. (2012, September). Same, same, but different: EEG correlates of n-back and span working memory tasks. 48. Kongress der Deutschen Gesellschaft für Psychologie (DGPs). Bielefeld. [Poster]
 

Walter, C., Cierniak, G., Rosenstiel, W., Bogdan, M., Zander, T., & Gerjets, P. (2012, September). Using passive brain-computer interfaces for cognitive workload assessment. 48. Kongress der Deutschen Gesellschaft für Psychologie (DGPs). Bielefeld. [Talk]
 

Cierniak, G., Clark, W., Imhof, B., Hansen, C., Jewitt, C., Reimann, P., & Luckin, R. (2011, September). Der Lehrer von Morgen: Forscher und Entwickler pädagogischen Fortschritts. 76. Tagung der Arbeitsgruppe für Empirische Pädagogische Forschung der DGfE. Klagenfurt, Österreich. [Vortrag]
 

Cierniak, G., Gerjets, P., Walter, C., Bogdan, M., & Rosenstiel, W. (2011, August). Detecting cognitive load levels by means of brain-computer-interface methodology. 14th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI). Exeter, Great Britain. [Talk]
 

Imhof, B., Cierniak, G., Moe, E., Hesse, F., Wasson, B., & Reimann, P. (2011, September). Technologiegestützte Beurteilungsmethoden in der Schule von Morgen. 76. Tagung der Arbeitsgruppe für Empirische Pädagogische Forschung der DGfE. Klagenfurt, Österreich. [Vortrag]
 

Walter, C., Cierniak, G., Bogdan, M., Rosenstiel, W., & Gerjets, P. (2010, November). Load-adaptive tutor systems based on brain-computer interfaces. The 4th International Cognitive Load Theory Conference. Hong Kong and Macau, China. [Poster]
 

Cierniak, G., & Ayres, P. (2009, August). Organization: Improving cognitive load measures and broadening their applications. Symposium at the 13th Biennial Conference of the European Association for Research in Learning and Instruction (EARLI). Amsterdam, The Netherlands. [Symposium Organisation]
 

Cierniak, G., Ayres, P., Scheiter, K., & Gerjets, P. (2009, August). Expertise reversal effect: Do cognitive load measures support the extraneous load assumption? 13th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI). Amsterdam, The Netherlands. [Talk]
 

Cierniak, G., Scheiter, K., & Gerjets, P. (2009, July). Which type of cognitive load underlies the interaction of prior knowledge and instructional format in multimedia learning? 19th Annual Meeting of the Society for Text and Discourse. Rotterdam, The Netherlands. [Poster]
 

Cierniak, G., Scheiter, K., & Gerjets, P. (2009, July). Expertise reversal in multimedia learning: Subjective load ratings and viewing behavior as cognitive process indicators? 31st Annual Conference of the Cognitive Science Society. Amsterdam, The Netherlands. [Poster]
 

Cierniak, G., Scheiter, K., & Gerjets, P. (2008, March). How does cognitive load mediate the split-attention effect? 92nd Annual Meeting of the American Educational Research Association (AERA). New York, NY, USA. [Talk]
 

Gerjets, P., Cierniak, G., & Scheiter, K. (2008, October). The scientific value of cognitive load theory: A research agenda based on the structuralist view of theories. Workshop “Cognitive Load Theory and its Application to Instructional Design”, University of Macau. Macao, China. [Talk]
 

Scheiter, K., Cierniak, G., & Gemballa, S. (2008, August). Which one is which? Learning to classify fish based on either realistic or schematic pictures and verbal cueing. Meeting of the EARLI SIG 2 Comprehension of Text and Graphics. Tilburg, Niederlande. [Talk]
 

Cierniak, G., Scheiter, K., & Gerjets, P. (2007, November). Viewing Behavior of Beginners and Advanced Learners during Learning with Integrated or Split-Source Format. Eye Tracking and Multimedia Workshop. University of Burgundy, Dijon, France. [Talk]
 

Cierniak, G., Scheiter, K., & Gerjets, P. (2007, September). Split-Attention Effekt: Kognitive Überlastung oder mentale Anstrengung? 11. Fachtagung Pädagogische Psychologie. HU, Berlin. [Poster]
 

Cierniak, G., Scheiter, K., & Gerjets, P. (2007, August). Eye Movements of Different Knowledgeable Learners during Learning with Split-Source or Integrated Format. 12th Earli Conference. Budapest, Hungary. [Talk]
 

Scheiter, K., Cierniak, G., & Gerjets, P. (2007, August). Is it a Tuna or a Mackerel? Learning to Categorize Fishes. 12th EARLI Conference. Budapest, Hungary. [Poster]
 

Scheiter, K., Cierniak, G., & Gerjets, P. (2007, August). Is it a Tuna or a Mackerel? Learning to Categorize Fishes. 12th EARLI Conference. Budapest, Hungary. [Talk]
 

Cierniak, G., Scheiter, K., & Gerjets, P. (2007, March). Subjective and objective load measures: Subjective load ratings vs. Dual-task methodology. Cognitive Load Theory Conference. UNSW, Sydney, Australia. [Talk]
 

Forschungsberichte

Cierniak, G., Biel, C. Hesse, F. W., Hillemann, E., Hansen, C., Wasson, B. … Reimann, P. (2013). Deliverable D6.5: Report on TDS 1. Tübingen: Leibniz-Institut für Wissensmedien.
 

Johnson, M., Bull, S., Alotaibi, M., Byrne, W., Vatrapu, R., Pantazos, K., Usman, T., Kocherla, K., Biel, C., Cierniak, G., Wasson, B., Hansen, C., Kickmeier-Rust, M., Unterberger, R., Kossowski, M., Utz, W., Giorgini, F. (2013). Deliverable 4.5: Methods and Specification for the Student Model V3. Tübingen: Leibniz-Institut für Wissensmedien. http://www.next-tell.eu/wp-content/uploads/2013/05/NEXT-TELL-D4.5-BHAM-MethodsAndSpecification_StudentModel_v08.pdf
 

Johnson, M., Bull, S., Alotaibi, M. Byrne, W., Vatrapu, R., Pantazos, K., … Giorgini, F. (2013). Deliverable D4.5: Methods and specification for the student model V3. Tübingen: Leibniz-Institut für Wissensmedien.
 

Cierniak, G., Biel, C., Hansen, C., Meissl-Egghart, G., Hillemann, E., Vatrapu, R., Kickmeier-Rust, M., Hesse, F. W., Wasson, B., & Reimann, P. (2012). Deliverable D6.3: Report on RDS 1. Tübingen: Institut für Wissensmedien. http://www.next-tell.eu/publications/
 

Cierniak, G., Biel, C., Hesse, F.W., Craft, B., Hansen, C., Hillemann, E., Meissl-Egghart, G., et al. (2012). Deliverable D6.4: Report on RDS 2. Tübingen: Leibniz-Institut für Wissensmedien. http://www.next-tell.eu/wp-content/uploads/2012/09/NEXT-TELL-D6.4-KMRC-Report_RDS2_v11.pdf
 

Petters, D., Johnson, M., Bull, S., Vatrapu, R., Cierniak, G., Meissl-Egghart, G., Wasson, B., & Hanson, C. (2012). Deliverable D4.3: Methods and specification for student model v2. Tübingen: Institut für Wissensmedien. http://www.next-tell.eu/publications/
 

Konferenzorganisation

Cierniak, G. (2008). Mitorganisatorin der 12th Conference of Junior Researchers of EARLI. Leuven, Belgien, 08.-11.07.2008.
 

Web Dokumente

Biel, C., & Cierniak, G. (2013). Lernförderliche Diagnostik. http://next-tell.de/?p=2276 ]http://next-tell.de/?p=2276.
 

Cierniak, G., & Biel, C. (2013). Lernen visualisieren I. http://next-tell.de/?p=2030 ]http://next-tell.de/?p=2030
 

Cierniak, G. (2012). Facilitating and inhibiting learning by the spatial contiguity of text and graphic: How does cognitive load mediate the split-attention and expertise reversal effect? . http://tobias-lib.uni-tuebingen.de/volltexte/2012/6263/
 

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/.
 

Cierniak, G., Imhof, B., & Reimann, P. (2010). Specification of research strategy and methodology. EU-Project 285114: NEXT-TELL. http://www.next-tell.eu/publications/
 

Dr. Gabriele Cierniak
Dr. Gabriele Cierniak