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Psychology of learning with digital media
Psychology of learning with digital media
Portrait: Dr. Steve Nebel
Dr. Steve Nebel


Research interests

  • Educational videogames ("serious games")
  • mobile learning
  • Collaborative and competitive social interactions in education video games
  • The use of serious games within new contexts, such as affective- or motor- learning
  • The application of established learning theories and effects within the new setting of educational gaming
  • evaluation of game experiences and different integrational concepts, such as “intrinsic integration” or “transformational play”
  • investigation of new target groups, such as the elderly, or people with special needs
Projects

Goal setting in educational video games - Playing as much as you want or as much as you have to?

How should goals be designed within digital educational video games? How is it possible to generate a balance between necessary effort, learning outcomes and enjoyable playing? To explore this issue, the theoretical implications of goal setting theory and the goal specificity effect are verified with experimental approaches. It will be examined how gamers can be optimally guided to the important learning aspects without interfering with the affective or motivational advantages from educational video games.

Compete playing - Is a successful player a better learner?

Competition with ourselves, against the computer, artificial representations or against other players is an important feature of videogames to create suspense and entertainment. But group mechanisms, split attention or motivational attitudes can affect competition and learning differently. How should the feature competition be implemented most beneficially within the educational context? How strong is the impact of competition on learning? These and other questions will be examined in experimental designs.

Digital educational videogames in practice, research projects and theses

Within seminars and curses, students can design and develop scenarios and research projects with digital educational video games. For instance, games about basic arithmetic operations with Minecraft, reaction tests in Portal 2 and “augmented reality” channels for smartphones. To try out, use and explore complex interactions between playing and learning, games with focus on entertainment are used as well.

 
     
  • Nebel, S., & Ninaus, M. (2019). New perspectives on game-based assessment with process data and physiological signals. In D. Ifenthaler & Yoon Jeon (Hrsg.), Game-Based Assessment Revisited (S. 141–161).
     
  • 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.
     
  • Pietschmann, D., B. L., Valtin, G., Nebel, S., & Ohler, P. (2013). Effects of Video Game GUIs on the Construction of Rich Spatial Situation Models and Spatial Presence. In Schwab, F., Carolus, A., Brill, M., & Hennighausen, C. (Hrsg.), Media Psychology : Media Research: Yesterday, Today, and Tomorrow. Proceedings of the 8th Conference of the Media Psychology Division of the German Psychological Society. Würzburg: Universität Würzburg, 2013. [online]. URN: nbn:de:bvb:20-opus-97403. ISBN: 978-3-923959-93-8 [09.07.2014].
     
  • Beege, M., Nebel, S., Schneider, S., & Rey, G. D. (2018). Gestaltung sozialer Entitäten in Lehr-Lernvideos [Design of Social Entities in Instructional Videos]. Talk given at the 51th Conference of the German Psychological Society, Frankfurt am Main
     
  • Nebel, S., Schneider, S., Beege, M. & Rey, G. D. (2018). Artifizieller, sozialer und agentenbasierter Wettbewerb im digitalen Lernspiel - Eine experimentelle Vergleichsstudie. Vortrag gehalten auf dem 51. Kongress der Deutschen Gesellschaft für Psychologie DGPs. Frankfurt a.M.: Universität Frankfurt.
     
  • 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.
     
  • Beege, M., Schneider, S., Nebel, S., Rey, G. D. (2017). A meta-analytic review of signaling Effects on cognition and learning. Presentation at the 17th Biennial EARLI Conference, Tampere.
     
  • Beege, M., Nebel, S., Schneider, S., & Rey, G. D. (2017). Addressing and professionalism: Social influences in learning with educational videos. Vortrag wird gehalten auf der 16. Fachgruppentagung für Entwicklungspsychologie und p&uaml;dagogische Psychologie (PAEPSY), Münster.
     
  • Schneider, S., Nebel, S., Beege, M., & Rey, G. D. (2017). Decorative pictures - the good, the bad, and the ugly. Presentation at 17th Biennial EARLI Conference, Tampere, Finnland: University of Tampere.
     
  • Schneider, S., Nebel, S., Beege, M., & Rey, G. D. (2017). The use of decorative pictures for designing digital learning media. Presentation at Media Psychology 2017, Landau in der Pfalz, Germany: University of Koblenz-Landau.
     
  • Schneider, S., Nebel, S., Beege, M., & Rey, G. D. (2017). Schaden oder Nutzen von Anthropomorphisierungen dekorativer Bilder in multimedialen Lernumgebungen. Vortrag gehalten auf der Gemeinsame Tagung der Fachgruppen Entwicklungspsychologie und Pädagogische Psychologie (PAEPSY 2017), Münster, Germany: Westfälische Wilhelms-Universität Münster.
     
  • Nebel, S., Schneider, S. & Rey, G. D. (2017). Muss ich das machen? Zielsetzung im digitalen Lernspiel. Vortrag gehalten auf dem Gemeinschaftskongress der Entwicklungs- und Pädagogischen Psychologie PAEPSY 2017. Münster: Universität Münster.
     
  • Nebel, S., Schneider, S., Beege, M., & Rey, G. D. (2017). Developing better educational videogames: Optimizing gameplay and difficulty within leaderboards. Vortrag gehalten auf dem Kongress der European Association for Research on Learning and Instruction, EARLI 2017. Tampere, Finnland: Universität Tampere.
     
  • 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. 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., 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.
     
  • 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.
     
  • Nebel, S. (2015). Digitale Lernspiele ... das Thema durchgespielt. Gastvortrag an der Bauhaus-Universität Weimar
     
  • Nebel, S. (2014, 2015, 2016). Digitale Lernspiele - Quo vadis Educational Videogames? Gastvortrag an der Hochschule für Technik, Wirtschaft und Kultur Leipzig (HTWK)
     
  • Beege, M., Wirzberger, M., Nebel, S., Schneider, S., Schmidt , N., & Rey, G. D. (accepted). Spatial continuity effect vs. spatial contiguity failure. Revising the effects of spatial proximity between two sources of information. Applied Cognitive Psychology.
     
  • Rey, G. D., Beege, M., Nebel, S., Wirzberger, M., Schmitt, T. H. & Schneider, S. (2019). A meta-analysis of the segmenting effect. Educational Psychology Review, 31, 389–419.
     
  • Beege, M., Schneider, S., Nebel, S. & Rey, G. D. (2019). Social entities in educational videos: Combining the effects of addressing and professionalism. Computers in Human Behavior, 93, 40–52.
     
  • 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., Beege, M., Nebel, S., & Rey, G. D. (2018). A meta-analysis of how signaling affects learning with media. Educational Research Review, 23, 1–24.
     
  • Schneider, S., Nebel, S., Beege, M. & Rey, G. D. (2018). The autonomy-enhancing effects of choice on cognitive load, motivation and learning with digital media, Learning and Instruction, 58, 161–172.
     
  • 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, 65, 257–274.
     
  • 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.
     
  • 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.
     
  • 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.
     
  • 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., 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.

Interview bei zu Gast @Bauhaus - über digitale Lernspiele

Steve Nebel MA Medienkommunikation wiss. Mitarbeiter der TU Chemnitz zu Gast @Bauhaus über digitale Lernspiele.

Interview (eLab auf vimeo.com, Februar 2016).

Fontane am Computer

Kooperativer Literaturunterricht mit "Minecraft": Schüler aus Chemnitz und Zwickau unterstützten Forschungsprojekt an der Professur für E-Learning und Neue Medien der TU

Presseartikel (Uni Aktuell, Dezember 2015).

"Videospiele" - besser als ihr Ruf?

Entgegen vieler Vorurteile können PC- und Konsolenspiele sogar positiven Einfluss auf die kindliche Entwicklung haben. Wichtig ist ein maßvoller Umgang.

Interview zum Thema Lernspielnutzung für Grundschüler in "Grundschule" (Heft 7, September 2014).

Serious Games: Klare Zielvorgaben – mehr Lernerfolg?

Bei ihren Lernspiel-Studien setzen die Chemnitzer Medienforscher unter anderem auf die 3D-Welt Minecraft, in der Spieler Schaltungstechnik lernen und anwenden sollen.

Artikel zum Forschungsprojekt "Atlantis" (c't Magazin - Heft 12, 2014)

Gedichte spielend verstehen

Schüler aus Zwickau unterstützen Studenten bei einer Forschungsarbeit. Im Mittelpunkt stehen Goethe und ein Computer.

Bericht über Studentenprojekt (Freie Presse, 21.03.2015)
Bild (KOMPAKT — Schule mit Zukunft, Zwickau)
Journals:
  • Computers & Education
  • British Journal of Educational Technology
  • Computers in Human Behavior
  • Learning and Instruction
  • Journal of Computer Assisted Learning
  • Simulation & Gaming
Fachtagungen:
  • 9th Conference of the Media Psychology Division 2015
  • 17th Biennial conference of the European Association for Research on Learning and Instruction (EARLI) 2017
  • ACM SIGCHI Annual Symposium on Computer-Human Interaction in Play (CHIPLAY) 2017
  • ACM CHI Conference on Human Factors in Computing Systems 2020
  • 11th Conference of the Media Psychology Division 2019

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