Alexander Eitel
Alexander Eitel
University of Giessen, Department of Educational Psychology
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Cited by
Cited by
Signaling text-picture relations in multimedia learning: A comprehensive meta-analysis
J Richter, K Scheiter, A Eitel
Educational Research Review 17, 19-36, 2016
How a picture facilitates the process of learning from text: Evidence for scaffolding
A Eitel, K Scheiter, A Schüler, M Nyström, K Holmqvist
Learning and Instruction 28, 48-63, 2013
Signals foster multimedia learning by supporting integration of highlighted text and diagram elements
K Scheiter, A Eitel
Learning and Instruction 36, 11-26, 2015
Picture or text first? Explaining sequence effects when learning with pictures and text
A Eitel, K Scheiter
Educational psychology review 27, 153-180, 2015
How inspecting a picture affects processing of text in multimedia learning
A Eitel, K Scheiter, A Schueler
Applied Cognitive Psychology 27 (4), 451-461, 2013
Why do learners who draw perform well? Investigating the role of visualization, generation and externalization in learner-generated drawing
SP Schmidgall, A Eitel, K Scheiter
Learning and Instruction 60, 138-153, 2019
Disfluency meets cognitive load in multimedia learning: Does harder‐to‐read mean better‐to‐understand?
A Eitel, T Kühl, K Scheiter, P Gerjets
Applied Cognitive Psychology 28 (4), 488-501, 2014
Do drawing tasks improve monitoring and control during learning from text?
K Schleinschok, A Eitel, K Scheiter
Learning and Instruction 51, 10-25, 2017
Identifying processes underlying the multimedia effect in testing: An eye-movement analysis
MA Lindner, A Eitel, B Strobel, O Köller
Learning and instruction 47, 91-102, 2017
How repeated studying and testing affects multimedia learning: Evidence for adaptation to task demands
A Eitel
Learning and Instruction 41, 70-84, 2016
An integrative study on learning and testing with multimedia: Effects on students’ performance and metacognition
MA Lindner, A Eitel, J Barenthien, O Köller
Learning and Instruction 71, 101100, 2021
Effects of disfluency on cognitive and metacognitive processes and outcomes
T Kühl, A Eitel
Metacognition and Learning 11, 1-13, 2016
The use of eye tracking as a research and instructional tool in multimedia learning
K Scheiter, A Eitel
Eye-tracking technology applications in educational research, 143-164, 2017
Are seductive details seductive only when you think they are relevant? An experimental test of the moderating role of perceived relevance
A Eitel, L Bender, A Renkl
Applied Cognitive Psychology 33 (1), 20-30, 2019
Signaling text–picture relations in multimedia learning: The influence of prior knowledge.
J Richter, K Scheiter, A Eitel
Journal of Educational Psychology 110 (4), 544, 2018
Self-management as a bridge between cognitive load and self-regulated learning: The illustrative case of seductive details
A Eitel, T Endres, A Renkl
Educational Psychology Review 32 (4), 1073-1087, 2020
Effects of disfluency and test expectancy on learning with text
A Eitel, T Kühl
Metacognition and Learning 11, 107-121, 2016
Tracking the decision‐making process in multiple‐choice assessment: Evidence from eye movements
MA Lindner, A Eitel, GB Thoma, IM Dalehefte, JM Ihme, O Köller
Applied Cognitive Psychology 28 (5), 738-752, 2014
The impact of disfluency, pacing, and students’ need for cognition on learning with multimedia
T Kühl, A Eitel, G Damnik, H Koerndle
Computers in Human Behavior 35, 189-198, 2014
When and why does emotional design foster learning? Evidence for situational interest as a mediator of increased persistence
T Endres, S Weyreter, A Renkl, A Eitel
Journal of Computer Assisted Learning 36 (4), 514-525, 2020
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