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Alexander Eitel

 

contact: 
Albert-Ludwigs-Universität Freiburg 
Institut für Psychologie 
Engelbergerstraße 41 
D-79085 Freiburg 
Abteilung: Pädagogische und Entwicklungspsychologie

Raum: 5010

Email: Alexander.Eitel@psychologie.uni-freiburg.de

Tel.: +49(0)761-203-9409

Sprechstunde: Nach Vereinbarung

 

Research Projects

  • Boundary conditions of the seductive details effect: An integrative analysis of cognitive and volitional processes (funded by the German Research Foundation [DFG])
  • How is learning protocol writing affected by seductive details? (funded by the Innovation Fund of Freiburg University)
  • Desirable difficulties in learning and instruction (e.g. disfluency, testing effect)
  • How to identify and support (pre-service) teacher's psychological-pedagogical knowledge
  • How is learning with multiple representations (multimedia) affected by (in-)coherence and self-explaining?

 

Peer-reviewed Publications 

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 Psychologyhttps://doi.org/10.1002/acp.3479

Eitel, A., Dersch, A., & Renkl, A. (2019). Wissenschaftliche Annahmen und Fehlkonzepte angehender Lehrkräfte über das Lernen mit Multimedia. Unterrichtswissenschafthttps://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 Psychologyhttps://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 metacognitionLearning 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, 1-23https://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 drawingLearning 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, 1-13doi: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, 19-36doi: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, 153-180doi: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, 24-33doi: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, 189-198doi: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 diagramsPerceptual and Motor Skills, 115, 677-701. doi:10.2466/22.23.PMS.115.6.677-701

 

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