Team

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 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

• 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)

• 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. L earning 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. L earning 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. L earning 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. L earning 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?. L earning 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

Secretary
Ingeborg Helwig

Phone : +49 641 99 26241
Mail : Ingeborg.Helwig@psychol.uni-giessen.de

Adress :
University of Giessen
Educational psychology
House D, 3th floor, Room 316
Otto-Behaghel-Straße 10 D
35394 Gießen

Dr. Marie-Christin Krebs

Postdoctoral researcher

Phone: +49 641 / 99-26203
Mail: marie-christin.krebs

Contact
Building F, Room 245

Address

University of Giessen
FB06 Teaching and Learning with Media
Otto-Behaghel-Straße 10 F
35394 Gießen

• Educational psychology
• Psychology for student teachers
• Teaching and learning with media for student teachers

• Multimedia Learning
• Instructional Videos / Explainer Videos
• Social factors in Multimedia Learning
• Eye Movement Modelling Examples as instructional tool
• Cognitive biases in collaborative contexts

• Learning with explainer videos
• "Me as a teacher" in teaching: Linking theory and practice

• Member of the European Association for Research on Learning and Instruction (EARLI)
• Associated Member of the Deutschen Gesellschaft für Psychologie (DGPs)

Since 04/2020

• Academic Councilor (“Akademische Rätin”) at the University of Giessen, Department of Educational Psychology / Teaching and Learning with Digital Media (since 05/2022)
• Postdoctoral researcher at the University of Giessen, Department of Educational Psychology / Teaching and Learning with Digital Media (04.2020 to 04.2022)
• JURE Coordinator of the Special Interest Group “Comprehension of Text and Graphics”, European Association for Research in Learning and Instruction (since 09/2021).

2019

• Promotion (Dr. rer. nat.) in Psychologie zum Thema “Eye(s) see what you do: The role of social mechanisms in the effectiveness of eye movement modeling examples as an instructional tool for multimedia learning” an der Eberhard-Karls-Universität Tübingen

2015 - 2020

• Research associate and PhD student at the Leibniz-Institut für Wissensmedien Tübingen at the "Knowledge Construction Lab " (2018-2020) and the "Multiple Representations Lab" (2015-2018).
• Research associate at the Hector-Institut für Empirische Bildungsforschung, University of Tübingen (2018)

2013 - 2014

• Research associate at the Leibniz-Institut für Wissensmedien Tübingen at the "Social Processes Lab"

2008 - 2013

• Undergraduate studies (diploma: Dipl.-Psych.) at University of Tübingen, Department of Psychology. Title of the Thesis: "Der Einfluss von Öffentlichkeit auf den Wissenserwerb und die Wissenskonstruktion mit Wikis" ("The influence of publicness on learning and knowledge construction with Wikis")

Publications in Journals

• 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, 101988. https://doi.org/10.1016/j.learninstruc.2024.101988
  
• Kienitz, A., Eitel, A., & Krebs, M.-C. (2024). Press START to Teach–Can Simulation Games Close the Theory-Practice Gap?. Simulation & Gaming. https://doi.org/10.1177/10468781241252521
• Krebs, M.-C., Oeberst, A., & von der Beck, I. (2023). The wisdom of the crowd is not a foregone conclusion. Effects of self-selection on (collaborative) knowledge construction. Topics in Cognitive Science. https://doi.org/10.1111/tops.12647
• Kienitz, A., Krebs, M.-C., & Eitel, A. (2023). Seductive details hamper learning even when they do not disrupt. Instructional Science . https://doi.org/ 10.1007/s11251-023-09632-w
• Krebs, M.-C. , Schüler, A., & Scheiter, K. (2021). Do prior knowledge, model-observer similarity and social comparison influence the effectiveness of eye movement modeling examples for supporting multimedia learning? Instructional Science , 49, 607-635. https://doi.org/10.1007/s11251-021-09552-7
• Richards, D. K., Fetterman, A. K., Krebs, M.-C. , Neugebauer, J., Ray, D. G., & Sassenberg, K. (2020). Positive and negative emotions predict weight loss intentions and behaviors beyond theory of planned behavior constructs. Eating and Weight Disorder – Studies on Anorexia, Bulimia and Obesity . https://dx.doi.org/10.1007/s40519-020-00917-4
• Krebs, M.-C. , Schüler, A., & Scheiter, K. (2019). Just follow my eyes: The influence of model-observer similarity on Eye Movement Modeling Examples. Learning and Instruction, 61 , 126-137. https://dx.doi.org/10.1016/j.learninstruc.2018.10.005
• Scheiter, K., Schubert, C., Schüler, A., Schmidt, H., Zimmermann, G., Wassermann, B., Krebs, M.-C. , & Eder, T. (2019). Adaptive multimedia: Using gaze-contingent instructional guidance to provide personalized processing support. Computers & Education, 139 , 31-47. https://dx.doi.org/10.1016/j.compedu.2019.05.005

Books

• 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.

Conferences

• Krebs, M.-C. , Braschoß, K., & Eitel, A. (2024, September). Explainer Video vs. Text: Which Medium is More Effective for Refuting Misconceptions? European Association for Research on Learning and Instruction (EARLI). Special Interest Group (SIG) 2: Comprehension of Text and Graphics . Valencia, Spain. [Talk]
• Krebs, M.-C. , Braschoß, K., Pelzer, D., & Eitel, A. (2023, September). Learning with Explainer Videos: It’s not as Simple as it Seems. 19. Tagung der Fachgruppe Pädagogische Psychologie der Deutschen Gesellschaft für Psychologie (PAEPS) . Kiel. [Vortrag]
• Krebs, M.-C. , Braschoß, K., & Eitel, A. (2022, August). It’s not as simple as I thought: Do prompts support learning with explainer videos and text? European Association for Research on Learning and Instruction (EARLI). Special Interest Group (SIG) 2: Comprehension of Text and Graphics . Kiel. [Talk]
  
• Kienitz, A., Krebs, M.-C. , & Eitel, A. (2022, August). Seductive details hamper learning even when they do not disrupt. European Association for Research on Learning and Instruction (EARLI). Special Interest Group (SIG) 2: Comprehension of Text and Graphics . Kiel. [Poster]
  
• Kienitz, A., Krebs, M.-C. , & Eitel, A. (2022, July). Seductive details hamper learning not because they disrupt. Junior Researchers of European Association for Research on Learning and Instruction (JURE / EARLI). Porto. [Talk]
• Krebs, M.-C. , von der Beck, I., & Oeberst, A. (2020, Februar). These are my kind of people! Self-selection and collaborative biases in online encyclopedias. 21st Annual Meeting of the Society for Personality and Social Psychology . New Orleans, LA, USA. [Poster]
• Krebs, M.-C. , & Oeberst, A. (2019, September). What’s in a name? Self-selection to online environments and collaborative biases. 11th Conference of the Media Psychology Division of the German Psychological Society (MediaPsych) . Chemnitz, Germany. [Talk]
• Krebs, M.-C. , van der Beck, I., & Oeberst, A. (2019, September). Does the name matter? Investigating the effect of agenda-specific names of online encyclopedias on collaborative biases and self-selection. 17. Tagung der Fachgruppe Sozialpsychologie (FGSP) . Köln, Germany. [Talk]
• Krebs, M.-C., Schüler, A., & Scheiter, K. (2018, August). Eye Movement Modeling Examples vs. Cuing: Does the Human Factor Matter? European Association for Research on Learning and Instruction (EARLI). Special Interest Group (SIG) 2: Comprehension of Text and Graphics . Freiburg. [Talk]
• Krebs, M.-C., Eder, T. F., Schüler, A., & Scheiter, K. (2017, August). When (no) more help is needed: Using eye movements to individually support multimedia learning. 17th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI) . Tampere, Finland. [Talk]
• Krebs, M.-C. , Schüler, A., & Scheiter, K. (2017, September). Using Eye Movement Modeling Examples to support learning with multiple representations. 17th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI) . Tampere, Finland. [Talk]
• Krebs, M.-C. , Schüler, A., & Scheiter, K. (2017, August). Using Eye Movement Modeling Examples as an instructional tool for learning with multimedia: The influence of model and learner characteristics. 19th European Conference on Eye Movements (ECEM) . Wuppertal. [Talk]
• Krebs, M.-C. , Schüler, A., & Scheiter, K. (2017, September). Blickbewegungsmodellierung als instruktionale Unterstützung beim Lernen mit multiplen Repräsentationen – Einfluss von Lerner- und Modelleigenschaften. Gemeinsame Tagung der Fachgruppen Entwicklungspsychologie und Pädagogische Psychologie der Deutschen Gesellschaft für Psychologie (PAEPSY) . Münster. [Vortrag]
• Schüler, A., Krebs, M.-C. , Eder, T. F., & Scheiter, K. (2017, August). Adapting instruction to learners' gaze behavior: Does an adaptive multimedia system support learning? 19th European Conference on Eye Movements . Wuppertal. [Talk]
• Krebs, M.-C. , Schüler, A., & Scheiter, K. (2016, September). Beispielbasiertes Lernen mithilfe von Eye-Tracking - Einfluss von Lerner- und Modelleigenschaften auf die Wirkung von Eye Movement Modeling Examples. 50. Kongress der Deutschen Gesellschaft für Psychologie (DGPs) . Leipzig. [Vortrag]
• Krebs, M.-C. , Schüler, A., & Scheiter, K. (2016, July). Eye Movement Modeling Examples as an instructional tool: The influence of model and learner characteristics. European Association for Research on Learning and Instruction (EARLI). Special Interest Group (SIG) 2 . Geneva, Switzerland. [Poster]

Anna-Sophia Dersch

E-Mail : anna-sophia.dersch
Phone : +49 641 99-26202

Adress :
University of Giessen
FB06 Teaching and Learning with Media
Otto-Behaghel-Straße 10 F, 244b
35394 Gießen

• Basic concepts of Educational Psychology for psychology students (B.Sc.)
• Psychology for student teachers
• Teaching and learning with media for student teachers
• Scientific writing for student teachers in German as a foreign language, University of São Tomé and Príncipe (USTP), Africa
• Supervision of theses of student teachers in Educational Psychology
• Supervision of master theses for M.Sc. Psych.
• Oral and written first examination of student teachers in Psychology

• Multimedia learning
• Interventions for (student) teachers
• Conceptual change and attitude change
• Personalization and adaptivity (in Feedback)
• (Gender) stereotyping

• European Association for Research on Learning and Instruction (EARLI)
• Deutsche Gesellschaft für Psychologie (DGPs) [German Association for Psychology] Associate Member
• Network Gender & STEM

Publications

Journal Articles

• Dersch, A.-S. , Renkl, A., & Eitel, A. (2022). Personalized Refutation Texts Best Stimulate Teachers' Conceptual Change About Multimedia Learning. Journal of Computer Assisted Learning, 38 , 977 - 992. https://doi.org/10.1111/jcal.12671
• Dersch, A.-S., Heyder, A., & Eitel, A. (2022). Exploring the Nature of Teachers’ Math-Gender Stereotypes: The Math-Gender Misconception Questionnaire. Frontiers in Psychology , 1728. https://doi.org/10.3389/fpsyg.2022.820254
• Eitel, A., Dersch, A.-S. & Renkl, A. (2019). Wissenschaftliche Annahmen und Fehlkonzepte angehender Lehrkräfte über das Lernen mit Multimedia. [ Student Teachers' Scientific Assumptions and Misconceptions About Learning with Multimedia ]. Unterrichtswissenschaft 47 , 451–474. https://doi.org/10.1007/s42010-019-00049-4

Conference Contributions

• Dersch, A.-S. , Stolzmann, L, & Eitel, A. (2024, September). Development, Evaluation and Application of the Misconceptions about Autism Questionnaire (MAQ). Special Interest Group of EARLI for Special Educational Needs (SIG 15). Valencia. [Symposium Contribution]
• Nimsch, V., Dersch, A.-S. , & Eitel, A. (2024, September). Do Refutation Hypertexts Enhance Student Teachers' Conceptual Change? Special Interest Group of EARLI for Text and Graphics Comprehension (SIG 2). Valencia. [Talk]
• Krebs, M.-C., Dersch, A.-S. , & Eitel, A. (2024, September). Explainer Video vs. Text: Which Medium Is More Effective for Refuting Misconceptions?. Special Interest Group of EARLI for Text and Graphics Comprehension (SIG 2). Valencia. [Talk]
• Dersch, A.-S. , Heyder, A., & Eitel, A. (2023, September). Sensibilität von Lehrkräften gegenüber mathe-geschlechtersteotyp-verstärkendem Unterrichtsverhalten: Ein Videoexperiment. [Teachers' Awareness Towards Math-gender Stereotype-reinforcing Behaviors: A Video Experiment.] Conference of the Special Interest Group for Educational Psychology (Fachgruppe Pädagogische Psychologie; PäPs) of the German Society for Psychology (Deutsche Gesellschaft für Psychologie, DGPs). Kiel. [Symposium contribution]
• Dersch, A.-S. , Heyder, A., & Eitel, A. (2023, August). How Aware Are Teachers Towards Math-gender Stereotype-reinforcing Behaviors? A Video Experiment. European Association for Learning and Instruction (EARLI). Thessaloniki. [Talk]
• Dersch, A.-S., Bohm, J., & Eitel, A. (2022, August). Does Working on The Specialist Problem Improve Learning About Math-Gender Stereotypes? Special Interest Group of EARLI for Text and Graphics Comprehension (SIG 2). Kiel. [Poster]
• Eitel, A., Prinz, A., & Dersch, A.-S. (2022, August). Assessing and Reducing Misconceptions About Multimedia Learning. Special Interest Group of EARLI for Text and Graphics Comprehension (SIG 2). Kiel. [Talk]
• Dersch, A.-S. , Heyder, A., & Eitel, A. (2022, July). Exploring The Nature of Teachers' Math-Gender Stereotypes. Junior Researchers of European Association for Research on Learning and Instruction (JURE / EARLI). Porto. [Poster]
• Dersch, A.-S. , Renkl, A., & Eitel, A. (2021, August). Do Refutation Texts Foster Teachers' Conceptual Change? Only When Designed in a Personalized Way. European Association for Research on Learning and Instruction (EARLI). Gothenburg / online. [Talk]

Contributions to Science Communication and Teacher Trainings

• Dersch, A.-S. , Heyder, A., & Eitel, A. (2024, October). Sensibilität von Lehrkräften gegenüber mathe-geschlechtersteotyp-verstärkendem Unterrichtsverhalten: Ein Videoexperiment. [Teachers' Awareness Towards Math-gender Stereotype-reinforcing Behaviors: A Video Experiment.] Arbeitskreis Frauen, Gender & Diversity und Mathematik. [ Working Group Women, Gender & Diversity and Mathematics ]. Augsburg / online. [Talk]
• Dersch, A.-S. (2023, May). Lehren mit analogen und digitalen Medien: Was einige vielleicht nicht wissen. [Teaching with Analogue and Digital Media: What some might not know.] News4Teachers. https://www.news4teachers.de/2023/05/lehren-mit-analogen-und-digitalen-medien-was-einige-vielleicht-nicht-wissen/
• Dersch, A.-S. (2023, March). Umgang mit verhaltensauffälligen Schüler:innen: Implikationen aus der Motivationsforschung. [Interaction with Students with Behavioral Disorders: Implications from Motivation Research]. Teacher Training at Ostschule Gießen.
• Office for Culture, Offenbach (2021), Orte des Glaubens: Grundschulen im Interreligiösen Dialog . [ Places of Faith: Primary Schools in Interreligious Dialouge ]. https://www.offenbach.de/kultur-und-tourismus/kultur-fuer-junges-publikum/orte-des-glaubens.php

Peer Reviews

• Learning and Instruction
• Applied Cognitive Psychology
• Frontiers in Psychology

Prizes and Awards

• Oral Presentation Award 2024 at the Biannual Conference of EARLI SIG 15 Special Educational Needs: Neurodiversity in Education
• Junior Researcher Award of the Specialist Group for Educational Psychology of the German Association for Psychology (Nachwuchspreis der Fachgruppe Pädagogische Psychologie der Deutschen Gesellschaft für Psychologie, DGPs) 2022

Academic Self-Governance

• Elected Equal Opportunities Officer for the Department of Psychology

Anna Kienitz, M.Sc.
Research Associate

Phone : +49 99-26204
Mail : Anna.Kienitz

Contact
Building F, second floor, Room 248

Address
University of Giessen
FB06 Teaching and Learning with Media
Otto-Behaghel-Straße 10D
35394 Giessen

• Teaching and learning with media for student teachers

• Use of serious games and simulations in training of pre-service teachers
• Teaching and learning with media for student teachers
• Selfregulated learning
• Multimedia learning

• Self-regulation processes in a task-based digital learning environment for physics courses
• Teachertales: Using simulation games in teacher education

• European Association for Research on Learning and Instruction (EARLI)
• Deutsche Gesellschaft für Psychologie (DGPs) [German Association for Psychology] Associate Member

Publications in Journals

• Kienitz, A., Krebs, M.-C., & Eitel, A. (2023). Seductive details hamper learning even when they do not disrupt. Instructional Science . https://doi.org/ 10.1007/s11251-023-09632-w

Conferences

• Kienitz, A. , Krebs, M.-C., & Eitel, A. (2022, August). Seductive details hamper learning even when they do not disrupt. European Association for Research on Learning and Instruction (EARLI). Special Interest Group (SIG) 2: Comprehension of Text and Graphics . Kiel. [Poster]
• Kienitz, A. , Krebs, M.-C., & Eitel, A. (2022, July). Seductive details hamper learning not because they disrupt. Junior Researchers of European Association for Research on Learning and Instruction (JURE / EARLI). Porto. [Talk]

Phone: +49 641 / 99-26205
E-Mail: felicitas.z.licht

Address

Justus-Liebig-Universität Gießen
FB06 Lehren und Lernen mit Medien
Haus F, 2. OG, Raum 244b
Otto-Behaghel-Straße 10 F
35394 Gießen

• Teaching with Explainer Videos
  

• Multimedia Learning

• Learning with explainer videos

• JURE Member in the European Association for Research on Learning and Instruction (EARLI)

Conference Contributions

• Licht, F., Krebs, M.-C. , & Eitel, A. (2024, September). "Schön, strukturiert, aber sprachlich unerträglich!" - Wie wählen Lehrkräfte geeignete (Erklär-)Videos für ihren Unterricht aus? 53. Kongress der Deutschen Gesellschaft für Psychologie. Vienna, Austria. [Vortrag]
• Licht, F., Krebs, M.-C. , & Eitel, A. (2024, August). More than a feeling? - Insights into how teachers select explainer videos. European Association for Research on Learning and Instruction (EARLI). Special Interest Group (SIG) 7: Technology-Enhanced Learning And Instruction . Tübingen. [Talk]
• Licht, F., Krebs, M.-C. , & Eitel, A. (2023, August). Which explainer video is "the one to choose"? Insights into how teachers select explainer videos. European Association for Research on Learning and Instruction (EARLI). Thessaloniki. [Talk]