Source: https://www.iwm-kmrc.de/www/en/personen/ma.html?uid=kscheiter
Timestamp: 2019-04-18 17:30:44+00:00

Document:
Katharina Scheiter is head of the Multiple Representations Lab at the IWM and full professor for Empirical Research on Learning and Instruction at the University of Tübingen. Together with her research group, she investigates cognitive processes underlying learning from multiple representations as well as means of supporting these processes. Results from this research are used to design digital textbooks and tablet-based applications for education. Katharina Scheiter has conducted multiple projects on learning with multimedia funded by the DFG. She is applicant and member of the DFG Research Group Analysis and Facilitation of Effective Learning and Teaching Processes ("Analyse und Förderung effektiver Lehr-Lernprozesse", FOR738) and of the LEAD Graduate School (Learning, Educational Achievement, and Life Course Development; GSC 1028), financed by the German Excellence Initiative. Moreover, she serves on the board of the Tübingen School of Education, where she is also responsible for the Tübingen Digital Classroom Laboratory (TüDiLab) located at the IWM. In 2009 she was honored with the Erik de Corte Award for Young and Promising Scholars in the Science of Learning and Instruction of the European Association for Learning and Instruction (EARLI).
Katharina Scheiter studied psychology at the University of Goettingen (diploma: 1999) and after working as a research associate at the Saarland University completed her PhD in 2003 at the University of Tübingen. In 2009 she received her habilitation in psychology for her work on the "Theoretical and empirical foundations of theories of multimedia learning: A critical reconsideration".
Arndt, J., Schüler, A., & Scheiter, K. (in press). Investigating the influence of simultaneous versus sequential text-picture presentation on text-picture integration. Journal of Experimental Education.
Hoch, E., Scheiter, K., & Gerjets, P. (in press). Hilft eine Unterstützung der Anstrengungsregulation das Lernen mit statischen und dynamischen Visualisierungen zu verbessern? Unterrichtswissenschaft.
Rummer, R., Schweppe, J., Fürstenberg, A., Scheiter, K., & Zindler, A. (2011). The perceptual basis of the modality effect in multimedia learning. Journal of Experimental Psychology: Applied, 17, 159-173.
Schüler, A., Scheiter, K., & Schmidt-Weigand, F. (2011). Boundary conditions and constraints of the modality effect.Zeitschrift für Pädagogische Psychologie, 25(4).
Scheiter, K., & Gerjets, P. (Eds.). (2010). Cognitive and socio-motivational aspects in learning with animations: There is more to it than ‘do they aid learning or not’. Instructional Science, 38(5).
Van Gog, T., & Scheiter, K. (Eds.). (2010). Eye tracking as a tool to study and enhance multimedia learning. Learning and Instruction, 20(2).
Henning, C., & Scheiter, K. (2009). Beiträge des Doktorandentags der internationalen Tagung: „Bilder – Sehen – Denken. Zum Verhältnis von begrifflich-philosophischen und empirisch-psychologischen Ansätzen in der bildwissenschaftlichen Forschung" [Sonderheft]. IMAGE – Zeitschrift für interdisziplinäre Bildwissenschaft, 10.
Scheiter, K., & Van Gog, T. (Eds.). (2009). Using eye tracking in applied research to study and stimulate the processing of information from multi-representational sources. Applied Cognitive Psychology, 23(9).
Castner, N., Klepper, S., Kopnarski, L., Hüttig, F., Keutel, C., Scheiter, K., Richter, J., Eder, T., & Kasneci, E. (2018). Overlooking: the nature of gaze behavior and anomaly detection in expert dentists. Proceedings of the Workshop on Modeling Cognitive Processes from Multimodal Data (MCPMD '18) (Article No. 8). New York: ACM.
Stieff, M., Scheiter, K., Ainsworth, S., Bohrmann-Linde, C., & Schall, M. (2018). Drawing for learning from dynamic visualizations in science. In J. Kay & R. Luckin (Eds.), Rethinking learning in the digital age: Making the Learning Sciences count. Proceedings of the 13th International Conference of the Learning Sciences (ICLS) 2018 (Vol. 2, pp. 937-940). London, UK: International Society of the Learning Sciences.
Castner, N., Eivazi, S., Scheiter, K. & Kasneci, E. (2017). Using eye tracking to evaluate and develop innovative teaching strategies for fostering image reading skills of novices in medical training. EyeTracking Enhanced Learning (ET-EL) 2017. CEUR-WS.
Ulrich, N., Richter, J., Scheiter, K., & Schanze, S. (2014). eChemBook: ein interaktives, digitales Schulbuch für den Chemieunterricht. In M. Schuhen & M. Froitzheim (Eds.), Das Elektronische Schulbuch. Fachdidaktische Anforderungen und Ideen treffen auf Lösungsvorschläge der Informatik (pp. 31-42). Münster: LIT Verlag.
Eitel, A., Scheiter, K., & Schüler, A. (2011). How brief initial inspection of a picture may foster comprehension of text. In L. Carlson, C. Hölscher, & T. F. Shipley (Eds.), Proceedings of the 33rd Annual Conference of the Cognitive Science Society (pp. 1358-1364). Austin, TX: Cognitive Science Society.
Imhof, B., Scheiter, K., Edelmann, J., von Ulardt, J., & Gerjets, P. (2011). Is enriching static-simultaneous visualizations with motion-indicating arrows helpful for learning about locomotion patterns? In L. Carlson, C. Hölscher, & T. F. Shipley (Eds.), Proceedings of the 33rd Annual Conference of the Cognitive Science Society (pp. 1176-1181). Austin, TX: Cognitive Science Society.
Eitel, A., Scheiter, K., & Schüler, A. (2010). Getting a clue: Gist extraction from scenes and causal systems. In A. K. Goel, M. Jamnik, & N. H. Narayanan (Eds.), Diagrammatic representation and inference – 6th International Conference, Diagrams 2010 (LNAI 6170, pp. 243-249). Heidelberg: Springer.
Eitel, A., Scheiter, K., & Schüler, A. (2010). What can information extraction from scenes and causal systems tell us about learning from text and pictures? In S. Ohlsson & R. Catrambone (Eds.), Proceedings of the 32nd Annual Conference of the Cognitive Science Society (pp. 2822-2827). Austin, TX: Cognitive Science Society.
Imhof, B., Scheiter, K., Gerjets, P., & Edelmann, J. (2010). The role of dynamic visualizations and spatial layout of static visualizations for learning how to classify locomotion patterns. In S. Ohlsson & R. Catrambone (Eds.), Proceedings of the 32nd Annual Conference of the Cognitive Science Society (pp. 2039-2044). Austin, TX: Cognitive Science Society.
Jarodzka, H., Balslev, T., Holmqvist, K., Nyström, M., Scheiter, K., Gerjets, P., & Eika, B. (2010). Learning perceptual aspects of diagnosis in medicine via eye movement modeling examples on patient video cases. In S. Ohlsson & R. Catrambone (Eds.), Proceedings of the 32nd Annual Conference of the Cognitive Science Society (pp. 1703-1708). Austin, TX: Cognitive Science Society.
Scheiter, K., & Eitel, A. (2010). The effects of signals on learning from text and diagrams: How looking at diagrams earlier and more frequently improves understanding. In A. K. Goel, M. Jamnik, & N. H. Narayanan (Eds.), Diagrammatic representation and inference – 6th International Conference, Diagrams 2010 (LNAI 6170, pp. 264-270). Heidelberg: Springer.
Schüler, A., Scheiter, K., & Gerjets, P. (2010). Does spatial verbal information interfere with picture processing in working memory? The role of the visuo-spatial sketchpad in multimedia learning. In S. Ohlsson & R. Catrambone (Eds.), Proceedings of the 32nd Annual Conference of the Cognitive Science Society (pp. 2828-2833). Austin, TX: Cognitive Science Society.
Schüler, A., Scheiter, K., & Gerjets, P. (2010). Can text content influence the effectiveness of diagrams? In A. K. Goel, M. Jamnik, & N. H. Narayanan (Eds.), Diagrammatic representation and inference – 6th International Conference, Diagrams 2010 (LNAI 6170, pp. 322-324). Heidelberg: Springer.
Cierniak, G., Scheiter, K., & Gerjets, P. (2009). Expertise reversal in multimedia learning: Subjective load ratings and viewing behavior as cognitive process indicators. In N. A. Taatgen, & H. van Rijn (Eds.), Proceedings of the 31st Annual Conference of the Cognitive Science Society (pp. 1906-1911). Austin, TX: Cognitive Science Society.
Imhof, B., Scheiter, K., & Gerjets, P. (2009). Realism in dynamic, static-sequential, and static-simultaneous visualizations during knowledge acquisition on locomotion patterns. In N. A. Taatgen, & H. van Rijn (Eds.), Proceedings of the 31st Annual Conference of the Cognitive Science Society (pp. 2962-2967). Austin, TX: Cognitive Science Society.
Jarodzka, H., Scheiter, K., Gerjets, P., Van Gog, T., & Dorr, M. (2009). How to convey perceptual skills by displaying experts' gaze data. In N. A. Taatgen, & H. van Rijn (Eds.), Proceedings of the 31st Annual Conference of the Cognitive Science Society (pp. 2920-2925). Austin, TX: Cognitive Science Society.
Kammerer, Y., Wollny, E., Gerjets, P., & Scheiter, K. (2009). How authority-related epistemological beliefs and salience of source information influence the evaluation of web search results – An eye tracking study. In N. A. Taatgen, & H. van Rijn (Eds.), Proceedings of the 31st Annual Conference of the Cognitive Science Society (pp. 2158-2163). Austin, TX: Cognitive Science Society.
Schüler, A., Scheiter, K., & Gerjets, P. (2009). The role of the visuo-spatial sketchpad in multimedia learning: Do spatial text contents interfere with picture processing? In N. A. Taatgen & H. van Rijn (Eds.), Proceedings of the 31st Annual Conference of the Cognitive Science Society (pp. 2704-2709). Austin, TX: Cognitive Science Society.
Jarodzka, H., Scheiter, K., Gerjets, P., & Gemballa, S. (2008). In the eyes of experts: Teaching dynamic features in biology by modeling experts’ eye movement strategies to novices. In P. A. Kirschner, F. Prins, V. Jonker, & G. Kanselaar (Eds.), International Perspectives in the Learning Sciences: Cre8ing a learning world. Proceedings of the Eighth International Conference for the Learning Sciences – ICLS 2008 (Vol. 1, pp. 390-397). Utrecht: The Netherlands: International Society of the Learning Sciences, Inc. (ISLS).
Kammerer, Y., Scheiter, K., & Beinhauer, W. (2008). Looking my way through the menu: The impact of menu design and multimodal input on gaze-based menu selection. In K.-J Räihä, & A. T. Duchowski (Eds.), Proceedings of the 2008 Symposium on Eye Tracking Research & Applications ETRA '08 (pp. 213-220). New York, NY: ACM.
Kohls, C., & Scheiter, K. (2008). The psychology of patterns. Proceedings of the 2008 conference on Pattern Languages of Programs (PLoP). Nashville, Tennessee: ACM.
Opfermann, M., Scheiter, K., & Gerjets, P. (2008). The benefits of instructional support in hypermedia learning. In P. A. Kirschner, F. Prins, V. Jonker, & G. Kanselaar (Eds.), International Perspectives in the Learning Sciences: Cre8ing a learning world. Proceedings of the Eighth International Conference for the Learning Sciences – ICLS 2008 (Vol. 3, pp. 301-303). Utrecht, The Netherlands: International Society of the Learning Sciences, Inc. (ISLS).
Pfeiffer, V.D.I., Gemballa, S., Bizer, B., Jarodzka, H., Imhof, B., Scheiter, K., & Gerjets, P. (2008). Enhancing students’ knowledge of biodiversity in a situated mobile learning scenario: Using static and dynamic visualizations in field trips. In P. A. Kirschner, F. Prins, V. Jonker, & G. Kanselaar (Eds.), International Perspectives in the Learning Sciences: Cre8ing a learning world. Proceedings of the Eighth International Conference for the Learning Sciences – ICLS 2008 (Vol. 2, pp. 204-212). Utrecht: The Netherlands: International Society of the Learning Sciences, Inc. (ISLS).
Scheiter, K., & Schmidt-Weigand, F. (2008). The influence of spatial text information on learning with visualizations. In A. Maes, & S. Ainsworth (Eds.), Proceedings EARLI Special Interest Group Text and Graphics: Exploiting the opportunities - Learning with textual, graphical, and multimodal representations (pp. 123-126). Tilburg, NL: Tilburg University.
Schüler, A., Scheiter, K., Gerjets, P., & Rummer, R. (2008). Does a lack of contiguity with visual text cause the modality effect in multimedia learning? In B. C. Love, K. McRae, & V. M. Sloutsky (Eds.), Proceedings of the 30th Annual Conference of the Cognitive Science Society (pp. 2353-2358). Austin, TX: Cognitive Science Society.
Schüler, A., Scheiter, K., Gerjets, P., & Rummer, R. (2008). The modality effect in multimedia learning: Theoretical and empirical limitations. In P. A. Kirschner, F. Prins, V. Jonker, & G. Kanselaar (Eds.), International Perspectives in the Learning Sciences: Cre8ing a learning world. Proceedings of the Eighth International Conference for the Learning Sciences – ICLS 2008 (Vol. 2, pp. 311-318). Utrecht: The Netherlands: International Society of the Learning Sciences, Inc. (ISLS).
Gerjets, P., Scheiter, K., & Schuh, J. (2006). Supporting information comparisons in example-based hypertext environments. In R. Sun, & N. Miyake (Eds.), Proceedings of the 28th Annual Conference of the Cognitive Science Society (pp. 1364-1369). Mahwah, NJ: Erlbaum.
Linek, S., Gerjets, P., & Scheiter, K. (2006). Speaker/Gender Effect: Impact of the speaker's gender on learning with narrated animations. In R. Sun, & N. Miyake (Eds.), Proceedings of the 28th Annual Conference of the Cognitive Science Society (pp. 483-488). Mahwah, NJ: Erlbaum.
Scheiter, K., Gerjets, P., Vollmann, B., & Catrambone, R. (2006). A methodological alternative to media comparison studies: Linking information utilization strategies and instructional approach in hypermedia learning. In R. Sun, & N. Miyake (Eds.), Proceedings of the 28th Annual Conference of the Cognitive Science Society (pp. 2117-2122). Mahwah, NJ: Erlbaum.
Gerjets, P., Scheiter, K., & Catrambone, R. (2005). Augmenting worked-out examples by pictorial representations: When do they aid learning? In B. G. Bara, L. Barsalou, & M. Bucciarelli (Eds.), Proceedings of the 27th Annual Conference of the Cognitive Science Society (pp. 779-784). Mahwah, NJ: Erlbaum.
Scheiter, K., & Gerjets, P. (2005). When less is sometimes more: Optimal learning conditions are required for schema acquisition from multiple examples. In B. G. Bara, L. Barsalou, & M. Bucciarelli (Eds.), Proceedings of the 27th Annual Conference of the Cognitive Science Society (pp. 1943-1948). Mahwah, NJ: Erlbaum.
Schuh, J., Gerjets, P., & Scheiter, K. (2005). Fostering the acquisition of transferable problem-solving knowledge with an interactive comparison tool and dynamic visualizations of solution procedures. In B.G. Bara, L. Barsalou, & M. Bucciarelli (Eds.), Proceedings of the 27th Annual Conference of the Cognitive Science Society (pp. 1973-1978). Mahwah, NJ: Erlbaum.
Keller, T., Gerjets, P., Scheiter, K., & Garsoffky, B. (2004). Information visualizations as learning tools. In P. Gerjets, J. Elen, R. Joiner, & P. Kirschner (Eds.), Instructional design for effective and enjoyable computer-supported learning. Proceedings of the first joint meeting of the EARLI SIGs "Instructional Design" and "Learning and Instruction with Computers" (pp. 269-280). [CD-ROM]. Tuebingen: Knowledge Media Research Center.
Keller, T., Gerjets, P., Scheiter, K., & Garsoffky, B. (2004). Information visualizations for supporting knowledge acquisition: The impact of dimensionality and color coding. In K. Forbus, D. Gentner, & T. Reiger (Eds.), Proceedings of the 26th Annual Conference of the Cognitive Science Society (pp. 666-671). Mahwah, NJ: Erlbaum.
Scheiter, K., Gerjets, P., & Catrambone, R. (2004). Using visualizations to teach problem-solving skills in mathematics: Which kind of visualization works? In P. Gerjets, P. A. Kirschner, J. Elen & R. Joiner (Eds.), Instructional design for effective and enjoyable computer-supported learning. Proceedings of the first joint meeting of the EARLI SIGs "Instructional Design" and "Learning and Instruction with Computers" [CD-ROM] (pp. 256-268). Tübingen: Knowledge Media Research Center.
Scheiter, K., Gerjets, P., & Schuh, J. (2004). The impact of example comparisons on schema acquisition: Do learners really need multiple examples? In Y. B. Kafai, B. Sandoval, N. Enyedy, A. S. Nixon, & F. Herrera (Eds.), Proceedings of the 6th International Conference of the Learning Sciences (pp. 457-464). Mahwah, NJ: Erlbaum.
Schuh, J., Gerjets, P., & Scheiter, K. (2004). Enhancing example-based learning inhypertext environments. In K. Forbus, D. Gentner, & T. Reiger (Eds.), Proceedings of the 26th Annual Conference of the Cognitive Science Society (pp. 1231-1236). Mahwah, NJ: Erlbaum.
Gerjets, P., Scheiter, K., & Catrambone, R. (2003). Reducing cognitive load and fostering cognitive skill acquisition: Benefits of category-avoiding examples. In F. Schmalhofer, R. Young, & G. Katz (Eds.), Proceedings of the European Cognitive Science Conference 2003 (pp. 133-139). Mahwah, NJ: Erlbaum.
Gerjets, P., Scheiter, K., & Catrambone, R. (2003). Reducing cognitive load and fostering cognitive skill acquisition: Benefits of category-avoiding examples. In R. Alterman, & D. Kirsh (Eds.), Proceedings of the 25th Annual Conference of the Cognitive Science Society (pp. 450-455). Boston, MA: Cognitive Science Society.
Scheiter, K., & Gerjets, P. (2003). Sequence effects in solving knowledge-rich problems: The ambiguous role of surface similarities. In R. Alterman & D. Kirsh (Eds.), Proceedings of the 25th Annual Conference of the Cognitive Science Society (pp. 1035-1040). Boston, MA: Cognitive Science Society.
Scheiter, K., Gerjets, P., & Schuh, J. (2003). Are multiple examples necessary for schema induction? In F. Schmalhofer, & R. Young (Eds.), Proceedings of the European Cognitive Science Conference 2003 (pp. 283-288). Mahwah, NJ: Erlbaum.
Schorr, T., Gerjets, P., & Scheiter, K. (2003). Analyzing effects of goal competition and task difficulty in multiple-task performance: Volitional action control within ACT-R. In R. Alterman & D. Kirsh (Eds.), Proceedings of the 25th Annual Conference of the Cognitive Science Society (pp. 1053-1058). Boston, MA: Cognitive Science Society.
Schorr, T., Gerjets, P. & Scheiter, K. (2003). Volitional action control in multiple-task performance: Modeling effects of goal competition and task difficulty in ACT-R. In F. Detje, D. Dörner, & H. Schaub (Eds.), Proceedings of the 5th International Conference on Cognitive Modeling (pp. 183-188). Bamberg: Universitäts-Verlag.
Schuh, J., Gerjets, P. & Scheiter, K. (2003). Supporting learning from worked-out examples in computer-based learning environments. In F. Schmalhofer, & R. Young (Eds.), Proceedings of the European Cognitive Science Conference 2003 (pp. 301-306). Mahwah, NJ: Erlbaum.
Scheiter, K., & Gerjets, P. (2002). The impact of problem order: Sequencing problems as a strategy for improving ones performance. In W. D. Gray, & C. D. Schunn (Eds.), Proceedings of the 24th Annual Conference of the Cognitive Science Society (pp. 798-803). Mahwah, NJ: Erlbaum.
Schorr, T., Gerjets, P., Scheiter, K., & Laouris, Y. (2002). Designing sets of instructional examples to accomplish different goals of instruction. In W. D. Gray, & C. D. Schunn (Eds.), Proceedings of the 24th Annual Conference of the Cognitive Science Society (pp. 810-815). Mahwah, NJ: Erlbaum.
Gerjets, P., Scheiter, K., & Tack, W. H. (2000). Resource-adaptive selection of strategies in learning from worked-out examples. In L. R. Gleitman & A. K. Joshi (Eds.), Proceedings of the 22nd Annual Conference of the Cognitive Science Society (pp. 166-171). Mahwah, NJ: Erlbaum.
Scheiter, K., Gerjets, P., & Heise, E. (2000). Hypertext navigation and conflicting goal intentions: Using log files to study distraction and volitional protection in learning and problem solving. In L. R. Gleitman & A. K. Joshi (Eds.), Proceedings of the 22nd Annual Conference of the Cognitive Science Society (pp. 441-446). Mahwah, NJ: Erlbaum.
Scheiter, K., & Riecke-Baulecke, T. (Eds.). (2018). Schule 4.0 - Zukunftstrends, Rahmenbedingungen, Praxisbeispiele. Schulmanagement-Handbuch 165. München: Oldenbourg.
Scheiter, K., & Riecke-Baulecke, T. (Eds.). (2017). Lehren und Lernen mit digitalen Medien. Schulmanagement-Handbuch 164. München: Oldenbourg.
Gerjets, P., & Scheiter, K. (in press). Digitale Medien in Unterrichtskontexten. In O. Köller, M. Hasselhorn, F. W. Hesse, K. Maaz, J. Schrader, H. Solga, C. K. Spieß, & K. Zimmer (Eds.), Das Bildungswesen in Deutschland. Bestand und PotenZiale Bad Heilbrunn: Klinkhardt.
Scheiter, K. (2019). Erfassung von Lernprozessen im digitalen Klassenraum. In T. Riecke-Baulecke (Ed.), Künstliche Intelligenz (Handbuch Schulmanagement 169, pp. 49-54). München: Oldenbourg.
Scheiter, K. (2017). Lernen mit digitalen Medien - Potenziale und Herausforderungen aus Sicht der Lehr- Lernforschung. In K. Scheiter & T. Riecke-Baulecke (Eds.), Lehren und Lernen mit digitalen Medien (Handbuch Schulmanagement 164, pp. 33-53). München: Oldenbourg.
Scheiter, K. (2017). Design of effective dynamic visualizations: A struggle between the beauty and the beast? Commentary on Parts I and II. In R. Lowe & R. Ploetzner (Eds.), Learning from dynamic visualization: Innovations in research and application (pp. 233-251). Cham, Switzerland: Springer.
Scheiter, K., Fillisch, B., Krebs, M.-Ch.,Leber, J., Ploetzner, R., Renkl, A.,Schmidt, H., Schüler, A., Zimmermann, G. (2017). How to design adaptive information environments to support self-regulated learning with Multimedia. In J. Buder & F. W. Hesse (Eds.), Informational environments: Effects of use, effective designs (pp. 203-224). Cham, Switzerland: Springer International Publishing.
Scheiter, K., Schüler, A., & Eitel, A. (2017). Learning from multimedia: cognitive processes and instructional support. In S. Schwan & U. Cress (Eds.), The psychology of digital learning (pp. 1-19). Cham, Switzerland: Springer International Publishing.
Scheiter, K. (2016). Digitales Lernen in Deutschland - Randbedingungen für einen erfolgreichen Einsatz digitaler Medien im Unterricht. In Vorstand des Europäischen Zentrums für Föderalismus-Forschung (Ed.), Jahrbuch des Föderalismus (Bd. 17, pp. 86-99). Baden-Baden: Nomos.
Scheiter, K., & Eitel, A. (2016). The use of eye tracking as a research and instructional tool in multimedia learning. In C. Was, F. Sansosti, & B. Morris (Eds.), Eye-tracking technology applications in educational research (pp. 143-164). Hershey, PA: IGI Global.
Scheiter, K. (2015). Besser lernen mit dem Tablet? Praktische und didaktische Potenziale sowie Anwendungsbedingungen von Tablets im Unterricht. In H. Buchen, L. Horster, & H.-G. Rolff (Eds.), Schulleitung und Schulentwicklung (3. Aufl., pp. 1-14). Stuttgart: Raabe-Verlag.
Nugteren, M. L., Tabbers, H. K., Scheiter, K., & Paas, F. (2014). Simultaneous and sequential presentation of realistic and schematic instructional dynamic visualizations. In W. Huang (Ed.), Handbook of Human Centric Visualization (pp. 605-622). New York: Springer.
Scheiter, K. (2014). The learner control principle in multimedia learning. In R. E. Mayer (Ed.), The Cambridge Handbook of Multimedia Learning (2nd ed., pp. 487-512). New York: Cambridge University Press.
Ulrich, N., Richter, J., Scheiter, K. & Schanze, S. (2014). Das digitale Schulbuch als Lernbegleiter. In J. Maxton-Küchenmeister & Jenny Meßinger-Koppelt (Eds.), Digitale Medien im Naturwissenschaftlichen Unterricht (pp. 75-82). Hamburg: Joachim Herz Stiftung Verlag.
Besold T., Scheiter K., Grabner R., Dimroth C., Becker N., & Völk, K. (2013). Lernen. In A. Stephan & S. Walter (Eds.), Handbuch Kognitionswissenschaft (pp. 344-360). Stuttgart - Weimar: Metzler.
Opfermann, M., Scheiter, K., Gerjets, P., & Schmeck, A. (2013). Hypermedia and self-regulation: An interplay in both directions. In R. Azevedo & V. Aleven (Eds.), International Handbook of Metacognition and Learning Technologies (pp. 129-142). Amsterdam: Springer.
Scheiter, K. (2013). Cognitive Theory of Multimedia Learning. In M. A. Wirtz (Ed.), Dorsch – Lexikon der Psychologie (p. 329). Bern: Huber.
Scheiter, K. (2013). Cognitive Load Theory. In M. A. Wirtz (Ed.), Dorsch – Lexikon der Psychologie (p. 328f.). Bern: Huber.
Gerjets, P., Imhof, B., Kühl, T., Pfeiffer, V., Scheiter, K., & Gemballa, S. (2010). Using static and dynamic visualizations to support the comprehension of complex dynamic phenomena in the natural sciences. In L. Verschaffel, E. de Corte, T. de Jong, & J. Elen (Eds.), Use of external representations in reasoning and problem solving: Analysis and improvement (pp. 153-168). London: Routledge.
Scheiter, K. (2009). Cognitive Load Theory, Cognitive Theory of Multimedia Learning, Computational Efficiency, Hypermedia, Interaktivität, Mobile Learning, Multimedia, Pädagogische Agenten, Visualisierung. In H. Häcker, K.-H. Stapf, & F. Dorsch (Eds.), Dorsch - Psychologisches Wörterbuch. (15. Aufl.). Bern: Huber.
Jarodzka, H., Scheiter, K., Gerjets, P., & Van Gog, T. (2008). How does it swim? Comparing strategies of experts and novices in fish locomotion classification. In J. Zumbach, N. Schwartz, T. Seufert, & L. Kester (Eds.), Beyond knowledge: The legacy of competence (pp. 135-142). Dordrecht, The Netherlands: Springer.
Scheiter, K., Wiebe, E., & Holsanova, J. (2008). Theoretical and instructional aspects of learning with visualizations. In R. Zheng (Ed.), Cognitive effects of multimedia learning. (pp. 67-88). Hershey, PA: IGI Global.
Schmidt-Weigand, F., & Scheiter, K. (2008). The influence of spatial text information on multimedia- and modality effects. In J. Zumbach, N. Schwartz, T. Seufert, & L. Kester (Eds.), Beyond knowledge: The legacy of competence (pp. 217-225). Dordrecht, The Netherlands: Springer.
Van Gog, T., Jarodzka, H., Scheiter, K., Gerjets, P., & Paas, F. (2008). Guiding students’ attention during example study by showing the model’s eye movements. In J. Zumbach, N. Schwartz, T. Seufert, & L. Kester (Eds.), Beyond knowledge: The legacy of competence (pp. 189-196). Dordrecht, The Netherlands: Springer.
Scheiter, K., & Gerjets, P. (2007). Making your own order: Order effects in system- and user-controlled settings for learning and problem solving. In F. E. Ritter, J. Nerb, T. O'Shea, & E. Lehtinen (Eds.), In order to learn: How the sequence of topics influences learning (pp. 195-212). Oxford: Oxford University Press.
Opfermann, M., Gerjets, P., & Scheiter, K. (2006). How does hypermedia support learning? The role of different representational formats and varying levels of learner control for the applicability of multimedia design principles. In L. Markauskaite, P. Goodyear, & P. Reimann (Eds.), The 23rd Annual Conference of the Australian Society for Computers in Learning in Tertiary Education: Who's Learning? Whose Technology? (pp. 615-622). Sydney: Sydney University Press.
Opfermann, M., Gerjets, P., & Scheiter, K. (2006). Do multimedia principles apply to hypermedia? The moderating role of different levels of learner control for the validity of multimedia design principles. In G. Clarebout, & J. Elen (Eds.), Avoiding simplicity, confronting complexity. Advances in studying and designing powerful (computer-based) learning environments (pp. 233-242). Rotterdam: Sense Publishers.
Scheiter, K., & Gerjets, P. (2006). The acquisition of problem schemata: Limitations of multiple examples. In G. Clarebout, & J. Elen (Eds.), Avoiding simplicity, confronting complexity. Advances in studying and designing powerful (computer-based) learning environments (pp. 287-296). Rotterdam: Sense Publishers.
Schuh, J., Gerjets, P., & Scheiter, K. (2006). Using an interactive comparison tool and dynamic visualizations of solution procedures to foster the acquisition of transferable problem-solving knowledge. In G. Clarebout, & J. Elen (Eds.), Avoiding simplicity, confronting complexity. Advances in studying and designing powerful (computer-based) learning environments (pp. 297-308). Rotterdam: Sense Publishers.
Gerjets, P., Scheiter, K., & Catrambone, R. (2005). Improving procedural transfer in mathematics with interactive animations. In L. Verschaffel, E. DeCorte, G. Kanselaar, & M. Valcke (Eds.), Powerful environments for promoting deep conceptual and strategic learning (pp. 133-145). Leuven: Leuven University Press.
Gerjets, P., Scheiter, K., & Kleinbeck, S. (2004). Instructional examples in hypertext-based learning and problem solving: Comparing transformational and derivational approaches to example design. In H. M. Niegemann, R. Brünken, & D. Leutner (Eds.), Instructional Design for Multimedia Learning (pp. 165-179). Münster: Waxmann.
Scheiter, K., Gerjets, P., & Albers, S. (2002). Ablenkung und volitionale Abschirmung beim Lernen und Problemlösen. In D. Janetzko, H. Meyer, & M. Hildebrand (Eds.), Das Experimentalpsychologische Praktikum im Labor und WWW (pp. 295-308). Göttingen: Hogrefe.
Scheiter, K., Gerjets, P., & Heise, E. (2002). Lernen und Problemlösen in Hypertext-Umgebungen: Ablenkungseffekte durch irrelevante Informationen und Zielkonflikte. In B. Spinath & E. Heise (Eds.), Pädagogische Psychologie unter gewandelten gesellschaftlichen Bedingungen (pp. 85-99). Hamburg: Kovac.
van Ackeren, I., Aufenanger, S., Eickelmann, B., Friedrich, S., Kammerl, R., Knopf, J., Mayrberger, K., Scheika, H., Scheiter, K., & Schiefner-Rohs, M. (2019). Digitalisierung in der Lehrerbildung - Herausforderungen, Entwicklungsfelder und Förderung von Gesamtkonzepten. DDS - Die Deutsche Schule, 111(1), 103-119.
Irion, T., & Scheiter, K. (2018). Didaktische Potenziale digitaler Medien für den Grundschulunterricht. Der Einsatz digitaler Technologien aus grundschuldidaktischer und mediendidaktischer Sicht. Grundschule aktuell, 142, 8-11.
Schiefner-Rohs, M. & Autorinnen- und Autorengruppe (2018). Lehrerbildung für die digitale Zukunft. Synergie. Fachmagazin für Digitalisierung in der Lehre, 6, 48-55.
Schüler, A., & Scheiter, K. (2017). Verarbeitungsstrategien beim Lernen mit Multimedia und ihre Unterstützung. Lernpotenziale richtig nutzen. Weiterbildung, 1, 12-15.
Richter, J., Ulrich, N., Scheiter, K., & Schanze, S. (2016). eChemBook: Gestaltung eines digitalen Schulbuchs. Lehren & Lernen. Zeitschrift für Schule und Innovation aus Baden-Württemberg, 7, 23-29.
Scheiter, K., Gerjets, P., & Gemballa, S. (2016). Wie wirksam sind Filme und Animationen im Biologieunterricht? Ergebnisse der empirischen Lehr-Lernforschung. Praxis der Naturwissenschaften Biologie in der Schule, 65, 5-10.
Scheiter, K., & Richter, J. (2015). Multimediale Unterrichtsmaterialien gestalten. Ergebnisse der empirischen Lehr-Lernforschung. Naturwissenschaften im Unterricht Chemie (Digitale Werkzeuge), 26(145), 8-11.
Scheiter, K., & Sassenberg, K. (2015). Kein Psychologiestudium ohne Geschichte der Psychologie – innerhalb der Teildisziplinen aber nicht als eigenständiges Fach (Diskussionsforum). Psychologische Rundschau, 66, 179.
Scheiter, K., & Schüler, A. (2012). Ein Bild sagt mehr als tausend Worte? Weiterbildung, 6, 25-27.
Gerjets, P., Scheiter, K., & Tack, W. H. (2001). Problems of example selection and example processing in hypertext-based learning environments (CoPsy Paper 12). Saarbrücken: Fachrichtung Psychologie, Universität des Saarlandes.
Scheiter, K., Gerjets, P., & Tack, W. H. (2001). The impact of problem order: Sequencing problems as a strategy for improving one's performance (CoPsy Paper 11). Saarbrücken: Fachrichtung Psychologie, Universität des Saarlandes.
Gerjets, P., Scheiter, K., & Kleinbeck, S. (2000). Transformationale und derivationale Beispielformate beim Lernen und Problemlösen mit Hypertext (CoPsy Paper 9). Saarbrücken: Fachrichtung Psychologie, Universität des Saarlandes.
Scheiter, K., & Schwan, S. (2018). IWM Summer School: Multimodality and Knowledge Processes. Leibniz-Institut für Wissensmedien, Tübingen, 06.-08.06.2018.
Martin, B. E., Storksdieck, M., Kolvoord, B., & Scheiter, K. (2013). Gordon Research Conference: Visualization in Science and Education. Smithfield, RI, USA., 21.-26.07.2013.
Plötzner, R., Renkl, A., Scheiter, K., Schüler, A., Schwonke, R., & Zimmermann, G. (2011). Workshop "Adaptable and adaptive multimedia systems". Tübingen, 02.-03.12.2012.
Scheiter, K., Schüler, A., & Maes, F. (2010). EARLI SIG2 Text and Graphics Comprehension Meeting. Tracing the mind: How do we learn from text and graphics? Tübingen, 25.-28.08.2010.
Schüler, A., Scheiter, K., & Maes, F. (2010). SIG2-JURE workshop "Natural language techniques for text comprehension analysis" held by Ladislao Salmerón. Tübingen, 25.08.2010.
Schüler, A., Scheiter, K., & Maes, F. (2010). SIG2-JURE workshop "Approaches to analysing graphical representations" held by Shaaron Ainsworth. Tübingen, 25.08.2010.
Gerjets, P., Scheiter, K., Gemballa, S., & Schilling, A. (2009). Workshop "Resource-adaptive design of visualizations for supporting the comprehension of complex dynamics in the Natural Sciences". Cap Roig, Spain, 04.-06.06.2009.
Gerjets, P., Scheiter, K., Gemballa, S., & Schilling, A. (2008). Workshop "Resource-adaptive design of visualizations for supporting the comprehension of complex dynamics in the Natural Sciences". Cap Roig, Spain, 21.-23.05.2008.
Gerjets, P., Laouris, Y., & Scheiter, K. (2007). Workshop: Resource-adaptive design of visualizations for supporting the comprehension of complex dynamics in the natural sciences. Protaras, 31.5.-2.6.2007.
Gerjets, P., & Scheiter, K. (2006). Kick-off meeting of the research network "Resource-Adaptive Design of Visualizations for Supporting the Comprehension of Complex Dynamics in the Natural Sciences". Tübingen, 22.-24.11.2006.
Opfermann, M., Gerjets, P., & Scheiter, K. (2006). Organisation des Kooperationstreffens des DFG-NWO-Forschungsnetzwerks "Learning Environments, MultiMedia and Affordances". Tübingen, 06.07.2006.
Gerjets, P., & Scheiter, K. (2005). Cognitive and socio-motivational aspects in learning from dynamic visualizations. Symposium at the 11th Biennial Conference of the European Association for Research in Learning and Instruction (EARLI). Nicosia, 22.-27.08.2005.
Scheiter, K., & Gerjets, P. (2005). Workshop Eyetracking - Methodology & Multimedia Design. Tübingen, 07.-09.12.2005.
Gerjets, P., Bodemer, D., Keller, T., Linek, S., Scheiter, K., Schorr, T., Schuh, J., Tergan, S.-O., & Zahn, C. (2004). Special Interest Meeting of EARLI SIG 6 and SIG 7. Tübingen, 07.-09.07.2004.
Bach, D., Gemballa, S., Pfeiffer, V. D. I., Schleiss, M., von Staden, D., Scheiter, K., Gerjets, P., & Schilling A. (2008). Statische Lehrsequenzen – Süßwasserfische 1.0. Tübingen: Spezielle Zoologie (Uni), IWM.
Bach, D., Gemballa, S., Pfeiffer, V. D. I., Schleiss, M., von Staden, D., Scheiter, K., Gerjets, P., & Schilling A. (2008). Dynamische Lehrsequenzen – Süßwasserfische 1.0. Tübingen: Spezielle Zoologie (Uni), IWM.
Bubner, A.-M., Gemballa, S., Pfeiffer, V. D. I., Schwab, M., Schleiss, M., Schmid-Kloss, G., von Staden, D., Scheiter, K., Gerjets, P., & Schilling A. (2008). Statisch-realistische Lehrsequenzen - Rifffische. Tübingen: Spezielle Zoologie (Uni), IWM.
Bubner, A.-M., Gemballa, S., Pfeiffer, V. D. I., Schwab, M., Schleiss, M., Schmid-Kloss, G., von Staden, D., Scheiter, K., Gerjets, P., & Schilling A. (2008). Dynamische-realistische Lehrsequenzen - Rifffische. Tübingen: Spezielle Zoologie (Uni), IWM.
Jarodzka, H., Gresse, P., Bächtle, A., Halbersztajn, M., Schulte, R., Wollet, B., Schaugg, J., Scheiter, K., & Gerjets, P. (2008). Gnomtilus – Schätze der Tiefe. Tübingen: IWM; Stuttgart: HdM.
Pfeiffer, V. D. I., Gemballa, S., Nothdurft, M., Bach, D., Schleiss, M., von Staden, D., Scheiter, K., Gerjets, P., & Schilling A. (2008). Statische Lehrsequenzen – Süßwasserfische 2.0. Tübingen: Spezielle Zoologie (Uni), IWM.
Pfeiffer, V. D. J., Gemballa, S., Nothdurft, M., Bach, D., Schleiss, M., von Staden, D., Scheiter, K., Gerjets, P., & Schilling A. (2008). Dynamische Lehrsequenzen – Süßwasserfische 2.0. Tübingen: Spezielle Zoologie (Uni), IWM.
Schwab, M., Gemballa, S., Pfeiffer, V. D. I., Bubner, A.-M., Schleiss, M., Schmid-Kloss, G., von Staden, D., Scheiter, K., Gerjets, P., & Schilling A. (2008). Statisch-schematische Lehrsequenzen - Rifffische. Tübingen: Spezielle Zoologie (Uni), IWM.

References: V. 
 V. 
 V. 
 V. 
 V. 
 V. 
 V. 
 V. 
 V. 
 V. 
 V. 
 V. 
 V.