Learner Control in Hypermedia Environments

Katharina Scheiter; Peter Gerjets

Educational Psychology Review Vol. 19, No. 3 (September 2007) pp. 285–307

Contrary to system-controlled multimedia learning environments, hypermedia systems are characterized by a high level of interactivity. This interactivity is referred to as learner control in the respective literature. For several reasons this...

Signals foster multimedia learning by supporting integration of highlighted text and diagram elements

Katharina Scheiter; Alexander Eitel

Learning and Instruction Vol. 36, No. 1 (April 2015) pp. 11–26

Two experiments investigated how signals foster learning from text and diagrams by examining the relationship between visual attention and learning outcomes. In Experiment 1 (

Language: English

Cognitive and Socio-Motivational Aspects in Learning with Animations: There Is More to It than "Do They Aid Learning or Not"

Katharina Scheiter; Peter Gerjets

Instructional Science: An International Journal of the Learning Sciences Vol. 38, No. 5 (September 2010) pp. 435–440

Animations have become a ubiquitous component of computer-based instruction. Despite their widespread use, however, the evidence concerning their effects on learning is rather ambiguous, suggesting that one needs to have a closer look at the...

Do drawing tasks improve monitoring and control during learning from text?

Katrin Schleinschok; Alexander Eitel; Katharina Scheiter

Learning and Instruction Vol. 51, No. 1 (October 2017) pp. 10–25

In two experiments it was investigated how drawing as a monitoring task affects self-regulated learning and cognitive load. To this end, participants (Exp. 1:

Language: English

The Acquisition of Problem-Solving Skills in Mathematics: How Animations Can Aid Understanding of Structural Problem Features and Solution Procedures

Katharina Scheiter; Peter Gerjets; Julia Schuh

Instructional Science: An International Journal of the Learning Sciences Vol. 38, No. 5 (September 2010) pp. 487–502

In this paper the augmentation of worked examples with animations for teaching problem-solving skills in mathematics is advocated as an effective instructional method. First, in a cognitive task analysis different knowledge prerequisites are...

Information Comparisons in Example-Based Hypermedia Environments: Supporting Learners with Processing Prompts and an Interactive Comparison Tool

Peter Gerjets; Katharina Scheiter; Julia Schuh

Educational Technology Research and Development Vol. 56, No. 1 (February 2008) pp. 73–92

Global comparisons of learning from hypertext/hypermedia and traditional presentation formats like text have yet failed to show major advantages concerning the effectiveness of hypermedia learning. Thus, it is proposed in the current paper to...

The Speaker/Gender Effect: Does the Speaker's Gender Matter when Presenting Auditory Text in Multimedia Messages?

Stephanie B. Linek; Peter Gerjets; Katharina Scheiter

Instructional Science: An International Journal of the Learning Sciences Vol. 38, No. 5 (September 2010) pp. 503–521

Current cognitive multimedia design theories provide several guidelines on how to integrate verbal and pictorial information. However, the recommendations for the design of auditory texts (narrations) are still fragmentary, especially with regard to ...

Do it twice! Test-taking fosters repeated but not initial study of multimedia instruction

Alexander Eitel; Sebastian Martin Benito; Katharina Scheiter

Learning and Instruction Vol. 52, No. 1 (December 2017) pp. 36–45

Are practice tests only helpful when having studied before taking them? We investigated this question in a multimedia learning scenario. Participants (N = 85) were randomly assigned to one of two groups, in which they did either not study or studied ...

Language: English

How to sequence video modeling examples and inquiry tasks to foster scientific reasoning

Juliane M. Kant; Katharina Scheiter; Kerstin Oschatz

Learning and Instruction Vol. 52, No. 1 (December 2017) pp. 46–58

Scientific reasoning skills can be acquired through technology-enhanced inquiry tasks or video modeling examples showing how to conduct virtual experiments. However, inquiry tasks can be cognitively demanding for novice learners, whereas video...

Language: English

Why do learners who draw perform well? Investigating the role of visualization, generation and externalization in learner-generated drawing

Steffen P. Schmidgall; Alexander Eitel; Katharina Scheiter

Learning and Instruction Vol. 60, No. 1 (April 2019) pp. 138–153

In two experiments, we investigated which of the factors generation, visualization, and externalization mainly contribute to the benefits of learner-generated drawing. We also examined whether benefits of drawing were more pronounced in delayed...

Language: English

The Role of Working Memory in Multimedia Instruction: Is Working Memory Working during Learning from Text and Pictures?

Anne Schuler; Katharina Scheiter; Erlijn van Genuchten

Educational Psychology Review Vol. 23, No. 3 (September 2011) pp. 389–411

A lot of research has focused on the beneficial effects of using multimedia, that is, text and pictures, for learning. Theories of multimedia learning are based on Baddeley's working memory model (Baddeley 1999). Despite this theoretical foundation, ...

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

Designing Instructional Examples to Reduce Intrinsic Cognitive Load: Molar versus Modular Presentation of Solution Procedures

Peter Gerjets; Katharina Scheiter; Richard Catrambone

Instructional Science: An International Journal of the Learning Sciences Vol. 32, No. 1 (January 2004) pp. 33–58

It is usually assumed that successful problem solving in knowledge-rich domains depends on the availability of abstract problem-type schemas whose acquisition can be supported by presenting students with worked examples. Conventionally designed...

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...

Learning about locomotion patterns from visualizations: Effects of presentation format and realism

Birgit Imhof; Katharina Scheiter; Peter Gerjets

Computers & Education Vol. 57, No. 3 (November 2011) pp. 1961–1970

The rapid development of computer graphics technology has made possible an easy integration of dynamic visualizations into computer-based learning environments. This study examines the relative effectiveness of dynamic visualizations, compared...

Language: English

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

Signaling text-picture relations in multimedia learning: A comprehensive meta-analysis

Juliane Richter; Katharina Scheiter; Alexander Eitel

Educational Research Review Vol. 17, No. 1 (February 2016) pp. 19–36

The signaling principle recommends emphasizing relevant aspects of a multimedia message by means of signals (e.g., color coding). We determined the effectiveness of signals that highlight correspondences between text and pictures as well as possible ...

Language: English

Can learning from molar and modular worked examples be enhanced by providing instructional explanations and prompting self-explanations?

Peter Gerjets; Katharina Scheiter; Richard Catrambone

Learning and Instruction Vol. 16, No. 2 (April 2006) pp. 104–121

In two experiments we explored how learning from traditional molar worked-out examples—focusing on problem categories and their associated overall solution procedures—as well as from more efficient modular worked-out examples—where intrinsic...

Language: English

Implementation intentions during multimedia learning: Using if-then plans to facilitate cognitive processing

Kim Stalbovs; Katharina Scheiter; Peter Gerjets

Learning and Instruction Vol. 35, No. 1 (February 2015) pp. 1–15

To successfully learn from multimedia, learners must actively process text and pictures and integrate their information. Two experiments investigated how to support these cognitive processes by means of implementation intentions. Implementation...

Language: English

Can differences in learning strategies explain the benefits of learning from static and dynamic visualizations?

Tim Kühl; Katharina Scheiter; Peter Gerjets; Sven Gemballa

Computers & Education Vol. 56, No. 1 (January 2011) pp. 176–187

The effects of dynamic and static visualizations in understanding physical principles of fish locomotion were investigated. Seventy-five students were assigned to one of three conditions: a text-only, a text with dynamic visualizations, or a text...

Language: English

In the eyes of the beholder: How experts and novices interpret dynamic stimuli

Halszka Jarodzka; Katharina Scheiter; Peter Gerjets; Tamara van Gog

Learning and Instruction Vol. 20, No. 2 (April 2010) pp. 146–154

Tasks with a complex, dynamic visual component require not only the acquisition of conceptual/procedural but also of perceptual/attentional skills. This study examined expertise differences in perceiving and interpreting complex, dynamic visual...

Language: English

Learning about locomotion patterns: Effective use of multiple pictures and motion-indicating arrows

Birgit Imhof; Katharina Scheiter; Jörg Edelmann; Peter Gerjets

Computers & Education Vol. 65, No. 1 (July 2013) pp. 45–55

This study investigated how enriching visualizations with arrows indicating the motion of objects may help in conveying dynamic information: Multiple static-simultaneous visualizations with motion-indicating arrows were compared with either multiple ...

Language: English

The effects of realism in learning with dynamic visualizations

Katharina Scheiter; Peter Gerjets; Thomas Huk; Birgit Imhof; Yvonne Kammerer

Learning and Instruction Vol. 19, No. 6 (December 2009) pp. 481–494

Two experiments are reported that investigated the relative effectiveness of a realistic dynamic visualization as opposed to a schematic visualization for learning about cell replication (mitosis). In Experiment 1, 37 university students watched...

Language: English

Does a Strategy Training Foster Students' Ability to Learn from Multimedia?

Katharina Scheiter; Carina Schubert; Peter Gerjets; Kim Stalbovs

Journal of Experimental Education Vol. 83, No. 2 (2015) pp. 266–289

Despite the general effectiveness of multimedia instruction, students do not always benefit from it. This study examined whether students' learning from multimedia can be improved by teaching them relevant learning strategies. On the basis of...

The impact of learner characteristics on information utilization strategies, cognitive load experienced, and performance in hypermedia learning

Katharina Scheiter; Peter Gerjets; Brigitte Vollmann; Richard Catrambone

Learning and Instruction Vol. 19, No. 5 (October 2009) pp. 387–401

Against the background of an adaptation of Cognitive Load Theory to learner-controlled settings we investigated the impact of learner characteristics on information utilization strategies, cognitive load, and learning outcomes in a hypermedia...

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 temporal and spatial aspects of presenting visualizations affect learning about locomotion patterns

Birgit Imhof; Katharina Scheiter; Jörg Edelmann; Peter Gerjets

Learning and Instruction Vol. 22, No. 3 (June 2012) pp. 193–205

Two studies investigated the effectiveness of dynamic and static visualizations for a perceptual learning task (locomotion pattern classification). In Study 1, seventy-five students viewed either dynamic, static-sequential, or static-simultaneous...

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

Situated Learning in the Mobile Age: Mobile Devices on a Field Trip to the Sea

Vanessa D. I. Pfeiffer; Sven Gemballa; Halszka Jarodzka; Katharina Scheiter; Peter Gerjets

Association for Learning Technology Journal Vol. 17, No. 3 (November 2009) pp. 187–199

This study focuses on learning about fish biodiversity via mobile devices in a situated learning scenario. Mobile devices do not only facilitate relating the presented information to the real world in a direct way; they also allow the provision of...

Learning to see: Guiding students' attention via a Model's eye movements fosters learning

Halszka Jarodzka; Tamara van Gog; Michael Dorr; Katharina Scheiter; Peter Gerjets

Learning and Instruction Vol. 25, No. 1 (June 2013) pp. 62–70

This study investigated how to teach perceptual tasks, that is, classifying fish locomotion, through eye movement modeling examples (EMME). EMME consisted of a replay of eye movements of a didactically behaving domain expert (model), which had been...

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