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Psychology of learning with digital media
Psychology of learning with digital media
Portrait: Dr. Sascha Schneider
Dr. Sascha Schneider
  • Phone:
    +49 371 531-34599
  • Fax:
    +49 371 531-834599
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  • Room:
    Straße der Nationen 12: 244


Research interests

  • Emotional Design: Aesthetics as trigger for learning-facilitating emotions
  • Anthropomorphism: Humanizing learning objects
  • Decorative elements in learning with media
  • Choice in digital learning environments as an increase of autonomy
  • The sense of politeness in educational and learning texts
  • Research of explanatory approaches, possibilities and borders of “Seductive Details”
  • Retrieval cues: aided recall in learning processes
  • Colors and their effects on learning
  • Cueing and anti-cueing (disfluency) in instructional design
  • Distinction new areas of personalization principle (new contexts, types of personalization, practical application, approaches of development psychology)
  • Moderated effects of selected design principles (affective or learner based variables)
  • Extension of theories for multimedia learning (emotional and motivational extensions , new modalities)
  • Eye-Tracking and pupillometry
since 2018 Wissenschaftlicher Mitarbeiter (100%, Post-Doc) an der Professur „Psychologie digitaler Lernmedien“, Institut für Medienforschung, TU Chemnitz
2018 Wissenschaftlicher Mitarbeiter (50%, Post-Doc) an der Professur „Psychologie digitaler Lernmedien“, Institut für Medienforschung, TU Chemnitz & Beauftragter für Mediendidaktik (50%) im BMBF- Verbundprojekt „Lehrpraxis im Transfer plus (LiT+)“ am Prorektorat für Lehre und Internationales
2017 - 2018 Wissenschaftlicher Mitarbeiter (50%; Post-Doc), Projektmitarbeiter im ESF-Projekt "Digitalisierung der Lehre im Bereich Mathematik" (25%), Lehrkraft für besondere Aufgaben (25%) an der Professur „Psychologie digitaler Lernmedien“, Institut für Medienforschung, TU Chemnitz
2017 Abschluss Doctor Philosophiae in Fach „Medien- und Instruktionspsychologie“ mit dem Prädikat summa cum laude
since 2013 Junior lecturer at the chair of Psychology of learning with digital media
since 2013 Research assistant at the chair of Psychology of learning with digital media
2013 Master of Arts in Educational Technology at University of Erfurt
master thesis: Der Einfluss emotionaler Valenz als Variable zur Erklärung des umgekehrten Personalisierungseffektes in Lerneinheiten (The impact of emotional valence as a variable to explain the reverse personalization principle in learning environments)
2012 - 09/2013 Lecturer for Studium Fundamentale at University of Erfurt
2011 Bachelor of Arts in educational science at University of Erfurt
bachelor thesis: Integrative Beschulung an Thüringer Regelschulen am Beispiel Erfurter Institutionen (Integrative education at middle school in Thuringia with example of institutions in Erfurt)
Projects

Because of missing integration of emotional, motivational and meta-cognitive variables some theories for multimedia learning (e.g. CTML, CLT) were criticized and revised. Especially the research of emotional impact in learning environments is the main subject in this project. An important issue is the integration of decorative pictures with emotional valence and different action potential. This project is about the connection between previous methods of emotional design with decorative pictures. Furthermore the use of decorative pictures will be analyzed.

The motivation of students to continue to work with online materials can quickly diminish. Reasons for this could lie in the limited perceived autonomy in reading and solving tasks on the computer. Based on experiments in school class settings and Self-Determination Theory (Deci & Ryan), choices can help to improve the perceived autonomy and intrinsic motivation of learners. This increased autonomy then also leads to better learning outcomes (i.e. the choice effect). However, the question whether such a choice effect can be applied to digital learning scenarios and whether such a choice must be learning relevant for students is still open. Initial studies have already shown that such a choice effect also exists in digital learning materials. Furthermore, it could be shown that even a faked choice leads to the same effects. The relevance of the choice options offered for learning also plays a marginal role for learning. Future studies should show further moderators like the number of choice options or the difficulty of the upcoming task and mediating influences of the choice effect.

Learning with digital media is usually described as a purely cognitive process that is moderated to the maximum by motivational, emotional or meta-cognitive processes. However, every learning process with learning materials, even if no teacher supports it, contains social processes that are triggered by social cues.

For example, a personal approach to learners, the representation of agents, human language in audio messages, politeness markers in verbal messages, or anthropomorphic elements can lead to some form of social interaction between humans and computers. Even though this interaction is usually only unidirectional (i.e., parasocial processes), social cues reinforce the activation of interpersonal communication, which then leads to an increased engagement with the learning material - a central prerequisite for learning in multimedia environments.

Based on these assumptions, an extension of the framework theory CTML has already been undertaken, which sees social processes as another important moderator - the Cognitive-Affective-Social Theory of Learning with Media (CASTLM). In a further step, this theory will also include social processes in collaborative and cooperative learning scenarios - the Cognitive Affective Social Theory of Learning in digital Environments (CASTLE).

With these theories as a basis, new forms of social and parasocial processes will be tested in text-image learning materials, but also in learning videos and video games for learning.

Cognitive load and metacognitive comprehension monitoring in multimedia learning

Cooperation project: Dr. Lenka Schnaubert (University of Duisburg-Essen), Dr. Martine Baars (Erasmus Universiteit Rotterdam, NL), Dr. Sascha Schneider (Technische Universität Chemnitz)

Since self-regulation processes are a central component of individual learning processes, especially in weakly structured learning environments, and the integration of multimedia learning materials into educational processes plays an increasingly important role, this project will investigate the relationship between the design of digital instructional materials, facets of mental load and effort, as well as metacognitive monitoring and control of learning processes. In cooperation with Dr. Martine Baars (Erasmus Universiteit Rotterdam) and Dr. Sascha Schneider (TU Chemnitz), this projects aims to find out how learners use cognitive processes and the associated cognitive load as indicators for metacognitive monitoring processes and thus for controlling their learning behaviour. In particular, it will be investigated whether learners differentiate between learning-facilitating and learning-hindering types of mental load in the formation of metacognitive self-evaluations. In initial studies, findings on the design principles of multimedia learning materials will be used to manipulate cognitive load facets and to investigate to what extent this affects the level and accuracy of metacomprehension, i.e. the monitoring and assessment of one's own comprehension processes. In addition to basic insights into the formation of metacomprehension, the aim is also to find out under which circumstances monitoring processes are particularly accurate. Such findings can be used, for example, to adapt multimedia learning materials not only to cognitive but also to metacognitive requirements. Based on this, further studies will include metacognitive control processes and examine the transferability to other metacognitive monitoring measures (e.g. Judgments of Learning).

Kognitive Belastung und metakognitive Verständnisüberwachung beim multimedialen Lernen

Kooperationsprojekt: Dr. Lenka Schnaubert (Universität Duisburg-Essen), Dr. Martine Baars (Erasmus Universiteit Rotterdam, NL), Dr. Sascha Schneider (Technische Universität Chemnitz)

Da Selbstregulationsprozesse ein zentraler Bestandteil individueller Lernprozesse insbesondere in schwach strukturierten Lernumgebungen sind und die Integration multimedialer Lernmaterialien in Bildungsprozessen eine zunehmend größere Rolle spielt, soll in diesem Projekt in Kooperation mit Dr. Martine Baars (Erasmus Universiteit Rotterdam) und Dr. Sascha Schneider (TU Chemnitz) der Zusammenhang zwischen der Gestaltung digitaler Instruktionsmaterialien, mentaler Belastung und Anstrengung, sowie metakognitiver Überwachung und Steuerung von Lernprozessen untersucht werden. Ziel ist es dabei herauszufinden, wie Lernende kognitive Verarbeitungsprozesse und die damit verbundene Belastung als Indikatoren für metakognitive Überwachungsprozesse und damit zur Steuerung des Lernverhaltens nutzen. Dabei soll insbesondere untersucht werden, ob Lernende bei der Bildung metakognitiver Einschätzungen zwischen lernförderlichen und weniger lernförderlichen Arten mentaler Belastung differenzieren. In ersten Studien sollen hierbei gezielt Erkenntnisse über Gestaltungsprinzipien multimedialen Lernmaterials genutzt werden, um die kognitive Belastung zu manipulieren und zu untersuchen, inwiefern sich dies auf die Höhe und Genauigkeit von Metacomprehension, also die Überwachung und Beurteilung eigener Verstehensprozesse, auswirkt. Neben grundlegenden Erkenntnissen über die Bildung von Metacomprehension soll hierbei auch herausgefunden werden, unter welchen Umständen möglichst akkurate Überwachungsprozesse erfolgen. Solche Erkenntnisse können beispielsweise genutzt werden, um multimediale Lernmaterialien nicht nur an kognitive, sondern auch gezielt an metakognitive Anforderungen anzupassen. Weitere Studien sollen darauf aufbauend metakognitive Steuerungsprozesse miteinbeziehen sowie die Übertragbarkeit auf weitere metakognitive Überwachungsmaße (z.B. Judgments of Learning) prüfen.
Anthropomorphism is defined as the attribution of unique human mental characteristics for non-human living beings or objects such as computers. These unique qualities are mental states that imply agency, such as intentions, beliefs or conscious experiences. Examples can be feelings such as joy or shame. But triggers are needed to activate the attribution of anthropomorphism. These triggers can emanate from the recipient, such as the motivation to understand the behavior of other entities, and the characteristics of the perceived entity, such as similarities in external appearances or behavioral components. For example, agents or robots that look like humans are perceived as more competent and intelligent than agents without human appearance. Instructions from programs presented with a human voice are also more conducive to learning than computer voices. Above all, human faces or parts thereof trigger anthropomorphizations. The inclusion of these features in learning materials is also referred to as the Embodiment Principle (Mayer, 2014).

This project is dedicated to the emergence and effects of anthropomorphism in digital learning media.
Courses and associated evaluation results
Semester Name Average (school grades)
SS 2019 Seminar "Multimediale Lernmedien II, Gruppe A" 1.8
Seminar "Multimediale Lernmedien II, Gruppe B" 1.8
WS 2018/19 Seminar "Forschungsprojekt E-Learning II" 1.0
Seminar "Allgemeines Linears Modell" 1.8
Seminar "Grundlagen qualitativer empirischer Sozialforschung" (2 Gruppen) 2.1
Workshop "Digitale Abstimmungssysteme (Classroom-Response-Systeme) in der Hochschullehre" o.E.
SS 2018 Seminar "Forschungsprojekt E-Learning I" 1.0
WS 2017/18 Seminar "Interaktive Lernmedien I" 1.5
Forschungskolloquium "Psychologie digitaler Lernmedien" o.E.
Seminar "Forschungsprojekt E-Learning II" 1.0
SS 2017 Seminar "Lehren und Lernen mit Medien, Gruppe A" 1.2
Seminar "Lehren und Lernen mit Medien, Gruppe B" 1.4
Seminar "Forschungsprojekt E-Learning" 1.2
WS 2016/17 Seminar "Instruktionsdesign, Gruppe A" 1.7
Seminar "Instruktionsdesign, Gruppe B" 1.9
Seminar "Forschungsvertiefung Instruktionspsychologie (2 Sem.)" 1.0
SS 2016 Seminar "Lehren und Lernen mit Medien, Gruppe A" 1.5
Seminar "Lehren und Lernen mit Medien, Gruppe B" 1.5
WS 2015/16 Seminar "Tools & Software, Gruppe A" 1.5
Seminar "Tools & Software, Gruppe B" 1.5
Seminar "Forschungsvertiefung Instruktionspsychologie (2 Sem.)" 1.0
SS 2015 Seminar "Lehren und Lernen mit Medien, Gruppe A" 1.1
Seminar "Lehren und Lernen mit Medien, Gruppe B" 1.2
WS 2014/15 Seminar "Forschung mittels Eye-Tracking" 1.3
Seminar "Grundlagen der Instruktionspsychologie" 1.4
Seminar "Grundlagen wissenschaftlichen Arbeitens" 1.7
SS 2014 Seminar "Gestaltung multimedialer Lernumgebungen" 1.5
Seminar II "Gestaltung multimedialer Lernumgebungen" 1.3
Seminar II "Lernen mit Neuen Medien" 1.3
WS 2013/14 Seminar "Lernen mit Neuen Medien, Gruppe A" 1.5
  Seminar "Lernen mit Neuen Medien, Gruppe B" 1.6
SS 2013 Hilfe, ich werde Lehrer! (Regelschule) 1.15
Hilfe, ich werde Lehrer! (Grundschule) 1.05
Jugendtheater in Theorie und Praxis 1.33
WS 2012/13 Hilfe, ich werde Lehrer! 2.0
Jugendtheater in Theorie und Praxis 1.3
SS 2012 Kinder- und Jugendtheater in Theorie und Praxis 2.07

     
  • 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.
     
  • Schneider, S., Häßler, A., Habermeyer, T., Beege, M., & Rey, G. D. (2019). The more human, the higher the performance? Examining the effects of anthropomorphism on learning with media. Journal of Educational Psychology, 111, 57–72.
     
  • Schneider, S., Wirzberger, M. & Rey, G. D. (2019). The moderating role of arousal on the seductive detail effect in a multimedia learning setting. Applied Cognitive Psychology, 33, 71–84.
     
  • 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.
     
  • Mikheeva, M., Schneider, S., Beege, M. & Rey, G. D. (2019). Boundary conditions of the politeness effect in online mathematical learning. Computers in Human Behavior, 92, 419–427.
     
  • 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.
     
  • 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.
     
  • Wirzberger, M., Schneider, S., Dlouhy, S., & Rey, G. D. (2017). Time - Space - Content? Interrupting features of hyperlinks in multimedia learning. In T. Goschke, A. Bolte, & C. Kirschbaum (Eds.) Abstracts of the 59th Conference of Experimental Psychologists (TeaP) (p. 97). Lengerich: Papst Science Publishers.
     
  • Schneider, S., Wirzberger, M., Augustin, Y., & Rey, G. D. (2017). The moderating role of arousal on the seductive detail effect. In T. Goschke, A. Bolte, & C. Kirschbaum (Eds.) Abstracts of the 59th Conference of Experimental Psychologists (TeaP) (p. 96). Lengerich: Papst Science Publishers.
     
  • 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.

  • British Journal of Educational Technology (BJET)
  • Applied Cognitive Psychology (ACP)
  • SIG 6 and 7 Conference 2018
  • Reviewer bei Journal of Information Technology and Application in Education (JITAE)
  • Reviewer bei Computers in Human Behavior (CHB)
  • Reviewer bei der Fachgruppentagung Medienpsychologie 2015
  • Reviewer bei Computers and Education (CAE)
  • Instructional Science (TRUC)
  • International Journal of Artificial Intelligence in Education (AIED)
  • Learning and Individual Differences (LEAIND)
  • Learning and Instruction (JLI)
     
  • 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.
     
  • Wirzberger, M., Schneider, S., Dlouhy, S., & Rey, G. D. (2017). Time - Space - Content? Interrupting features of hyperlinks in multimedia learning. Talk talk at at the 59th Conference of Experimental Psychologists (TeaP), Dresden.
     
  • Schneider, S., Wirzberger, M., Augustin, Y., & Rey, G. D. (2017). The moderating role of arousal on the seductive detail effect. Talk to be given at the 59th Conference of Experimental Psychologists (TeaP), Dresden.
     
  • 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.
     
  • Mikheeva M., Schneider, S., Beege, M., & Rey, G. D. (2017). Examining the politeness effect in online learning materials for higher mathematics. Presentation at the 59th Conference of Experimental Psychologists (TeaP), Dresden.
     
  • Mikheeva M., Schneider, S., Beege, M., & Rey, G. D. (2017). The influence of decorative pictures on online learning of statistic. Vortrag gehalten auf der Gemeinsamen Tagung der Fachgruppen Entwicklungspsychologie und Pädagogische Psychologie (PAEPSY), Münster.
     
  • 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. (2016). Emotions in multimedia learning. Organisation einer Arbeitsgruppe 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.
     
  • Schneider, S. (2015). Emotion induction via decorative pictures. Benefit or harm for learning? Presentation at the International Congress of Cognition, Emotion and Motivation (CEM15), Hammamet, Tunis.
     
  • Fischer, H., Schneider, S., & Rey, G. D. (2015). ID4BM - Instruktionsdesign für das Bildungsmanagement: Kollaborative Produktion von Offenen Lernressourcen im Rahmen einer hochschulübergreifenden Seminarkooperation. Poster präsentiert beim HDS.Forum 2015, Zwickau.

Auszeichnung für Chemnitzer Instruktionspsychologen

Dr. Sascha Schneider erhielt den Dissertationspreis der Fachgruppe Pädagogische Psychologie 2019

Presseartikel (Uni Aktuell, September 2019).

  • InProTUC Förderung – Stipendium für Tagungsreise nach Tunesien
  • Commerzbankpreis der TU Chemnitz (Dissertationspreis für herausragende Promotion)
  • Keynote auf der 31. Jahrestagung der dvs-Sektion Sportpädagogik in Chemnitz mit dem Titel „Lernförderliche Gestaltung digitaler Medien – kognitive Grundlagen und anwendungsorientierte Beispiele“
  • Vortrag zum Post-Doc-Kolloquium „Kognitive Konflikte bei der Mediennutzung“ am Institut für Wissensmedien in Tübingen mit dem Titel „Decorative elements in media - superfluous or learning-relevant?“


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