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Psychology of learning with digital media
Head of chair
Portrait: Prof. Dr. Günter Daniel Rey</a>
Prof. Dr. Günter Daniel Rey
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  • Phone:
    +49 371 531-33746
  • Fax:
    +49 371 531-833746
  • Email:
  • Room:
    Straße der Nationen 12, RAWEMA-Haus, 213

 

07/2008 - 07/2011 Kumulative Habilitation und Venia Legendi für das Fachgebiet Psychologie an der Universität Würzburg
Abschluss: Dr. habil. am 13. Juli 2011
02/2006 - 12/2007 Promotion im Fach Psychologie an der Universität Trier
Abschluss: Dr. rer. nat. (Note: summa cum laude) am 14. Dezember 2007
10/2003 - 02/2006 Studium der Psychologie an der Universität Trier
Abschluss: Diplom (Note: sehr gut) am 1. Februar 2006
10/2001 - 07/2003 Studium der Psychologie an der Universität Frankfurt am Main
Abschluss: Diplom-Vorprüfung (Note: sehr gut) am 14. Juli 2003
08/1999 - 07/2001 Ausbildung zum Bankkaufmann bei der Commerzbank AG in Köln
Abschluss: Bankkaufmann (Note: gut (IHK) und sehr gut (Berufsschule)) am 2. Juli 2001
10/1998 - 01/2003 Studium der Sozialen Verhaltenswissenschaften / Philosophie an der FernUniversität in Hagen
Abschluss: Bachelor of Arts (Note: sehr gut) am 7. Januar 2003
09/1998 - 06/1999 Wehrdienst
08/1989 - 06/1998 Ernst-Moritz-Arndt-Gymnasium, Bonn
Abschluss: Abitur (Note: gut) am 4. Juni 1998
08/1985 - 06/1989 Grundschule Sechtem
Seit 07/2017 Umberufung der Professur in Psychologie digitaler Lernmedien
Seit 04/2013 Professor für E-Learning und Neue Medien (W3)
Philosophische Fakultät, Technische Universität Chemnitz
02/2008 - 12/2011 Wissenschaftlicher Mitarbeiter am Lehrstuhl für Entwicklungspsychologie und Pädagogische Psychologie (Prof. Dr. W. Schneider und Prof. Dr. G. Nieding); Philosophische Fakultät II, Universität Würzburg
03/2006 - 01/2008 Wissenschaftlicher Mitarbeiter in der Abteilung für Allgemeine Psychologie und Methodenlehre (Prof. Dr. K. F. Wender)
Fachbereich Pädagogik, Philosophie, Psychologie, Universität Trier
04/2002 - 12/2005 Studentische Hilfskraft in den Abteilungen für Sozialpsychologie, Angewandte Entwicklungs- und Gerontopsychologie sowie Allgemeine Psychologie und Methodenlehre an den Universitäten Frankfurt und Trier
 
     
  • Rey, G. D. & Wender, K. F. (2018). Neuronale Netze. Eine Einführung in die Grundlagen, Anwendungen und Datenauswertung (3., überarbeitete Auflage). Göttingen: Hogrefe.
     
  • Rey, G. D. (2017). Methoden der Entwicklungspsychologie. Datenerhebung und Datenauswertung (2., überarbeitete Auflage). Norderstedt: BoD.
     
  • Nieding, G., Ohler, P. & Rey, G. D. (2015). Lernen mit Medien (UTB-Lehrbuch-Reihe StandardWissen Lehramt). Paderborn: Schöningh.
     
  • Rey, G. D. (2012). Methoden der Entwicklungspsychologie. Datenerhebung und Datenauswertung. Norderstedt: BoD.
     
  • Rey, G. D. & Wender, K. F. (2010). Neuronale Netze.Eine Einführung in die Grundlagen, Anwendungen und Datenauswertung (2., vollständig überarbeitete und erweiterte Auflage). Bern: Huber.
     
  • Rey, G. D. (2009). E-Learning.Theorien, Gestaltungsempfehlungen und Forschung. Bern: Huber.
     
  • Rey, G. D. & Wender, K. F. (2008). Neuronale Netze. Eine Einführung in die Grundlagen, Anwendungen und Datenauswertung. Bern: Huber.
     
  • Rey, G. D. (2008). Gestaltungsempfehlungen für multimediale Lernumgebungen. Zur Gestaltung dynamischer, interaktiver Visualisierungen. Saarbrücken: VDM.
     
  • Rey, G. D. & Wehr, T. (Hrsg.). (2008). Kognitive Psychologie - Ausgewählte Grundlagen- und Anwendungsbeispiele. Lengerich: Pabst.
     
  • Rey, G. D. (2008). Der Leserichtungseffekt in interaktiven Animationen. Eine empirische Untersuchung zum Einfluss der Leserichtung auf die Lernleistungen in dynamischen, interaktiven Visualisierungen. Saarbrücken: VDM.
     
  • Wender, K. F., Mecklenbräuker, S., Rey, G. D. & Wehr, T. (Hrsg.). (2007). Beiträge zur 49. Tagung experimentell arbeitender Psychologen. Lengerich: Pabst.

2018

     
  • Schneider, S., Nebel, S., Beege, M. & Rey, G. D. (2018). Anthropomorphism in decorative illustrations: Benefit or harm for learning? Journal of Educational Psychology, 110, 218-232.
     
  • Schneider, S., Dyrna, J., Meier, L., Beege, M. & Rey, G. D. (2018). How affective charge and text-picture connectedness moderate the impact of decorative pictures on multimedia learning. Journal of Educational Psychology, 110, 233-249.
     
  • Skulmowski, A., & Rey, G. D. (2018). Embodied learning: Introducing a taxonomy based on bodily engagement and task integration. Cognitive Research: Principles and Implications, 3:6.
     
  • Skulmowski, A., & Rey, G. D. (2018). Realistic details in visualizations require color cues to foster retention. Computers & Education, 122, 23-31.
     
  • Schneider, S., Beege, M., Nebel, S., & Rey, G. D. (2018). A meta-analysis of how signaling affects learning with media. Educational Research Review, 23, 1-24.
     
  • Wirzberger, M., & Rey, G. D. (2018). Attention please! Enhanced attention control abilities compensate for instructional impairments in multimedia learning. Journal of Computers in Education.
     
  • Schneider, S., Beege, M., Nebel, S., & Rey, G. D. (2018). Theoretischer Beitrag: Soziale Prozesse beim Lernen mit digital präsentierten Lernmaterialien. Psychologie in Erziehung und Unterricht.
     
  • Schneider, S., Häßler, A., Habermeyer, T., Beege, M., & Rey, G. D. (2018). The more human, the higher the performance? Examining the effects of anthropomorphism on learning with media. Journal of Educational Psychology. Online First.
     
  • Beege, M., Schneider, S., Nebel, S., Häßler, A., & Rey, G. D. (2018). ). Mood-affect congruency. Exploring the relation between learners mood and the affective charge of educational videos. Computers & Education, 123, 85-96.

2017

     
  • Nieding, G., Ohler, P., Diergarten, A. K., Möckel, T., Rey, G. D., & Schneider, W. (2017). The development of media sign literacy - a longitudinal study with 4-year-old children. Media Psychology, 20, 401-427.
     
  • Beege, M., Schneider, S., Nebel, S., Mitangk, J., & Rey, G. D. (2017). Ageism - Age coherence with learning material fosters learning. Computers in Human Behavior, 75, 510-519.
     
  • Skulmowski, A., & Rey, G. D. (2017). Measuring cognitive load in embodied learning settings. Frontiers in Psychology, 8:1191.
     
  • Nebel, S., Schneider, S., Beege, M., & Rey, G. D. (2017). Leaderboards within educational videogames: The impact of difficulty, effort and gameplay. Computers & Education, 113, 28-41
     
  • Skulmowski, A., & Rey, G. D. (2017). Bodily effort enhances learning and metacognition: Investigating the relation between physical effort and cognition using dual-process models of embodiment. Advances in Cognitive Psychology, 13, 3-10.
     
  • 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.
     
  • Nebel, S., Schneider, S., Beege, M. & Rey, G. D. (2017). You cannot do this alone! Increasing task interdependence in cooperative educational videogames to encourage collaboration. Educational Technology Research and Development, 65, 993-1014.
     
  • Wirzberger, M., Esmaeili Bijarsari, S., & Rey, G. D. (2017). Embedded interruptions and task complexity influence schema-related cognitive load progression in an abstract learning task. Acta Psychologica, 179, 30-41.

2016

     
  • 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.
     
  • Skulmowski, A., Pradel, S., Kühnert, T., Brunnett, G., & Rey, G. D. (2016). Embodied learning using a tangible user interface: The effects of haptic perception and selective pointing on a spatial learning task. Computers & Education, 92-93, 64-75.
     
  • 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.

vor 2016

     
  • 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.
     
  • Rey, G. D. (2014). Seductive details and attention distraction - An eye tracker experiment. Computers in Human Behavior, 32, 133-144.
     
  • Rey, G. D. & Fischer, A. (2013). The expertise reversal effect concerning instructional explanations. Instructional Science, 41, 407-429.
     
  • Rey, G. D. & Steib, N. (2013). The personalization effect in multimedia learning: The influence of dialect. Computers in Human Behavior, 29, 2022-2028.
     
  • Rey, G. D. (2012). A review of research and a meta-analysis of the seductive detail effect. Educational Research Review, 7, 216-237.
     
  • Munk, C., Rey, G. D., Diergarten, K., Nieding, G., Schneider, W. & Ohler, P. (2012). Cognitive processing of film cuts among 4- to 8-year-old children. European Psychologist, 17, 257-265.
     
  • Rey, G. D. (2012). How seductive are decorative elements in learning material? Journal of Educational Multimedia and Hypermedia, 21, 257-283.
     
  • Endler, A., Rey, G. D. & Butz, M. (2012). Towards motivation-based adaptation of difficulty in e-learning programs. Australasian Journal of Educational Technology, 28, 1119-1135.
     
  • Rey, G. D. & Buchwald, F. (2011). The expertise reversal effect: Cognitive load and motivational explanations. Journal of Experimental Psychology: Applied, 17, 33-48.
     
  • Rey, G. D. (2011). Interactive elements for dynamically linked multiple representations in computer simulations. Applied Cognitive Psychology, 25, 12-19.
     
  • Rey, G. D. (2011). Reset button and instructional advice in computer simulations. European Psychologist, 16, 58-67.
     
  • Rey, G. D. (2011). Seductive details in multimedia messages. Journal of Educational Multimedia and Hypermedia, 20, 283-314.
     
  • Rey, G. D. (2011). Time advice and learning questions in computer simulations. Australasian Journal of Educational Technology, 27, 397-410.
     
  • Rey, G. D. (2010). Reading direction and signaling in a simple computer simulation. Computers in Human Behavior, 26, 1176-1182.
     
  • Rey, G. D. & Diehl, S. (2010). Controlling presentation speed, labels, and tooltips in interactive animations. Journal of Media Psychology, 22, 160-170.
     
  • Rey, G. D. (2010). Instructional advice, time advice and learning questions in computer simulations. Australasian Journal of Educational Technology, 26, 675-689.
     
  • Rey, G. D. (2010). Multimedia learning: Are we still asking the wrong questions? Journal of Educational Multimedia and Hypermedia, 19, 103-120.
     
  • Rey, G. D., Berens, K., Dietz, E., Hesser, M., Schäfer, S. & Schirmer, A. (2010). Konzeptuelle Replikationsstudie zu Experimenten zur Außersinnlichen Wahrnehmung. Zeitschrift für Anomalistik, 10, 58-78.
     
  • Rey, G. D. & Beck, F. (2010). E-Learning-Webseite als facettenreiches Werkzeug in Forschung und Lehre. e-learning and education (eleed), 6, 6-11.