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E-Learning and New Media
E-Learning and New Media
Portrait: Sascha Schneider M.A.
Sascha Schneider M.A.
  • Phone:
    +49 371 531-34599
  • Fax:
    +49 371 531-834599
  • Room:
    Straße der Nationen 12: 244
  • Email:


Research interests

  • Emotional Design: Aesthetics as trigger for learning-facilitating emotions
  • Anthropomorphism: Humanizing learning objects
  • Decorative elements in learning with media
  • Choice in digital learning environments as an increase of autonomy
  • The sense of politeness in educational and learning texts
  • Research of explanatory approaches, possibilities and borders of “Seductive Details”
  • Retrieval cues: aided recall in learning processes
  • Colors and their effects on learning
  • Cueing and anti-cueing (disfluency) in instructional design
  • Distinction new areas of personalization principle (new contexts, types of personalization, practical application, approaches of development psychology)
  • Moderated effects of selected design principles (affective or learner based variables)
  • Extension of theories for multimedia learning (emotional and motivational extensions , new modalities)
  • Eye-Tracking and pupillometry
since 11/2013 Junior lecturer at the chair of E-Learning and New Media
since 11/2013 Research assistant at the chair of E-Learning and New Media
10/2013 Master of Arts in Educational Technology at University of Erfurt
master thesis: Der Einfluss emotionaler Valenz als Variable zur Erklärung des umgekehrten Personalisierungseffektes in Lerneinheiten (The impact of emotional valence as a variable to explain the reverse personalization principle in learning environments)
04/2012 - 09/2013 Lecturer for Studium Fundamentale at University of Erfurt
09/2011 Bachelor of Arts in educational science at University of Erfurt
bachelor thesis: Integrative Beschulung an Thüringer Regelschulen am Beispiel Erfurter Institutionen (Integrative education at middle school in Thuringia with example of institutions in Erfurt)
Projects

Because of missing integration of emotional, motivational and meta-cognitive variables some theories for multimedia learning (e.g. CTML, CLT) were criticized and revised. Especially the research of emotional impact in learning environments is the main subject in this project. An important issue is the integration of decorative pictures with emotional valence and different action potential. This project is about the connection between previous methods of emotional design with decorative pictures. Furthermore the use of decorative pictures will be analyzed.

In this project politeness constitute a opportunity for implementation of cultural variance in learning environments. The integration of cultural cues has a positive effect to learners. It is offered by some empirical evidences. Especially instructional messages with politeness affect the processing of information. The aim of the project is to categorize politeness to make a decision about future designs.

This project is about the opportunity to involve learners in digital learning material. Personalization (e.g. direct addressing of learners) affects learning in a positive way but it is not clear how to explain this effect. In this project borders of social cues in learning environments (e.g. accents and dialects) will be explored and possible explanatory approaches will be examined. Furthermore the connection to other design principles will be researched.
Courses and associated evaluation results
Semester Name Average (school grades)
WS 2016/17 Seminar "Instruktionsdesign, Gruppe A" 1.7
Seminar "Instruktionsdesign, Gruppe B" 1.9
Seminar "Forschungsvertiefung Instruktionspsychologie (2 Sem.)" 1.0
SS 16 Seminar "Lehren und Lernen mit Medien, Gruppe A" 1.5
Seminar "Lehren und Lernen mit Medien, Gruppe B" 1.5
WS 2015/16 Seminar "Tools & Software, Gruppe A" 1.5
Seminar "Tools & Software, Gruppe B" 1.5
Seminar "Forschungsvertiefung Instruktionspsychologie (2 Sem.)" 1.0
SS 2015 Seminar "Lehren und Lernen mit Medien, Gruppe A" 1.1
Seminar "Lehren und Lernen mit Medien, Gruppe B" 1.2
WS 2014/15 Seminar "Forschung mittels Eye-Tracking" 1.3
Seminar "Grundlagen der Instruktionspsychologie" 1.4
Seminar "Grundlagen wissenschaftlichen Arbeitens" 1.7
SS 2014 Seminar "Gestaltung multimedialer Lernumgebungen" 1.5
Seminar II "Gestaltung multimedialer Lernumgebungen" 1.3
Seminar II "Lernen mit Neuen Medien" 1.3
WS 2013/14 Seminar "Lernen mit Neuen Medien, Gruppe A" 1.5
  Seminar "Lernen mit Neuen Medien, Gruppe B" 1.6
SS 2013 Hilfe, ich werde Lehrer! (Regelschule) 1.15
Hilfe, ich werde Lehrer! (Grundschule) 1.05
Jugendtheater in Theorie und Praxis 1.33
WS 2012/13 Hilfe, ich werde Lehrer! 2.0
Jugendtheater in Theorie und Praxis 1.3
SS 2012 Kinder- und Jugendtheater in Theorie und Praxis 2.07

     
  • Nebel, S., Schneider, S., Schledjewski, J., & Rey, G. D. (2017). Goal-Setting in Educational Video Games: Comparing Goal-Setting Theory and the Goal-Free Effect. Simulation & Gaming, 48, 98-130
     
  • Beege, M., Schneider, S., Nebel, S., & Rey, G. D. (2017). Look into my eyes! Exploring the effect of addressing in educational videos. Learning and Instruction, 49, 113-120.
     
  • Wirzberger, M., Beege, M., Schneider, S., Nebel, S., & Rey, G. D. (2016). One for all?! Simultaneous examination of load-inducing factors for advancing media-related instructional research. Computers & Education, 100, 18-31.
     
  • Schneider, S., Nebel, S., & Rey, G. D. (2016). Decorative pictures and emotional design in multimedia learning. Learning and Instruction, 44, 65-73.
     
  • Skulmowski, A., Augustin, Y., Pradel, S., Nebel, S., Schneider, S., & Rey, G. D. (2016). The negative impact of saturation on website trustworthiness and appeal: A temporal model of aesthetic website perception. Computers in Human Behavior, 61, 386-393.
     
  • Nebel, S., Schneider, S., & Rey, G. D. (2016). Mining learning and crafting scientific Mining Learning and Crafting Scientific Experiments: A Literature Review on the Use of Minecraft in Education and Research Journal of Educational Technology and Society, 19, 355-366.
     
  • Nebel, S., Schneider, S., & Rey, G. D. (2016). From duels to classroom competition: Social competition and learning in educational videogames within different group sizes. Computers in Human Behavior, 55A, 384-398.
     
  • Nebel, S., Beege, M., Schneider, S., Rey, G. D. (2016). The higher the score, the higher the learning outcome? Heterogeneous impacts of leaderboards and choice within educational videogames. Computers in Human Behavior, 65, 391-401.
     
  • Schneider, S., Nebel, S., Pradel, S., & Rey, G. D. (2015). Mind your Ps and Qs! How polite instructions affect learning with multimedia. Computers in Human Behavior, 51A, 546-555.
     
  • Schneider, S., Nebel, S., Pradel, S. & Rey, G. D. (2015). Introducing the familiarity mechanism: A unified explanatory approach for the personalization effect and the examination of youth slang in multimedia learning. Computers in Human Behavior, 43, 129-138.
     
  • Nebel, S., Beege, M., Schneider, S. & Rey, G. D. (2016). Worauf zielen wir ab? Die Herausforderung der Zielsetzung im digitalen Lernspiel. Ein Beitrag aus der Perspektive der Instruktionspsychologie. In: Junge, Thorsten/Clausen, Dennis (Hrsg.): Digitale Spiele im Diskurs. URL: www.medien-im-diskurs.de
     
  • Beege, M., Nebel, S., Schneider, S., Wirzberger, M., Schmidt, N., & Rey, G. D. (2016). Bedingt räumliche Nähe bessere Lernergebnisse? Die Rolle der Distanz und Integration beim Lernen mit multiplen Informationsquellen [Does spatial proximity enhance learning outcomes? The role of distance and integration in learning from multiple sources of information]. In I. Fritsche (Ed.). 50th Conference of the German Psychological Society. Abstracts (p. 540). Lengerich: Pabst Science Publishers
     
  • Wirzberger, M., Beege, M., Schneider, S., Nebel, S., & Rey, G. D. (2016). CLT meets WMU: Simultaneous experimental manipulation of load factors in a basal working memory task. 9th International Cognitive Load Theory Conference, June 22nd to 24th, 2016, Bochum, Germany, Abstracts (p. 19).
     
  • Wirzberger, M., Beege, M., Schneider, S., Nebel, S., & Rey, G. D. (2016). Separating cognitive load facets in a working memory updating task: An experimental approach. International Meeting of the Psychonomic Society, Granada - Spain, May 5-8, 2016, Abstract Book (pp. 211-212).
     
  • Schneider, S., Nebel, S. & Rey, G. D. (2015). Wie Vertrautheit in Lerntexten wirkt - ein Blick hinter die Kulissen des Personalisierungseffektes. In Tagungsband der 15. Fachgruppentagung Pädagogische Psychologie der DGPs (S. 52). Kassel: Universität Kassel.
     
  • Nebel, S., Schneider, S. & Rey, G. D. (2015). Sozialer Wettbewerb im digitalen Lernspiel: Auswirkungen von Wettbewerbsdruck innerhalb verschiedener Gruppengrößen. In Tagungsband der 15. Fachgruppentagung Pädagogische Psychologie der DGPs (S. 75). Kassel: Universität Kassel.
     
  • Hemeli, D., Nebel, S., Schneider, S. & Rey, G. D. (2015). Mining learning and crafting scientific experiments: The use of Minecraft in education and research and what can be learned from its success for the future of educational videogames. In Proceedings of the 9th Conference of the Media Psychology Division of the German Psychological Society (S. 45). Tübingen: Universität Tübingen.

  • Reviewer bei Journal of Information Technology and Application in Education (JITAE)
  • Reviewer bei Computers in Human Behavior (CHB)
  • Reviewer bei der Fachgruppentagung Medienpsychologie 2015
  • Reviewer bei Computers and Education (CAE)
  • Instructional Science (TRUC)
  • International Journal of Artificial Intelligence in Education (AIED)
  • Learning and Individual Differences (LEAIND)
  • Learning and Instruction (JLI)
     
  • Beege, M., Schneider, S., Nebel, S., Rey, G. D. (2017). The influence of age coherence between pedagogical agents and verbal information on learning and cognitive load. Presentation at the 59th Conference of Experimental Psychologists (TeaP), Dresden.
     
  • Wirzberger, M., Beege, M., Schneider, S., Nebel, S., & Rey, G. D. (2016, 7. Mai). Separating cognitive load facets in a working memory updating task: An experimental approach. Poster auf dem International Meeting of the Psychonomic Society, Granada, Spanien.
     
  • Wirzberger, M., Beege, M., Schneider, S., Nebel, S., & Rey, G. D. (2016). CLT meets WMU: Simultaneous experimental manipulation of load factors in a basal working memory task. Poster auf der 9. Internationalen Cognitive Load Theory Conference, Bochum.
     
  • Schneider, S., Nebel, S., Beege, M., Rey, G. D. (2016). Politeness in multimedia instructions as facilitator of learning and motivation. Presentation at the 58th Conference of Experimental Psychologists (TeaP), Heidelberg, Germany.
     
  • Nebel, S., Schneider, S., Beege, M., Wirzberger, M., Rey, G. D. (2016). Using the jigsaw principle to increase task interdependence in cooperative educational videogames. Presentation at the 58th Conference of Experimental Psychologists (TeaP), Heidelberg.
     
  • Beege, M., Schneider, S., Nebel, S., Wirzberger, M., Rey, G. D. (2016). Look into my eyes! Exploring the effect of addressing in multimedia learning. Presentation at the 58th Conference of Experimental Psychologists (TeaP), Heidelberg.
     
  • Nebel, S., Beege, M., Schneider, S. & Rey, G. D. (2016). Highscore! The Impact of Feedback and Competition through Leaderboards within Educational Videogames - Highscore! Die Auswirkungen von Feedback und Wettbewerb durch Ranglisten in digitalen Lernspielen. Vortrag gehalten auf dem 50. Kongress der Deutschen Gesellschaft für Psychologie DGPs. Leipzig: Universität Leipzig.
     
  • Schneider, S., Nebel, S., & Rey, G. D. (2016). Wieviel "sozial" steckt in multimedialen Lernmaterialien? Vortrag gehalten auf dem 50. Kongress der Deutschen Gesellschaft für Psychologie DGPs. Leipzig: Universität Leipzig.
     
  • Schneider, S. (2016). Emotions in multimedia learning. Organisation einer Arbeitsgruppe auf dem 50. Kongress der Deutschen Gesellschaft für Psychologie DGPs. Leipzig: Universität Leipzig.
     
  • Schneider, S., Nebel, S., & Rey, G. D. (2016). Ich fühle mich gut - also lerne ich besser? Emotionale dekorative Bilder beim Lernen mit Multimedia. Vortrag gehalten auf dem 50. Kongress der Deutschen Gesellschaft für Psychologie DGPs. Leipzig: Universität Leipzig.
     
  • Wirzberger, M., Schneider, S., Dlouhy, S., & Rey, G. D. (2016). Time - Space - Content? Interrupting features of hyperlinks in multimedia learning. Talk to be given at the 59th Conference of Experimental Psychologists (TeaP), Dresden.
     
  • Schneider, S., Wirzberger, M., Augustin, Y., & Rey, G. D. (2016). The moderating role of arousal on the seductive detail effect. Talk to be given at the 59th Conference of Experimental Psychologists (TeaP), Dresden.
     
  • Beege, M., Nebel, S., Schneider, S., Wirzberger, M., Schmidt, N., & Rey, G. D. (2016). Bedingt räumliche Nähe bessere Lernergebnisse? Die Rolle der Distanz und Integration beim Lernen mit multiplen Informationsquellen [Does spatial proximity enhance learning outcomes? The role of distance and integration in learning from multiple sources of information]. Talk given at the 50th Conference of the German Psychological Society, Leipzig.
     
  • Hemeli, D., Nebel, S., Schneider, S., & Rey, G. D. (2015). Mining learning and crafting scientific experiments: The use of Minecraft in education and research and what can be learned from its success for the future of educational videogames. Poster auf der 9. Tagung der Fachgruppe Medienpsychologie der Deutschen Gesellschaft für Psychologie, Tübingen.
     
  • Schneider, S., Nebel, S., & Rey, G. D. (2015). Wie Vertrautheit in Lerntexten wirkt - ein Blick hinter die Kulissen des Personalisierungseffektes. Vortrag gehalten auf der 15. Fachgruppentagung Pädagogische Psychologie (PAEPS), Kassel.
     
  • Nebel, S., Schneider, S., & Rey, G. D. (2015). Sozialer Wettbewerb im digitalen Lernspiel: Auswirkungen von Wettbewerbsdruck innerhalb verschiedener Gruppengrößen. Vortrag wird gehalten auf der 15. Fachgruppentagung Pädagogische Psychologie (PAEPS), Kassel.
     
  • Schneider, S. (2015). Emotion induction via decorative pictures. Benefit or harm for learning? Presentation at the International Congress of Cognition, Emotion and Motivation (CEM15), Hammamet, Tunis.
     
  • Fischer, H., Schneider, S., & Rey, G. D. (2015). ID4BM - Instruktionsdesign für das Bildungsmanagement: Kollaborative Produktion von Offenen Lernressourcen im Rahmen einer hochschulübergreifenden Seminarkooperation. Poster präsentiert beim HDS.Forum 2015, Zwickau.


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