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.


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.

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.

Vogt, A., Albus, P., & Seufert, T. (2021). Learning in virtual reality: Bridging the motivation gap by adding annotations. Frontiers in Psychology, 12, Article 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.

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.

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.

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.
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.


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

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.

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.


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.

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.

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.


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.


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.


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.


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.


Seufert, T. (2003). Supporting coherence formation in learning from multiple representations. Learning and Instruction, 13, 227-237.



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