Processing multimedia material: Does integration of text and pictures result in a single or two interconnected mental representations?

Anne Schüler; Jana Arndt; Katharina Scheiter

Learning and Instruction Vol. 35, No. 1 (February 2015) pp. 62–72

We investigated whether individuals construct either two interconnected mental representations or a single mental representation that merges information from two representations when processing multimedia materials. Individuals memorized text...

Language: English

Self-Regulated Learning from Illustrated Text: Eye Movement Modelling to Support Use and Regulation of Cognitive Processes during Learning from Multimedia

Katharina Scheiter; Carina Schubert; Anne Schüler

British Journal of Educational Psychology Vol. 88, No. 1 (2018) pp. 80–94

Background: When learning with text and pictures, learners often fail to adequately process the materials, which can be explained as a failure to self-regulate one's learning by choosing adequate cognitive learning processes. Eye movement modelling...

Just follow my eyes: The influence of model-observer similarity on Eye Movement Modeling Examples

Marie-Christin Krebs; Anne Schüler; Katharina Scheiter

Learning and Instruction Vol. 61, No. 1 (June 2019) pp. 126–137

We investigated to what extent the effectiveness of Eye Movement Modeling Examples (EMME) is influenced by social cues such as model-observer similarity. In an eye tracking experiment with university students (N = 119), EMME were used to display...

Language: English

Explaining the modality effect in multimedia learning: Is it due to a lack of temporal contiguity with written text and pictures?

Anne Schüler; Katharina Scheiter; Ralf Rummer; Peter Gerjets

Learning and Instruction Vol. 22, No. 2 (April 2012) pp. 92–102

The study examined whether the modality effect is caused by either high visuo-spatial load or a lack of temporal contiguity when processing written text and pictures. Students (

Language: English

How a picture facilitates the process of learning from text: Evidence for scaffolding

Alexander Eitel; Katharina Scheiter; Anne Schüler; Marcus Nyström; Kenneth Holmqvist

Learning and Instruction Vol. 28, No. 1 (December 2013) pp. 48–63

Three experiments were conducted to study on a more fine-grained level how processing a picture facilitates learning from text. In Experiment 1 (

Language: English

Effects of Task Experience and Layout on Learning from Text and Pictures with or without Unnecessary Picture Descriptions

Gertjan Rop; Anne Schüler; Peter P. J. L. Verkoeijen; Katharina Scheiter; Tamara van Gog

Journal of Computer Assisted Learning Vol. 34, No. 4 (2018) pp. 458–470

The presentation of extraneous (i.e., irrelevant or unnecessary) information may hamper learning with multimedia. The present study examined whether people can learn to ignore unnecessary information with increasing experience with the task and...

Effects of task experience and layout on learning from text and pictures with or without unnecessary picture descriptions

Gertjan Rop; Anne Schüler; Peter P.J.L. Verkoeijen; Katharina Scheiter; Tamara Gog van

Journal of Computer Assisted Learning Vol. 34, No. 4 (August 2018) pp. 458–470

The presentation of extraneous (i.e., irrelevant or unnecessary) information may hamper learning with multimedia. The present study examined whether people can learn to ignore unnecessary information with increasing experience with the task and...

Adaptive multimedia: Using gaze-contingent instructional guidance to provide personalized processing support

Katharina Scheiter; Carina Schubert; Anne Schüler; Holger Schmidt; Gottfried Zimmermann; Benjamin Wassermann; Marie-Christin Krebs; Thérése Eder

Computers & Education Vol. 139, No. 1 (October 2019) pp. 31–47

The goal of the study was to develop an adaptive, gaze-contingent learning environment that would support learners in their information-processing behavior when learning from illustrated texts. To this end, three experiments were conducted. In...

Language: English