Beiträge in Fachzeitschriften

2026

• Beege, M., Krieglstein, F., Wesenberg, L., Loibl, K., & Schneider, S. (2026). Learning from erroneous worked examples: The influence of prompting, scaffolding, and prior knowledge. []. Journal of Educational Psychology, 118(7), 1227–1249. https://doi.org/10.1037/edu0001020
• Krieglstein, F., Schmitz, M., Wesenberg, L., Spitzer, M. W. H., & Rey, G. D. (2026). How a first impression biases cognitive load assessments: Anchoring effects in problem-solving tasks of varying element interactivity. Memory & Cognition, 54(2), 501–514. https://doi.org/10.3758/s13421-025-01764-3
• Krieglstein, F., Wesenberg, L., Schneider, S., & Rey, G. D. (2026). One or many? Evaluating the effectiveness of single-item and multiple-item scales for measuring cognitive load. []. Journal of Educational Psychology, 118(8), 1357–1372. https://doi.org/10.1037/edu0001039
• Richter, E., Moeller, K., Ruiz-García, M., Krieglstein, F., Strittmatter, Y., Frede, L., & Spitzer, M. W. H. (2026). On the difficulty of rational numbers. European Journal of Psychology of Education, 41(4). https://doi.org/10.1007/s10212-026-01199-7
• Wesenberg, L., Krieglstein, F., Jansen, S., Schneider, S., & Rey, G. D. (2026). Mitigating the seductive details effect by topic and irrelevance signals. British Journal of Educational Psychology, 96(1), 382–400. https://doi.org/10.1111/bjep.70022
• Wesenberg, L., Jansen, S., Krieglstein, F., Meusel, F., Schneider, S., Valtin, G., & Rey, G. D. (2026). The more, the worse? The influence of the seductive detail amount on learning. Instructional Science, 54(1). https://doi.org/10.1007/s11251-026-09781-8

2025

• Krieglstein, F., Beege, M., Wesenberg, L., Rey, G. D., & Schneider, S. (2025). The Distorting Influence of Primacy Effects on Reporting Cognitive Load in Learning Materials of Varying Complexity. Educational Psychology Review, 37(1). https://doi.org/10.1007/s10648-024-09980-0
• Wesenberg, L., Krieglstein, F., Schneider, S., & Rey, G. D. (2025). Seductive Details in Learning Text—Less Harmful if They Are Grouped Together Instead of Interspersed? Applied Cognitive Psychology, 39(3). https://doi.org/10.1002/acp.70065
• Wesenberg, L., Krieglstein, F., Jansen, S., Rey, G. D., & Schneider, S. (2025). Teaching with worked examples – Why the selection of problems for exemplification is critical. Contemporary Educational Psychology, 80. https://doi.org/10.1016/j.cedpsych.2024.102328
• Wesenberg, L., Jansen, S., Krieglstein, F., Schneider, S., & Rey, G. D. (2025). The influence of seductive details in learning environments with low and high extrinsic motivation. Learning and Instruction, 96. https://doi.org/10.1016/j.learninstruc.2024.102054

2024

• Krieglstein, F., Jansen, S., Meusel, F., Scheller, N., Schmitz, M., Wesenberg, L., & Rey, G. D. (2024). Exploring fonts as retrieval cues in text-based learning. Acta Psychologica, 251. https://doi.org/10.1016/j.actpsy.2024.104606
• Krieglstein, F., Schmitz, M., Wesenberg, L., & Rey, G. (2024). How to Help Students Make Informed Assessments of Cognitive Load: Examining the Role of Training Interventions. Applied Cognitive Psychology, 38(5). https://doi.org/10.1002/acp.4247
• Wesenberg, L., Schmidt, F., Schwintek, S., Jansen, S., Krieglstein, F., Schneider, S., & Rey, G. D. (2024). The effects of counterattitudinal seductive details on learning. Learning and Individual Differences, 116. https://doi.org/10.1016/j.lindif.2024.102567

2023

• Krieglstein, F., Beege, M., Rey, G. D., Sanchez-Stockhammer, C., & Schneider, S. (2023). Development and Validation of a Theory-Based Questionnaire to Measure Different Types of Cognitive Load. Educational Psychology Review, 35(1). https://doi.org/10.1007/s10648-023-09738-0
• Krieglstein, F., Schneider, S., Gröninger, J., Beege, M., Nebel, S., Wesenberg, L., Suren, M., & Rey, G. D. (2023). Exploring the effects of content-related segmentations and metacognitive prompts on learning with whiteboard animations. Computers & Education, 194. https://doi.org/10.1016/j.compedu.2022.104702
• Krieglstein, F., Meusel, F., Rothenstein, E., Scheller, N., Wesenberg, L., & Rey, G. D. (2023). How to insert visual information into a whiteboard animation with a human hand? Effects of different insertion styles on learning. Smart Learning Environments, 10(1). https://doi.org/10.1186/s40561-023-00258-6
• Schneider, S., Krieglstein, F., Beege, M., & Rey, G. D. (2023). Successful learning with whiteboard animations – A question of their procedural character or narrative embedding? Heliyon, 9(2). https://doi.org/10.1016/j.heliyon.2023.e13229

2022

• Beege, M., Krieglstein, F., & Arnold, C. (2022). How instructors influence learning with instructional videos - The importance of professional appearance and communication. Computers & Education, 185. https://doi.org/10.1016/j.compedu.2022.104531
• Krieglstein, F., Beege, M., Rey, G. D., Ginns, P., Krell, M., & Schneider, S. (2022). A Systematic Meta-analysis of the Reliability and Validity of Subjective Cognitive Load Questionnaires in Experimental Multimedia Learning Research. Educational Psychology Review, 34(4), 2485–2541. https://doi.org/10.1007/s10648-022-09683-4
• Krieglstein, F., Schneider, S., Beege, M., & Rey, G. D. (2022). How the design and complexity of concept maps influence cognitive learning processes. Educational Technology Research and Development, 70(1), 99–118. https://doi.org/10.1007/s11423-022-10083-2
• Schneider, S., Krieglstein, F., Beege, M., & Rey, G. D. (2022). The impact of video lecturers’ nonverbal communication on learning – An experiment on gestures and facial expressions of pedagogical agents. Computers & Education, 176. https://doi.org/10.1016/j.compedu.2021.104350
• Wesenberg, L., Krieglstein, F., Jansen, S., Rey, G. D., Beege, M., & Schneider, S. (2022). The influence of the order and congruency of correct and erroneous worked examples on learning and (meta-)cognitive load. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.1032003

2021

• Beege, M., Krieglstein, F., Schneider, S., Nebel, S., & Rey, G. D. (2021). Is There a (Dis-)Fluency Effect in Learning With Handwritten Instructional Texts? Evidence From Three Studies. Frontiers in Education, 6. https://doi.org/10.3389/feduc.2021.678798
• Schneider, S., Krieglstein, F., Beege, M., & Rey, G. D. (2021). How organization highlighting through signaling, spatial contiguity and segmenting can influence learning with concept maps. Computers and Education Open, 2. https://doi.org/10.1016/j.caeo.2021.100040