Prof. Dr. Alexander Eitel

Prof. Dr. Alexander Eitel

Fon: 0641 / 99-26200

E-Mail: Alexander.Eitel@psychol.uni-giessen.de

Contact

Every Thursday from 11.00 to 12.00 h

Building D, First Floor, Room 112

Address

Justus-Liebig-Universität Gießen

FB06 Psychology and Sport Science

Educational Psychology

Otto-Behaghel-Str. 10 D

35394 Gießen

Psychology for student teachers 

Learning and teaching with media 

Learning and teaching with (multi-)media

Video-based learning

Eyetracking in learning and instruction

Desirable difficulties, testing effect

(Pre-service) teachers' conceptions about educational psychology

Boundary conditions of the seductive details effect (funded by the German Research Foundation [DFG]); together with Alexander Renkl, University of Freiburg)

Self-regulated learning about mechanics (funded by DFG; together with Andreas Vorholzer, Claudia von Aufschnaiter, Joachim Stiensmeier-Pelster, University of Giessen) 

Digitally-supported formative feedback in mathematics instruction (funded by Robert-Bosch Stiftung; PI: Inga Frey, University of Erfurt)

Motivational influences on the testing effect (with Tino Endres, University of Freiburg)

Adaptive refutation of misconceptions (with Anja Prinz,  Julia Kollmer, Lisa Flick, and Anna Dersch, University of Freiburg)

Eitel, A. Prinz, A., Kollmer, J., Niessen, L., Russow, J., Ludäscher, M., Renkl, A., & Lindner, M. A. (in press). The misconceptions about multimedia learning questionnaire. An empirical evaluation study with teachers and student teachers. Psychology Learning and Teaching. https://doi.org/10.1177/14757257211028723

Bender, L., Renkl, A., & Eitel, A. (in press). Seductive details do their damage also in longer study sessions - when the details are perceived as relevant. Journal of Computer Assisted Learning. https://doi.org/10.1111/jcal.12560

Bender, L., Renkl, A., & Eitel, A. (2021). When and how seductive details harm learning. A study using cued retrospective reporting. Applied Cognitive Psychology. https://doi.org/10.1002/acp.3822

Eitel, A., Endres, T., & Renkl, A. (2020). Self-management as a bridge between cognitive load and self-regulated learning: the illustrative case of seductive details. Educational Psychology Review. https://doi.org/10.1007/s10648-020-09559-5

Kollmer J., Hosp T., Glogger-Frey I., Renkl A., & Eitel A. (2020). Adjunct aids and signals support online learning from multiple representations. Journal of Computer Assisted Learning, 1–11. https://doi.org/10.1111/jcal.12477

Kollmer, J., Schleinschok, K., Scheiter, K., & Eitel, A. (2020). Is drawing after learning effective for metacognitive monitoring only when supported by spatial scaffolds? Instructional Science. https://rdcu.be/b5yz8

Endres, T., Weyreter, S., Renkl, A., & Eitel, A. (2020). When and why does emotional design foster learning? Evidence for situational interest as a mediator of increased persistence. Journal of Computer Assisted Learning. https://doi.org/10.1111/jcal.12418

Schmidgall, S., Scheiter, K., & Eitel, A. (2020). Can we further improve tablet-based drawing to enhance learning? An empirical test of two types of support. Instructional Science. https://doi.org/10.1007/s11251-020-09513-6

Eitel, A., Bender, L., & Renkl, A. (2019). Are seductive details seductive only when you think they are relevant? An experimental test of the moderating role of perceived relevance. Applied Cognitive Psychology. https://doi.org/10.1002/acp.3479

Eitel, A., Dersch, A., & Renkl, A. (2019). Wissenschaftliche Annahmen und Fehlkonzepte angehender Lehrkräfte über das Lernen mit Multimedia. Unterrichtswissenschaft. https://doi.org/10.1007/s42010-019-00049-4  

Eitel, A., & Kühl, T. (2019). Harmful or helpful to learning? The impact of seductive details on learning and instruction. Applied Cognitive Psychology. https://doi.org/10.1002/acp.3513

Lindner, M. A., Eitel, A., Barenthien, J., & Köller, O. (2018). An integrative study on learning and testing with multimedia: Effects on students' performance and metacognition. Learning and Instruction. https://doi.org/10.1016/j.learninstruc.2018.01.002

Rieche, H., Fischer, A.-K., Geißler, C., Eitel, A., Brunner, G., & Renkl, A. (2018). Wenn Schülerinnen und Schüler glauben, unmusikalisch zu sein: Erkennen angehende Musik-Lehrkräfte solche Überzeugungen? Beiträge Empirischer Musikpädagogik, 9, 1-23. https://www.b-em.info/index.php/ojs/article/view/154

Richter, J., Scheiter, K., & Eitel, A. (2018). Signaling text-picture relations in multimedia learning: The influence of prior knowledge. Journal of Educational Psychology, 110, 544-560. http://dx.doi.org/10.1037/edu0000220

Schmidgall, S. P., Eitel, A., & Scheiter, K. (2018). Why do learners who draw perform well? Investigating the role of visualization, generation and externalization in learner-generated drawing. Learning and Instruction. doi:10.1016/j.learninstruc.2018.01.006

Eitel, A. Martin Benito, S., & Scheiter, K. (2017). Do it twice! Test-taking fosters repeated but not initial study of multimedia instruction. Learning and Instruction. dx.doi.org/10.1016/j.learninstruc.2017.04.003

Lindner, M. A., Eitel, A., Strobel, B., & Köller, O. (2017). Identifying processes underlying the multimedia effect in testing: An eye-movement analysis. Learning and Instruction, 47, 91-102. dx.doi.org/10.1016/j.learninstruc.2016.10.007

Schleinschok, K., Eitel, A., & Scheiter, K. (2017). Do drawing tasks improve monitoring and control during learning from text?. Learning and Instruction. dx.doi.org/10.1016/j.learninstruc.2017.02.002

Eitel, A. (2016). How repeated studying and testing affects multimedia learning: Evidence for adaptation to task demands. Learning and Instruction, 41, 70-84. doi:10.1016/j.learninstruc.2015.10.003

Eitel, A., & Kühl, T. (2016). Effects of disfluency and test expectancy on learning with text. Metacognition and Learning, 1, 107-121. doi:10.1007/s11409-015-9145-3

Kühl, T., & Eitel, A. (2016). Editorial: Effects of disfluency on cognitive and metacognitive processes and outcomes. Metacognition and Learning, 1, 1-13. doi:10.1007/s11409-016-9154-x

Scheiter, K., Eitel, A., & Schüler, A. (2016). Lernen mit Texten und Bildern: Die frühzeitige wechselseitige Beeinflussung kognitiver Prozesse bei der Konstruktion eines integrierten mentalen Modells. Psychologische Rundschau, 67, 87-103. dx.doi.org/10.1026/0033-3042/a000300

Richter, J., Scheiter, K., & Eitel, A. (2016). Signaling text-picture relations in multimedia learning: A comprehensive meta-analysis. Educational Research Review, 17, 19-36. doi:10.1016/j.edurev.2015.12.003.

Eitel, A., & Scheiter, K. (2015). Picture or text first? Explaining sequence effects when learning with pictures and text. Educational Psychology Review, 27, 153-180. doi:10.1007/s10648-014-9264-4

Scheiter, K., & Eitel, A. (2015). Signals foster multimedia learning by supporting integration of highlighted text and diagram elements. Learning and Instruction, 36, 11-26. doi:10.1016/j.learninstruc.2014.11.002

Schweppe, J., Eitel, A., & Rummer, R. (2015). The multimedia effect and its stability over time. Learning and Instruction, 38, 24-33. doi:10.1016/j.learninstruc.2015.03.001

Eitel, A., & Kornmann, J. (2014). Schwieriger als gedacht?! Potenziale und Risiken des Lernens mit digitalen Medien. InMind, 3.

Eitel, A., Kühl, T, Scheiter, K., & Gerjets, P. (2014). Disfluency meets cognitive load in multimedia learning: Does harder-to-read mean better-to-understand? Applied Cognitive Psychology, 28, 488-501. doi:10.1002/acp.3004

Kühl, T., Eitel, A., Damnik, G., Körndle, H. (2014). The impact of disfluency, pacing, and students’ need for cognition on learning with multimedia. Computers in Human Behavior, 35, 189-198. doi:10.1016/j.chb.2014.03.004

Kühl, T., Eitel, A., Scheiter, K., & Gerjets, P.  (2014). A call for an unbiased search for moderators in disfluency research: Reply to Oppenheimer and Alter (2014). Applied Cognitive Psychology, 28, 805-806. doi:10.1002/acp.3030

Lindner, M. A., Eitel, A., Thoma, G.-B., Dalehefte, I. M., Ihme, J. M., & Köller, O.  (2014). Tracking the decision making process in multiple-choice assessment: Evidence from eye movements. Applied Cognitive Psychology, 28, 738-752. doi:10.1002/acp.3060

Eitel, A., Scheiter, K., Schüler, A., Nyström, M., & Holmqvist, K. (2013). How a picture facilitates the process of learning from text: Evidence for scaffolding. Learning and Instruction, 28, 48-63. doi:10.1016/j.learninstruc.2013.05.002

Eitel, A., Scheiter, K., & Schüler, A. (2013). How inspecting a picture affects processing of text in multimedia learning. Applied Cognitive Psychology, 27, 451-461. doi:10.1002/acp.2922

Eitel, A., Scheiter, K., & Schüler, A. (2012). The time course of information extraction from instructional diagrams. Perceptual and Motor Skills, 115, 677-701. doi:10.2466/22.23.PMS.115.6.677-701