Katharina Scheiter
Orcid: 0000-0002-9397-7544Affiliations:
- Knowledge Media Research Center, Tübingen
According to our database1,
Katharina Scheiter
authored at least 52 papers
between 2004 and 2024.
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Bibliography
2024
Feasibility of adaptive teaching with technology: Which implementation conditions matter?
Comput. Educ., 2024
2023
Body in motion, attention in focus: A virtual reality study on teachers' movement patterns and noticing.
Comput. Educ., December, 2023
High-quality digital distance teaching during COVID-19 school closures: Does familiarity with technology matter?
Comput. Educ., July, 2023
Teacher-reported instructional quality in the context of technology-enhanced teaching: The role of teachers' digital competence-related beliefs in empowering learners.
Comput. Educ., June, 2023
Will, skills, or conscientiousness: What predicts teachers' intentions to participate in technology-related professional development?
Comput. Educ., June, 2023
When the whole is greater than the sum of its parts: Combining real and virtual experiments in science education.
Comput. Educ., May, 2023
J. Comput. Assist. Learn., 2023
2022
Self-concept but not prior knowledge moderates effects of different implementations of computer-assisted inquiry learning activities on students' learning.
J. Comput. Assist. Learn., 2022
I see something you do not: Eye movement modelling examples do not improve anomaly detection in interpreting medical images.
J. Comput. Assist. Learn., 2022
Do school students' academic self-concept and prior knowledge constrain the effectiveness of generating technology-mediated explanations?
Comput. Educ., 2022
2021
New technology, new role of parents: How parents' beliefs and behavior affect students' digital media self-efficacy.
Comput. Hum. Behav., 2021
For whom do tablets make a difference? Examining student profiles and perceptions of instruction with tablets.
Comput. Educ., 2021
Variability of teachers' technology integration in the classroom: A matter of utility!
Comput. Educ., 2021
2020
"Now move like that fish": Can enactment help learners come to understand dynamic motion presented in photographs and videos?
Comput. Educ., 2020
Deep semantic gaze embedding and scanpath comparison for expertise classification during OPT viewing.
Proceedings of the ETRA '20: 2020 Symposium on Eye Tracking Research and Applications, 2020
2019
Adaptive multimedia: Using gaze-contingent instructional guidance to provide personalized processing support.
Comput. Educ., 2019
2018
Effects of task experience and layout on learning from text and pictures with or without unnecessary picture descriptions.
J. Comput. Assist. Learn., 2018
Proceedings of the Workshop on Modeling Cognitive Processes from Multimodal Data, 2018
Proceedings of the Rethinking learning in the digital age: Making the Learning Sciences count, 2018
Scanpath comparison in medical image reading skills of dental students: distinguishing stages of expertise development.
Proceedings of the 2018 ACM Symposium on Eye Tracking Research & Applications, 2018
2017
Why Sketching May Aid Learning From Science Texts: Contrasting Sketching With Written Explanations.
Top. Cogn. Sci., 2017
Using eye movements to model the sequence of text-picture processing for multimedia comprehension.
J. Comput. Assist. Learn., 2017
2016
Towards grounding computational linguistic approaches to readability: Modeling reader-text interaction for easy and difficult texts.
Proceedings of the Workshop on Computational Linguistics for Linguistic Complexity, 2016
2014
Extending multimedia research: How do prerequisite knowledge and reading comprehension affect learning from text and pictures.
Comput. Hum. Behav., 2014
Learning with dynamic and static visualizations: Realistic details only benefit learners with high visuospatial abilities.
Comput. Hum. Behav., 2014
Simultaneous and Sequential Presentation of Realistic and Schematic Instructional Dynamic Visualizations.
Proceedings of the Handbook of Human Centric Visualization., 2014
2013
Is spoken text always better? Investigating the modality and redundancy effect with longer text presentation.
Comput. Hum. Behav., 2013
Learning about locomotion patterns: Effective use of multiple pictures and motion-indicating arrows.
Comput. Educ., 2013
Proceedings of the 35th Annual Meeting of the Cognitive Science Society, 2013
2012
Examining learning from text and pictures for different task types: Does the multimedia effect differ for conceptual, causal, and procedural tasks?
Comput. Hum. Behav., 2012
2011
Comput. Hum. Behav., 2011
Comput. Hum. Behav., 2011
Can differences in learning strategies explain the benefits of learning from static and dynamic visualizations?
Comput. Educ., 2011
Learning about locomotion patterns from visualizations: Effects of presentation format and realism.
Comput. Educ., 2011
Is enriching static-simultaneous visualizations with motion-indicating arrows helpful for learning about locomotion patterns?
Proceedings of the 33th Annual Meeting of the Cognitive Science Society, 2011
Proceedings of the 33th Annual Meeting of the Cognitive Science Society, 2011
Proceedings of the 33th Annual Meeting of the Cognitive Science Society, 2011
2010
Proceedings of the Diagrammatic Representation and Inference, 6th International Conference, 2010
The Effects of Signals on Learning from Text and Diagrams: How Looking at Diagrams Earlier and More Frequently Improves Understanding.
Proceedings of the Diagrammatic Representation and Inference, 6th International Conference, 2010
Proceedings of the Diagrammatic Representation and Inference, 6th International Conference, 2010
2009
Comput. Hum. Behav., 2009
Learning with hypermedia: The influence of representational formats and different levels of learner control on performance and learning behavior.
Comput. Hum. Behav., 2009
Explaining the split-attention effect: Is the reduction of extraneous cognitive load accompanied by an increase in germane cognitive load?
Comput. Hum. Behav., 2009
2008
Proceedings of the Cre8ing a learning world: Proceedings of the 8th International Conference for the Learning Sciences, 2008
Enhancing students' knowledge of biodiversity in a situated mobile learning scenario: using static and dynamic visualizations in field trips.
Proceedings of the Cre8ing a learning world: Proceedings of the 8th International Conference for the Learning Sciences, 2008
Proceedings of the Cre8ing a learning world: Proceedings of the 8th International Conference for the Learning Sciences, 2008
In the eyes of experts: teaching dynamic features in biology by modeling experts' eye movement strategies to novices.
Proceedings of the Cre8ing a learning world: Proceedings of the 8th International Conference for the Learning Sciences, 2008
Looking my way through the menu: the impact of menu design and multimodal input on gaze-based menu selection.
Proceedings of the Eye Tracking Research & Application Symposium, 2008
2006
Comput. Hum. Behav., 2006
Information visualizations for knowledge acquisition: The impact of dimensionality and color coding.
Comput. Hum. Behav., 2006
2004
The Impact of Example Comparisons on Schema Acquisition: Do Learners Really Need Multiple Examples?
Proceedings of the Embracing Diversity in the Learning Sciences: Proceedings of the 6th International Conference for the Learning Sciences, 2004
Learning from Category-Avoiding Instructional Examples Reduces Cognitive Load and Fosters Cognitive Skill Acquisition.
Proceedings of the Embracing Diversity in the Learning Sciences: Proceedings of the 6th International Conference for the Learning Sciences, 2004