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Effects of disfluency on cognitive and metacognitive processes and outcomes

Metacognition and learning, 2016-04, Vol.11 (1), p.1-13

2016

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Exploring the Nature of Teachers' Math-Gender Stereotypes: The Math-Gender Misconception Questionnaire

Frontiers in psychology, 2022-04, Vol.13, p.820254-820254

2022

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Disfluency Meets Cognitive Load in Multimedia Learning: Does Harder-to-Read Mean Better-to-Understand?

Applied cognitive psychology, 2014-07, Vol.28 (4), p.488-501

2014

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How repeated studying and testing affects multimedia learning: Evidence for adaptation to task demands

Learning and instruction, 2016-02, Vol.41, p.70-84

Eitel, Alexander

2016

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Signals foster multimedia learning by supporting integration of highlighted text and diagram elements

Learning and instruction, 2015-04, Vol.36, p.11-26

2015

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Motivation brought to the test: Successful retrieval practice is modulated by mastery goal orientation and external rewards

Applied cognitive psychology, 2024-01, Vol.38 (1), p.n/a

2024

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How can signaling in authentic classroom videos support reasoning on how to induce learning strategies?

Frontiers in education (Lausanne), 2023-01, Vol.8

2023

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Picture or Text First? Explaining Sequence Effects when Learning with Pictures and Text

Educational psychology review, 2015-03, Vol.27 (1), p.153-180

2015

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Signaling text-picture relations in multimedia learning: A comprehensive meta-analysis

Educational research review, 2016-02, Vol.17, p.19-36

2016

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Why do learners who draw perform well? Investigating the role of visualization, generation and externalization in learner-generated drawing

Learning and instruction, 2019-04, Vol.60, p.138-153

2019

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Signaling Text-Picture Relations in Multimedia Learning: The Influence of Prior Knowledge

Journal of educational psychology, 2018-05, Vol.110 (4), p.544-560

2018

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Are seductive details seductive only when you think they are relevant? An experimental test of the moderating role of perceived relevance

Applied cognitive psychology, 2019-01, Vol.33 (1), p.20-30

2019

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Do drawing tasks improve monitoring and control during learning from text?

Learning and instruction, 2017-10, Vol.51, p.10-25

2017

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When and how seductive details harm learning. A study using cued retrospective reporting

Applied cognitive psychology, 2021-07, Vol.35 (4), p.948-959

2021

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Specific questions during retrieval practice are better for texts containing seductive details

Applied cognitive psychology, 2022-09, Vol.36 (5), p.996-1008

2022

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Self-management as a Bridge Between Cognitive Load and Self-regulated Learning: the Illustrative Case of Seductive Details

Educational psychology review, 2020-12, Vol.32 (4), p.1073-1087

2020

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Seductive details do their damage also in longer learning sessions – When the details are perceived as relevant

Journal of computer assisted learning, 2021-10, Vol.37 (5), p.1248-1262

2021

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When and why does emotional design foster learning? Evidence for situational interest as a mediator of increased persistence

Journal of computer assisted learning, 2020-08, Vol.36 (4), p.514-525

2020

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Does watching an explainer video help learning with subsequent text? – Only when prompt-questions are provided

Learning and instruction, 2024-12, Vol.94, p.101988, Article 101988

2024

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Seductive details hamper learning even when they do not disrupt

Instructional science, 2023-08, Vol.51 (4), p.595-616

2023

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An integrative study on learning and testing with multimedia: Effects on students’ performance and metacognition

Learning and instruction, 2021-02, Vol.71, p.101100, Article 101100

2021

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Why narrative frames matter for instructional videos: A value-evoking narrative frame is essential to foster sustained learning with emotional design videos

Learning and instruction, 2024-12, Vol.94, p.101962, Article 101962

2024

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Editorial: Harmful or helpful to learning? The impact of seductive details on learning and instruction

Applied cognitive psychology, 2019-01, Vol.33 (1), p.3-8

2019

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Refuting student teachers’ misconceptions about multimedia learning

Instructional science, 2022-02, Vol.50 (1), p.89-110

2022

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Wissenschaftliche Annahmen und Fehlkonzepte angehender Lehrkräfte über das Lernen mit Multimedia

Unterrichtswissenschaft, 2019-12, Vol.47 (4), p.451-474

2019

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Effects of disfluency on cognitive and metacognitive processes and outcomes

Exploring the Nature of Teachers' Math-Gender Stereotypes: The Math-Gender Misconception Questionnaire

Disfluency Meets Cognitive Load in Multimedia Learning: Does Harder-to-Read Mean Better-to-Understand?

How repeated studying and testing affects multimedia learning: Evidence for adaptation to task demands

Signals foster multimedia learning by supporting integration of highlighted text and diagram elements

Motivation brought to the test: Successful retrieval practice is modulated by mastery goal orientation and external rewards

How can signaling in authentic classroom videos support reasoning on how to induce learning strategies?

Picture or Text First? Explaining Sequence Effects when Learning with Pictures and Text

Signaling text-picture relations in multimedia learning: A comprehensive meta-analysis

Why do learners who draw perform well? Investigating the role of visualization, generation and externalization in learner-generated drawing

Signaling Text-Picture Relations in Multimedia Learning: The Influence of Prior Knowledge

Are seductive details seductive only when you think they are relevant? An experimental test of the moderating role of perceived relevance

Do drawing tasks improve monitoring and control during learning from text?

When and how seductive details harm learning. A study using cued retrospective reporting

Specific questions during retrieval practice are better for texts containing seductive details

Self-management as a Bridge Between Cognitive Load and Self-regulated Learning: the Illustrative Case of Seductive Details

Seductive details do their damage also in longer learning sessions – When the details are perceived as relevant

When and why does emotional design foster learning? Evidence for situational interest as a mediator of increased persistence

Does watching an explainer video help learning with subsequent text? – Only when prompt-questions are provided

Seductive details hamper learning even when they do not disrupt

An integrative study on learning and testing with multimedia: Effects on students’ performance and metacognition

Why narrative frames matter for instructional videos: A value-evoking narrative frame is essential to foster sustained learning with emotional design videos

Editorial: Harmful or helpful to learning? The impact of seductive details on learning and instruction

Refuting student teachers’ misconceptions about multimedia learning

Wissenschaftliche Annahmen und Fehlkonzepte angehender Lehrkräfte über das Lernen mit Multimedia

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