Günter Daniel Rey
Günter Daniel Rey
Psychologie digitaler Lernmedien, Institut für Medienforschung, Technische Universität Chemnitz
Bestätigte E-Mail-Adresse bei - Startseite
Zitiert von
Zitiert von
Mining learning and crafting scientific experiments: a literature review on the use of minecraft in education and research
S Nebel, S Schneider, GD Rey
Journal of Educational Technology & Society 19 (2), 355-366, 2016
A review of research and a meta-analysis of the seductive detail effect
GD Rey
Educational Research Review 7, 216-237, 2012
COVID‐19 as an accelerator for digitalization at a German university: Establishing hybrid campuses in times of crisis
A Skulmowski, GD Rey
Human behavior and emerging technologies 2 (3), 212-216, 2020
Embodied learning: introducing a taxonomy based on bodily engagement and task integration
A Skulmowski, GD Rey
Cognitive research: principles and implications 3 (1), 1-10, 2018
A meta-analysis of how signaling affects learning with media
S Schneider, M Beege, S Nebel, GD Rey
Educational Research Review 23, 1-24, 2018
The autonomy-enhancing effects of choice on cognitive load, motivation and learning with digital media
S Schneider, S Nebel, M Beege, GD Rey
Learning and Instruction 58, 161-172, 2018
Neuronale Netze. Eine Einführung in die Grundlagen, Anwendungen und Datenauswertung
GD Rey, KF Wender
Eine Einführung in die Grundlagen, Anwendungen und Datenauswertung. Huber, Bern, 2008
E-Learning. Theorien, Gestaltungsempfehlungen und Forschung
GD Rey
Theorien, Gestaltungsempfehlungen und Forschung. Huber, Bern, 2009
Embodied learning using a tangible user interface: The effects of haptic perception and selective pointing on a spatial learning task
A Skulmowski, S Pradel, T Kühnert, G Brunnett, GD Rey
Computers & Education 92, 64-75, 2016
Decorative pictures and emotional design in multimedia learning
S Schneider, S Nebel, GD Rey
Learning and Instruction 44, 65-73, 2016
The expertise reversal effect: Cognitive load and motivational explanations
GD Rey, F Buchwald
Journal of Experimental Psychology: Applied 17, 33-48, 2011
Measuring cognitive load in embodied learning settings
A Skulmowski, GD Rey
Frontiers in psychology 8, 1191, 2017
A meta-analysis of the segmenting effect
GD Rey, M Beege, S Nebel, M Wirzberger, TH Schmitt, S Schneider
Educational Psychology Review, 1-31, 2019
The cognitive-affective-social theory of learning in digital environments (CASTLE)
S Schneider, M Beege, S Nebel, L Schnaubert, GD Rey
Educational Psychology Review 34 (1), 1-38, 2022
Look into my eyes! Exploring the effect of addressing in educational videos
M Beege, S Schneider, S Nebel, GD Rey
Learning and Instruction 49, 113-120, 2017
Seductive details and attention distraction–An eye tracker experiment
GD Rey
Computers in Human Behavior 32, 133-144, 2014
From duels to classroom competition: Social competition and learning in educational videogames within different group sizes
S Nebel, S Schneider, GD Rey
Computers in Human Behavior 55, 384-398, 2016
The personalization effect in multimedia learning: The influence of dialect
GD Rey, N Steib
Computers in Human Behavior 29, 2022-2028, 2013
In situ understanding of performance bottlenecks through visually augmented code
F Beck, O Moseler, S Diehl, GD Rey
2013 21st International Conference on Program Comprehension (ICPC), 63-72, 2013
Goal-setting in educational video games: Comparing goal-setting theory and the goal-free effect
S Nebel, S Schneider, J Schledjewski, GD Rey
Simulation & Gaming 48 (1), 98-130, 2017
Das System kann den Vorgang jetzt nicht ausführen. Versuchen Sie es später erneut.
Artikel 1–20