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




Tina Seufert
Head of the Learning and Instruction Lab

Tina Seufert
☎ +49-(0)731/50 23070
℻ +49-(0)731/50 23072
Π 47.1.405

Consultation hours
Tuesday, 9-10 a.m.

Google Scholar
Research Gate

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.




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.

Klepsch, M., & Seufert, T. (2021). Making an Effort Versus Experiencing Load. Frontiers in Education, 6, Article 645284.

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

Seufert, T. (2018). The interplay between self-regulation in learning and cognitive load. Educational Research Review, 24, 116-129.

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.

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.

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., Wagner, F., & Westphal, J. (2017). The effects of different levels of disfluency on learning outcomes and cognitive load. Instructional Science, 45(2), 221-238.