Dr. Patrick Albus

#virtualreality #instructionaldesign #learningsuccess #cognitiveload #collaborativelearning #artificialintelligence

Dr. Patrick Albus, born in 1989, started his career as an IT systems sales professional before deciding to study psychology at the University of Ulm. He completed his bachelor's and master's degrees in personnel and organisational psychology and clinical psychology. Since 2018, he has been working at the Institute of Psychology and Education and has a special passion for the connection between technology and psychology. In April 2023, he successfully completed his dissertation on "Virtual Reality in Education: Impact of Instructional Design on Learning Outcomes and Cognitive Load". He teaches several courses on topics such as "Learning with VR and AR", "Media and Instructional Design" and "Solution-oriented Conversation Management". He also gives talks and workshops on the role of artificial intelligence in education and training. His main goal is to support learners by combining psychological and technical knowledge, to optimize learning processes and to design learning environments in an optimal way.


Patrick Albus
Research Assistant

Patrick Albus
☎ +49-(0)731/50 31135
℻ +49-(0)731/50 23072
Π 47.1.417

Consultation hours
on appointment

Research Interests

  • Lernen mit Virtual Reality / Mixed Reality
  • Medien- & Instruktionsdesign
  • Cognitive Load
  • Kognitive Prozesse
  • Künstliche Intelligenz
  • Adaptives & Kollaboratives Lernen

Completed Projects

AuCity 2


Albus, P., Seufert, T. The modality effect reverses in a virtual reality learning environment and influences cognitive load. Instructional Science (2023). doi.org/10.1007/s11251-022-09611-7

Albus, P., & Seufert, T. (2022). Signaling in 360° Desktop Virtual Reality Influences Learning Outcome and Cognitive Load. Frontiers Educational Psychology, 7, Article 916105. doi.org/10.3389/feduc.2022.916105

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

Drey, T., Albus, P., der Kinderen, S., Milo, M., Segschneider, T., Chanzab, L., Rietzler, M., Seufert, T., & Rukzio, E. (2022). Towards Collaborative Learning in Virtual Reality: A Comparison of Co-Located Symmetric and Asymmetric Pair-Learning. In Proceedings of the 2022 CHI Conference on Human Factors in Computing Systems (CHI '22). Association for Computing Machinery, New York, NY, USA, Article 610, 1–19. doi.org/10.1145/3491102.3517641

Bäuerle, A., Albus, P., Störk, R., Seufert, T., & Ropinki, T. (2022). exploRNN: Teaching Recurrent Neural Networks through Visual Exploration. The Visual Computer, 1-16. doi.org/10.1007/s00371-022-02593-0

Albus, P., Vogt, A., & Seufert, T. (2021, September 22). Lernen der Zukunft – Welchen Einfluss haben Gestaltungsprinzipen in Virtual Reality auf Lernerfolg und Cognitive Load. In S. Habig & S. Malone (Chairs), Lehren und Lernen mit Virtual und Augmented Reality [Symposium]. digiGEBF 2021, (online).

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.

Albus, P., & Seufert, T. (2022, September 10-15). Effekte von Signaling in einer kollaborativen VR Lernumgebung. In C. Hartmann & M. Bannert (Chairs), Untersuchungen zum immersiven Lernen mit VR- und AR-Technologie [Symposium]. DGPs-Kongress, Hildesheim, Germany.

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

Vogt, A., Albus, P., & Seufert, T. (2021). Learning in virtual reality: Bridging the motivation gap by adding annotations. Frontiers in Psychology, 12, Article 645032. doi.org/10.3389/fpsyg.2021.645032

Seufert, T., Klepsch, M., & Albus, P. (2021) Workshop-Portfolio-Aufgaben als Prüfungsleistung. Tag der Lehre 2021, Ulm University.

Bendig, E., Bauereiss, N., Schmitt, A., Albus, P., & Baumeister, H. (2021). ACTonDiabetes – a guided psychological internet intervention based on Acceptance and Commitment Therapy (ACT) for adults living with type 1 or 2 diabetes: Results of a randomised controlled feasibility trial. BMJ open, 11(7), Article e049238. dx.doi.org/10.1136/bmjopen-2021-049238

Albus, P., Vogt, A., & Seufert, T. (2020, August 24-26). Virtual reality in classrooms [Paper presentation]. EARLI SIG 6 & 7 Conference, Tübingen, Germany (online).

Krischler, J., Vogt, A., Albus, P., Koch, C. (2020). Design principles affecting motivational and cognitive requirements for VR learning environments in engineering education. In E. T. Santos & S. Scheer (Eds.), Proceedings of the 18th International Conference on Computing in Civil and Building Engineering: ICCCBE 2020 (pp. 1175-1186). Springer.

Albus, P., Vogt, A., & Seufert, T. (2020, März 25-27). Lernen der Zukunft – Welchen Einfluss haben Gestaltungsprinzipen in Virtual Reality auf Lernerfolg und Cognitive Load [Paper presentation]. 8th GEBF Conference " Bildung gestalten - Partizipation erreichen - Digitalisierung nutzen", Potsdam, Germany.

Vogt, A., Albus, P., Schüle, M., & Seufert, T. (2020, März 25-27). Lernen in der virtuellen Realität: Wie beeinflussen Motivation und Gestaltungsvarianten den Lernerfolg? [Paper presentation]. 8th GEBF Conference " Bildung gestalten - Partizipation erreichen - Digitalisierung nutzen", Potsdam, Germany.

Albus, P., & Vogt, A. (2020, Februar 10-11). Lernen in Virtual Reality [Paper presentation]. GöMaEr et al. Symposium, Essen, Germany.

Albus, P., & Seufert, T. (2019, August 12-16). Is your imagination sufficient? Effects of mental images on learning outcome and cognitive load [Paper presentation]. 18th Biennial EARLI Conference "Thinking Tomorrow's Education: Learning from the past, in the present and for the future", Aachen, Germany.

Kuechler, A.-M., Albus, P., Ebert, D. D., & Baumeister, H. (2019). Effectiveness of an internet-based intervention for procrastination in college students (StudiCare procrastination): Study protocol of a randomized controlled trial. Internet Interventions, 17, 100245. doi.org/10.1016/j.invent.2019.100245

Bauereiss, N., Bendig, E., Mildenberger, C., Storz, L., Bauer, K., Albus, P., ... & Baumeister, H. (2018, October 29-November 2). Internet-And Mobile-based Interventions for Adult Patients with Cancer-Results of Two Randomized Controlled Feasibility Trials [Paper presentation]. 20th World Congress of Psycho-Oncology, Hong Kong, China. doi.org/10.1002/pon.4878

Bendig, E., Bauereiß, N., Fluhr, L., Schmitt, A., Albus, P., Lin, J., & Baumeister, H. (2018, Mai 09-12). ACTonDiabetes: begleitete internet-und mobile-basierte Akzeptanz- und Commitmenttherapie für Menschen mit Diabetes mellitus (Typ 1 und Typ 2) – eine randomisiert-kontrollierte Pilotstudie [Poster session]. Diabetes Kongress 2018 – 53. Jahrgangstagung der DDG, Berlin, Germany. doi.org/10.1055/s-0038-1641977