Document Actions

Prof. Dr. Alexander Eitel

Prof. Dr. Alexander Eitel

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

Profile: GScholar ResearchGate


Consulting Hours:

On request.

Adress:

University of Giessen
FB06 Teaching and Learning with Media
Building F, Second Floor, Room 240
Otto-Behaghel-Straße 10 F
35394 Gießen
Teaching
  • 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)
Research
  • 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
  • Bender, L., Renkl, A., Scheiter, K., Richter, J., Eitel, A. (2026), Seductive Details Behind Hyperlinks - Harmful or Helpful for Learning? Journal of Computer Assisted Learning 42 (2), e70205. https://doi.org/10.1002/jcal.70205
  • Dersch, A.-S., Thacker, I., Eitel, A. (2026). Should we Tell Teachers That They Are (In) Correct? How Personalized Refutation Text Promotes of Hampers Conceptual Change. Educational Psychology Review 38 (1), 17. https://doi.org/10.1007/s10648-026-10116-9
  • Eitel, A., Kienitz, A., Krebs, M.-C., & Schöne, C . (2026). Advocating the FoRe-Squares Model of Technology-Augmented Instruction: a Reply to Mayer (2025). Educational Psychology Review, 38, 65 . https://doi.org/10.1007/s10648-026-10163-2
  • Bardach, L., Emslander, V., Kasneci, E., Eitel, A., Lindner, M., Bailey, D. (2025). Research syntheses on AI in education offer limited educational insights.  OSF. https://doi.org/10.31219/osf.io/dx6kt_v2
  • Dersch, A.-S., Heyder, A., &  Eitel , A. (2025). Teachers' Awareness of Math-Gender Stereotype-Reinforcing Behaviors: A Video Experiment. Social Psychology of Education, 28 (191), 1 - 40. https://doi.org/10.1007/s11218-025-10138-1
  • Eitel, A., Krebs, M.-C. &  Schöne, C. (2025). Introducing the FoRe-Squares Model: Focus Support and Reward as Key Predictors of Effective Technology-Augmented Instruction. Educational Psychology Review, 37, 67.  https://doi.org/10.1007/s10648-025-10045-z
  • Endres, T., Vössing, C., Renninger, K.A., Eitel, A., Renkl, A. (2025). Sustaining focus when It's hardest: Emotional design strengthens sustained learning, especially in contexts with attractive alternatives.  Computers & Education 233, 105313. https://doi.org/10.1016/j.compedu.2025.105313
  • Kienitz, A., Krebs, M.-C. &  Eitel, A. (2025). Level one: Teaching practice – Does playing a digital teaching simulation game foster novice student teachers’ perception and use of theoretical knowledge?  Computers & Education, 231 . https://doi.org/10.1016/j.compedu.2025.105277
  • Viccari, A., Kienitz, A., Eitel, A., Hahn, J.U., Göllner, R., Lindner, M., Bardach , L. (2025) Exploring Roman History through Video Game and Text: Effects of Format and Instructional Framing. OSF. https://doi.org/10.31234/osf.io/fa28t_v1
  • Von Aufschnaiter, C., Vorholzer, A., Eitel , A., Endres, T., Lieck, D.S.N., Wahby, N. …(2025). Because the direction of motion points in that direction: how the use of arrows in mechanics can be both confusing and helpful. MNU Journal: Association for the Promotion of STEM Education 78 (3), 243-250.
  • Endres, T., Eitel, A., Renninger, K.A., Vössing, C., Renkl, A. (2024). Why narrative frames matter for instructional videos: A value-evoking narrative frame is essential to foster sustained learning with emotional design videos. Learning and Instruction 94, 101962. https://doi.org/10.1016/j.learninstruc.2024.101962
  • Endres, T., Vössing, C., Renninger, K., Eitel, A., Renkl, A.(2024). Learning contexts shape the effect of emotional design–Facilitating sustained learning in distraction-prone situations. Ann and Eitel, Alexander and Renkl, Alexander, Learning Contexts Shape the …
  • Krebs, M.-C., Braschoß, K., & Eitel, A. (2024). Does watching an explainer video help learning with subsequent text? – Only when prompt-questions are provided.  Learning and Instruction, 94. https://doi.org/10.1016/j.learninstruc.2024.101988
  • Kienitz, A., Eitel, A., & Krebs, MC. (2024). Press START to teach: Can simulation games close the theory-practice gap?. Simulation & Gaming. https://doi.org/10.1177/10468781241252521
  • Endres, T., & Eitel, A. (2024). Motivation brought to the test: Successful retrieval practice is modulated by mastery goal orientation and external rewards. Applied Cognitive Psychology. https://doi.org/10.1002/acp.4160
  • Whalen, K.A., Renkl, A., Eitel, A., Glogger‐Frey, I. (2024). Digital re‐attributional feedback in high school mathematics education and its effect on motivation and achievement. Journal of Computer Assisted Learning 40 (2), 478-493. https://onlinelibrary.wiley.com/doi/pdf/10.1111/jcal.12889
  • Kienitz, A., Krebs, MC. & Eitel, A. (2023). Seductive details hamper learning even when they do not disrupt. Instructional Science. https://doi.org/10.1007/s11251-023-09632-w
  • Eitel, A., Endres, T., & Renkl, A. (2022). Specific questions during retrieval practice are better for texts containing seductive details. Applied Cognitive Psychology. https://doi.org/10.1002/acp.3984 
  • Dersch, A., Renkl, A., & Eitel A. (2022). Personalized refutation texts best stimulate teachers' conceptual change about multimedia learning. Journal of Computer Assisted Learning. http://doi.org/10.1111/jcal.12671
  • Prinz, A., Kollmer, J., Flick, L., Renkl, A., & Eitel A. (2021). Refuting student teachers’ misconceptions about multimedia learning. Instructional Science. 
    https://doi.org/10.1007/s11251-021-09568-z 
  • 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. https://doi.org/10.1177/14757257211028723
  • 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. 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