Tina Seufert
Tina Seufert
Professorin für Lehr-Lernforschung, Universität Ulm
Verified email at uni-ulm.de
Title
Cited by
Cited by
Year
Supporting coherence formation in learning from multiple representations
T Seufert
Learning and instruction 13 (2), 227-237, 2003
5202003
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
1602011
Measuring cognitive load
R Brünken, T Seufert, F Paas
1452010
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
1322006
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
1222007
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
1202009
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
942009
16. Toward and 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, 2002
852002
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), 157, 2012
822012
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
722005
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
622017
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
572017
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
522010
Working memory capacity and disfluency effect: an aptitude-treatment-interaction study
J Lehmann, C Goussios, T Seufert
Metacognition and Learning 11 (1), 89-105, 2016
472016
The interplay between self-regulation in learning and cognitive load
T Seufert
Educational Research Review 24, 116-129, 2018
452018
Supporting coherence formation in multimedia learning
T Seufert, R Brünken
Instructional design for effective and enjoyable computer-supported learning …, 2004
442004
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
422014
Lernen mit Multimedia: Pädagogische Verheißungen aus kognitionspsychologischer Sicht
W Schnotz, T Seufert, M Bannert
na, 2000
422000
What's educational about open educational resources? Different theoretical lenses for conceptualizing learning with OER
S Panke, T Seufert
E-Learning and Digital Media 10 (2), 116-134, 2013
342013
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
312018
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