Publications of the Dept. Learning and Instruction

Babel, F., Vogt, A., Hock, P., Kraus, J., Angerer, F., Seufert, T., & Baumann, M. (2022). Step Aside! VR-Based Evaluation of Adaptive Robot Conflict Resolution Strategies for Domestic Service Robots. International Journal of Social Robotics. https://doi.org/10.1007/s12369-021-00858-7

Albus, P., & Seufert, T. (2021, August 23-27). Modality effect in virtual reality [Paper presentation]. 19th Biennial EARLI Conference, Göteborg, Sweden (online).

Albus, P., Vogt, A., & Seufert, T. (2021). Signaling in virtual reality influences learning outcome and cognitive load. Computers & Education, 166, Article 104154. https://doi.org/10.1016/j.compedu.2021.104154

Albus, P., Vogt, A., & Seufert, T. (2021, September 14-16). Effekte von Segmentierung und Color Coding in nicht-immersiven Virtual-Reality-Lernumgebungen. In C. Hartmann & M. Bannert (Chairs), Lernen mit VR- und AR-Technologie: Konzeptuelle Grundlagen und empirische Befunde [Symposium]. PaePsy 2021, Heidelberg, Germany.

Klepsch, M., & Seufert, T. (2021). Making an Effort Versus Experiencing Load. Frontiers in Education, 6, Article 645284. https://doi.org/10.3389/feduc.2021.645284

Vogt, A., Albus, P., & Seufert, T. (2021). Learning in virtual reality: Bridging the motivation gap by adding annotations. Frontiers in Psychology, 12, Article 645032. https://doi.org/10.3389/fpsyg.2021.645032
Vogt, A., Babel, F., Hock, P., Baumann, M., & Seufert, T. (2021). Immersive virtual reality or auditory text first? Effects of adequate sequencing and prompting on learning outcome. British Journal of Educational Technology, 52(5), 2058-2076. https://doi.org/10.1111/bjet.13104

Vogt, A., Babel, F., Hock, P., Baumann, M., & Seufert, T. (2021). Prompting In-Depth Learning in Immersive Virtual Reality: Impact of an Elaboration Prompt on Developing a Mental Model. Computers & Education, 171, Article 104235. https://doi.org/10.1016/j.compedu.2021.104235

Vogt, A., Witte, T., Tichy, M., & Seufert, T. (2021, August 23–27). Supportive elements for coherence formation increase code comprehension [Paper presentation]. 19th Biennial EARLI Conference “Education and Citizenship: Learning and Instruction and the Shaping of Futures”, Gothenburg/online, Västra Götaland, Sweden.

Klepsch, M., & Seufert, T. (2020). Understanding instructional design effects by differentiated measurement of intrinsic, extraneous, and germane cognitive load. Instructional Science, 48(1), 45–77. https://doi.org/10.1007/s11251-020-09502-9

Seufert, T. (2020). Building bridges between self-regulation and cognitive load - An invitation for a broad and differentiated attempt. Educational Psychology Review, 32(4), 1151-1162. https://doi.org/10.1007/s10648-020-09574-6
 
Vogt, A., Klepsch, M., & Seufert, T. (2020). Learning from multiple representations: Prior knowledge moderates the beneficial effects of signals and abstract graphics. Frontiers in Psychology, 11, Article 601125. https://doi.org/10.3389/fpsyg.2020.601125

Riemer, V., & Schrader, C. (2019). Mental model development in multimedia learning: Interrelated effects of emotions and self-monitoring. Frontiers in Psychology, 10, Article 899. https://doi.org/10.3389/fpsyg.2019.00899

Seufert, T. (2019). Training for coherence formation when learning from text and picture and the interplay with learners’ prior knowledge. Frontiers in Psychology, 10, Article 193. https://doi.org/10.3389/fpsyg.2019.00193

Vogt, A., & Seufert, T. (2019, August 12–16). Fostering learning strategies to support self-regulated learning: A multilevel analysis [Paper presentation]. 18th Biennial EARLI Conference “Thinking Tomorrow's Education: Learning from the past, in the present and for the future”, Aachen, North Rine-Westphalia, Germany.

Seufert, T. (2018). The interplay between self-regulation in learning and cognitive load. Educational Research Review, 24, 116-129. https://doi.org/10.1016/j.edurev.2018.03.004

Klepsch, M., Schmitz, F., & Seufert, T. (2017). Development and Validation of Two Instruments Measuring Intrinsic, Extraneous, and Germane Cognitive Load. Frontiers in Psychology, 8, Article 1997. https://doi.org/10.3389/fpsyg.2017.01997

Riemer, V., Frommel, J., Layher, G., Neumann, H., & Schrader, C. (2017). Identifying features of bodily expression as indicators of emotional experience during multimedia learning. Frontiers in Psychology, 8, Article 1303. https://doi.org/10.3389/fpsyg.2017.01303

Seufert, T., Wagner, F., & Westphal, J. (2017). The effects of different levels of disfluency on learning outcomes and cognitive load. Instructional Science, 45(2), 221-238. https://doi.org/10.1007/s11251-016-9387-8

Riemer, V., & Schrader, C. (2016). Impacts of behavioral engagement and self-monitoring on the development of mental models through serious games: Inferences from in-game measures. Computers in Human Behavior, 64, 264–273. https://doi.org/10.1016/j.chb.2016.06.057

Riemer, V., & Schrader, C. (2015). Learning with quizzes, simulations, and adventures: Students’ attitudes, perceptions and intentions to learn with different types of serious games. Computers & Education, 88, 160–168. https://doi.org/10.1016/j.compedu.2015.05.003

Rogers, K., Röhlig, A., Weing, M., Gugenheimer, J., Könings, B., Klepsch, M., Schaub, F., Rukzio, E., Seufert, T., & Weber, M. (2014). P.I.A.N.O: Faster Piano Learning with Interactive Projection. In R. Dachselt, N. Graham, K. Hornbæk, & M. Nacenta (Eds.), The Ninth ACM International Conference // ITS 2014: Proceedings of the 2014 ACM International Conference on Interactive Tabletops and Surfaces : November 16-19, Dresden, Germany (pp. 149–158). ACM. https://doi.org/10.1145/2669485.2669514

Seufert, T., Schütze, M., & Brünken, R. (2009). Memory characteristics and modality in multimedia learning: An aptitude-treatment-interaction study. Learning and Instruction, 19(1), 28-42. https://doi.org/10.1016/j.learninstruc.2008.01.002

Seufert, T. (2003). Supporting coherence formation in learning from multiple representations. Learning and Instruction, 13, 227-237. https://doi.org/10.1016/S0959-4752(02)00022-1