Research at the chair

In educational sciences and multimedia learning research, measuring cognitive load is of great importance. Based on the assumption that learning is accompanied by load on working memory, Cognitive Load Theory postulates three additive types of load (intrinsic, extraneous and germane). These types focus on different aspects of learning materials and should therefore be differentiated from each other on a theoretical basis.

The greatest challenge is to measure these different types separately so that conclusions can be drawn about the instructional design of learning materials or procedures. In recent years, subjective scales have been developed that aim to measure the three types separately with multiple items.

These scales initially show satisfactory measurement properties in terms of reliability and validity with respect to perceived cognitive load, but upon closer inspection they have weaknesses in adequately differentiating between the individual types. Our research group is working intensively on how subjective questionnaires for measuring cognitive load can be further improved.

For inquiries on measuring cognitive load, please contact our staff member Felix Krieglstein.

Memes appear daily on social media. They are humorous, easy to understand and tend to stick in memory. But can they do more than entertain? Can they support learning when they present learning-relevant information? Or do they rather distract from learning when the humorous aspect is dominant? Despite their wide prevalence in popular culture, memes have received little attention in multimedia learning research so far. Their use in teaching and learning contexts therefore represents a largely unexplored field that raises many interesting questions. Due to their multimodal structure — the combination of image and text elements — memes can be investigated within established theoretical frameworks.

For example, research could examine whether and how memes influence motivational and affective processes during learning. Instructors might use memes deliberately to arouse interest, promote attention, or elicit positive emotions. Empirical evidence for these mechanisms is largely lacking. It would also be worth investigating whether memes can serve a representational function by conveying complex or abstract learning content in a compact, visually supported form.

Furthermore, it is important to determine in which didactic contexts memes have learning‑promoting effects — for instance as a motivating introduction, as a means of review and reflection, or as a creative learning product produced by learners themselves. Overall, researching memes in teaching and learning contexts offers the opportunity to generate new impulses for the design of digital learning environments and to integrate an everyday communication medium into education on a sound scientific basis.

For inquiries on the topic of memes in teaching and learning contexts, please contact our staff members Lukas Wesenberg and Felix Krieglstein.

Anthropomorphism describes the attribution of human characteristics to non‑human entities. Anthropomorphism is particularly relevant in learning contexts, especially when interacting with digital agents.

However, for digital agents a higher degree of anthropomorphic design does not necessarily result in stronger anthropomorphism. The focus here is on determining how different forms of anthropomorphic design — such as cognitive and emotional capabilities as well as morphology — affect learners depending on their individual characteristics, and which explanatory mechanisms are responsible for the observed effects.

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For inquiries on anthropomorphism, please contact our colleague Katharina Jahn.

Gamification describes the use of game elements in non-game contexts and is becoming increasingly relevant both inside and outside learning environments. Examples of gamification design elements that are increasingly integrated into learning applications include points, badges, leaderboards, avatars and narrative elements.

Existing research on gamification overall suggests a positive effect of using gamification elements on learning. However, aspects such as the long-term effects of gamification elements, the use of adaptivity, the identification of effects of individual gamification elements and their interactions, and theoretical explanations of the underlying mechanisms have so far been insufficiently investigated.

For inquiries on gamification, please contact our colleague Katharina Jahn.

Teachers often embed additional content in their lessons that does not necessarily have an instructional purpose, but is rather intended to arouse learners' interest and thus increase their motivation to follow the lesson. For example, decorative images may be shown or entertaining anecdotes told that have at most a superficial relation to the learning topic. These kinds of additions are called seductive details. Contrary to the intended effect, various studies show that seductive details can be counterproductive for learning because they distract from the core content, interrupt processing, or trigger thought processes that lead to incorrect interpretations of the learning material.

The aim of this research project is to investigate under which conditions seductive details can also have a positive effect on learning outcomes. External conditions such as the learning context as well as design features of the seductive details themselves are taken into account and theoretically examined from both a cognitive and motivational perspective.

For inquiries on the topic of seductive details, please contact our colleague Lukas Wesenberg.