Prof. Dr. Tina Seufert
| Since 2022 | Scientific Director of the School of Advanced Professional Studies (SAPS) |
| Since 2018 | Assistant Editor for Instructional Science |
| 2013-2016 | Dean of the Faculty of Engineering, Computer Science and Psychology at the University of Ulm |
| 2009-2013 | Director of the Institute for Psychology and Education at the University of Ulm Dean of Psychology and Member of the Board of the Faculty of Engineering and Computer Science |
| Since 2008 | Professor for Research on Learning and Instruction at Ulm University |
| 2005-2008 | Research Associate in the Department of Education at Saarland University Degree: Habilitation and Venia Legendi for Psychology |
| 2003-2005 | Research Associate at the Georg-Elias-Müller-Institute for Psychology at the Georg-August-University Göttingen, Chair of "Psychology of Teaching and Instruction" |
| 1998-2003 | Research Associate in the Department of General and Educational Psychology at the University of Koblenz-Landau Degree: PhD (Dr. Phil., summa cum laude) |
| 1991-1997 | Studies of Psychology at the University of Landau, Germany |
Contact
Tina Seufert
Head of Dep. Learning and Instruction
✉ Tina Seufert
☎ +49-(0)731/50 23070
℻ +49-(0)731/50 23072
Π 2_11
Consultation hours
on appointment
Research Interests
- Self-regulated learning and cognitive load
- Promoting knowledge acquisition with multiple representations (multimedia research)
- Instructional Design for Online-based Continuing Education
- Influence of learner characteristics
- Learning with VR
- Promotion of learning strategies
- Measurement of cognitive load
International Activities
Member of the European Association for Learning and Instruction (EARLI), since 1998
- Special Interest Group “Comprehension of Text and Graphics” (SIG 2)
- Special Interest Group “Instructional Design” (SIG 6)
- Special Interest Group “Learning and Instruction with Computers” (SIG 7)
Coordinator of the Special Interest Group "Instructional Design" (SIG 6) of EARLI from 2007-2011.
Member of the program committee of the SIG 2 meeting of "Text and Picture Comprehension", 30/08-02/09/2006, Nottingham, UK.
Member of the program committee of the SIG 2 meeting of "Text and Picture Comprehension", August 27-29, 2008, Tilburg, The Netherlands.
Member of the organizing and program committee of the SIG 6 meeting of "Instructional Design," June 20-22, 2008, Heerlen, The Netherlands.
Publications
Most important publications:
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
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
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
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
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
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
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., 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