Tina Seufert
Tina Seufert
Professorin für Lehr-Lernforschung, Universität Ulm
Bestätigte E-Mail-Adresse bei
Zitiert von
Zitiert von
Supporting coherence formation in learning from multiple representations
T Seufert
Learning and instruction 13 (2), 227-237, 2003
Development and validation of two instruments measuring intrinsic, extraneous, and germane cognitive load
M Klepsch, F Schmitz, T Seufert
Frontiers in psychology 8, 1997, 2017
Does cognitive load moderate the seductive details effect? A multimedia study
B Park, R Moreno, T Seufert, R Brünken
Computers in Human Behavior 27 (1), 5-10, 2011
Measuring cognitive load
R Brünken, T Seufert, F Paas
Cognitive load theory, 181-202, 2010
Perceived academic control and academic emotions predict undergraduate university student success: Examining effects on dropout intention and achievement
L Respondek, T Seufert, R Stupnisky, UE Nett
Frontiers in psychology 8, 243, 2017
The interplay between self-regulation in learning and cognitive load
T Seufert
Educational Research Review 24, 116-129, 2018
Cognitive load and the format of instructional aids for coherence formation
T Seufert, R Brünken
Applied Cognitive Psychology: The Official Journal of the Society for …, 2006
The impact of intrinsic cognitive load on the effectiveness of graphical help for coherence formation
T Seufert, I Jänen, R Brünken
Computers in human behavior 23 (3), 1055-1071, 2007
Signaling in virtual reality influences learning outcome and cognitive load
P Albus, A Vogt, T Seufert
Computers & Education 166, 104154, 2021
Memory characteristics and modality in multimedia learning: An aptitude–treatment–interaction study
T Seufert, M Schütze, R Brünken
Learning and instruction 19 (1), 28-42, 2009
The influence of background music on learning in the light of different theoretical perspectives and the role of working memory capacity
JAM Lehmann, T Seufert
Frontiers in psychology 8, 1902, 2017
Effects of self-regulation prompts in hypermedia learning on learning performance and self-efficacy
NM Müller, T Seufert
Learning and instruction 58, 1-11, 2018
Understanding instructional design effects by differentiated measurement of intrinsic, extraneous, and germane cognitive load
M Klepsch, T Seufert
Instructional Science 48 (1), 45-77, 2020
Learning from multimedia presentations: Facilitation function of animations and spatial abilities
S Münzer, T Seufert, R Brünken
Learning and Individual Differences 19 (4), 481-485, 2009
Evaluation of a health promotion program in children: study protocol and design of the cluster-randomized Baden-Württemberg primary school study [DRKS-ID: DRKS00000494]
J Dreyhaupt, B Koch, T Wirt, A Schreiber, S Brandstetter, D Kesztyüs, ...
BMC Public Health 12, 1-12, 2012
Toward an integrative view of text and picture comprehension: Visualization effects on the construction of mental models
W Schnotz, M Bannert, T Seufert
The psychology of science text comprehension, 385-416, 2014
Förderung der Kohärenzbildung beim Lernen mit multiplen Repräsentationen: Fostering coherence formation in learning with multiple representations
R Brünken, T Seufert, S Zander
Zeitschrift für pädagogische Psychologie 19 (1/2), 61-75, 2005
Working memory capacity and disfluency effect: An aptitude-treatment-interaction study
J Lehmann, C Goussios, T Seufert
Metacognition and Learning 11, 89-105, 2016
Piano: Faster piano learning with interactive projection
K Rogers, A Röhlig, M Weing, J Gugenheimer, B Könings, M Klepsch, ...
Proceedings of the Ninth ACM International Conference on Interactive …, 2014
Working memory interference during processing texts and pictures: Implications for the explanation of the modality effect
R Rummer, J Schweppe, A Fürstenberg, T Seufert, R Brünken
Applied Cognitive Psychology: The Official Journal of the Society for …, 2010
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