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Prof. Dr. Alexander Eitel

Prof. Dr. Alexander Eitel

Phone: +49 641-99-26200
E-Mail: Alexander.Eitel

Profile: GScholar ResearchGate

Consulting Hours:

On request.


University of Giessen
FB06 Teaching and Learning with Media
Building D, First Floor, Room 112
Otto-Behaghel-Straße 10 D
35394 Gießen

  • Psychology for student teachers (lectures and seminars in the basic modules)
  • Teaching and learning with media (lectures and seminars in the advanced modules)
  • Educational psychology for psychology master students (seminars)
  • Multimedia learning and teaching, video-based learning
  • Motivational and volitional influences on computer-based, self-regulated learning
  • Desirable difficulties in instructions
  • Pedagogical-psychological knowledge of (prospective) teachers
  • Potentials of eye movement measurement in learning and testing situations
Ongoing research projects
  • Boundary conditions of the seductive details effect: An integrative analysis of cognitive and volitional processes (DFG funded; together with Alexander Renkl, University of Freiburg)
  • Self-regulated learning of mechanics (DFG funded; together with Andreas Vorholzer, Claudia v. Aufschnaiter, Joachim Stiensmeier-Pelster; University of Giessen).
  • Digitally supported formative feedback to support self-concept and learning success in mathematics education (funded by the Robert-Bosch Foundation; project leader: Inga Frey, University of Erfurt).
  • Motivational influences on the testing effect (together with Tino Endres, University of Freiburg)
  • Adaptive refutation of misconceptions about multimedia learning (together with Anja Prinz, Julia Kollmer, Lisa Flick and Anna Dersch, University of Freiburg)
Publications in Journals
  • Kienitz, A., Krebs, MC. & Eitel, A. (2023). Seductive details hamper learning even when they do not disrupt. Instructional Science.
  • Eitel, A., Endres, T., & Renkl, A. (2022). Specific questions during retrieval practice are better for texts containing seductive details. Applied Cognitive Psychology. 
  • Dersch, A., Renkl, A., & Eitel A. (2022). Personalized refutation texts best stimulate teachers' conceptual change about multimedia learning. Journal of Computer Assisted Learning.
  • Prinz, A., Kollmer, J., Flick, L., Renkl, A., & Eitel A. (2021). Refuting student teachers’ misconceptions about multimedia learning. Instructional Science. 
  • Eitel, A. Prinz, A., Kollmer, J., Niessen, L., Russow, J., Ludäscher, M., Renkl, A., & Lindner, M. A. (2021). The misconceptions about multimedia learning questionnaire. An empirical evaluation study with teachers and student teachers. Psychology Learning and Teaching.
  • Bender, L., Renkl, A., & Eitel, A. (2021). Seductive details do their damage also in longer study sessions - when the details are perceived as relevant. Journal of Computer Assisted Learning
  • Bender, L., Renkl, A., & Eitel, A. (2021). When and how seductive details harm learning. A study using cued retrospective reporting. Applied Cognitive Psychology
  • 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.
  • 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.
  • 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.
  • 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.
  • 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.
  • 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.
  • Eitel, A., Dersch, A., & Renkl, A. (2019). Wissenschaftliche Annahmen und Fehlkonzepte angehender Lehrkräfte über das Lernen mit Multimedia. Unterrichtswissenschaft.  
  • Eitel, A., & Kühl, T. (2019). Harmful or helpful to learning? The impact of seductive details on learning and instruction. Applied Cognitive Psychology.
  • 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.
  • 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
  • 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.
  • 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.
  • 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.
  • Schleinschok, K., Eitel, A., & Scheiter, K. (2017). Do drawing tasks improve monitoring and control during learning from text?. Learning and Instruction.
  • 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.
  • 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