Psychology of learning with digital media
Psychology of learning with digital media
Portrait: Dr. Felix Krieglstein
Dr. Felix Krieglstein

Research interests

  • Learning with concept maps
  • Design of whiteboard animations
  • Subjective measurements of cognitive load
  • Questionnaire construction
  • Segmentations in dynamic learning media

04/2023 Promotion to Dr. phil. at TU Chemnitz
Doctoral subject: Media and Instructional Psychology
Title: Measuring Cognitive Load – Opportunities and Challenges
since 04/2021 Research Associate at the Chair Psychology of learning with digital media
2018 - 2021 Student / Research Assistant at the Chair of Psychology of learning with digital media
02/2021 Master of Science in Media and Instructional Psychology at TU Chemnitz
Master thesis: How the complexity and design of concept maps influence learning processes
11/2019 Bachelor of Arts in Media Communication at TU Chemnitz
Bachelor thesis: Investigation of media trust by means of a content analysis

     
  • Krieglstein, F. (2023). Implementing metacognitive prompts in segmented dynamic visualizations - Beneficial for learning? [Paper presentation]. 20th Biennial EARLI Conference. Thessaloniki, Greece.
     
  • Krieglstein, F., Beege, M., Rey, G. D., Sanchez-Stockhammer, C., & Schneider, S. (2023). Developing and validating a theory-based cognitive load questionnaire [Paper presentation]. 15th International Cognitive Load Theory Conference. Montpellier, France.
     
  • Krieglstein, F., Schneider, S., Beege, M., & Rey, G. D. (2022). Using multimedia design to foster cognitive processes when learning with concept maps [Paper presentation as part of the self-organized symposia: Current findings on learning with multimedia]. 17th Conference of the Swiss Psychological Society​. Zurich, Switzerland.
     
  • Krieglstein, F., Beege, M., Rey, G. D., Ginns, P., Krell, M., & Schneider, S. (2022). A reliability meta-analysis of frequently used subjective cognitive load scales in multimedia learning [Paper presentation]. 52nd Congress of the German Psychological Society. Hildesheim, Germany.
     
  • Schneider, S., Beege, M., Krieglstein, F., Rey, G. D. (2021). How navigation and interactivity impacts cognitive load, learning and efficiency. Poster presentation at the International Conference on Cognitive Load Theory. (ICLT2021). Kingston.
     
  • Krieglstein, F., Schneider, S., Beege, M., & Rey, G. D. (2021). The influence of concept map design on extraneous cognitive load, disorientation, and learning outcomes [Paper presentation]. International Cognitive Load Theory Conference (ICLTC2021). Kingston, Canada.
     
  • 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), Article e13229.
     
  • 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, Article 9.
     
  • 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, Article 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, Article 39.
     
  • 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, 104350.
     
  • Beege, M., Krieglstein, F., & Arnold, C. (2022). How instructors influence learning with instructional videos - The importance of professional appearance and communication. Computers & Education, 185, 104531.
     
  • 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, 99-118.
     
  • 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. Educational Psychology Review, 34, 2485–2541.
     
  • 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, 13:1032003.
     
  • 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, 100040.
     
  • 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, 678798.

  • Educational Psychology Review (EDPR)
  • Heliyon (Cell Press)
  • Journal of Veterinary Medical Education (JVME)
  • Education and Information Technologies (EAIT)
  • Learning and Instruction (JLI)
  • Instructional Science (TRUC)
  • Computers & Education (COMPEDU)
  • Social Psychology of Education
  • Education Sciences

  • Advisory member in editorial board - British Journal of Educational Psychology

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