Navigation

Jump to main content
Psychology of learning with digital media
Psychology of learning with digital media
Portrait: Dr. Alexander Skulmowski
Dr. Alexander Skulmowski
  • Phone:
    +49 371 531-34748
  • Fax:
    +49 371 531-834748
  • Email:
  • Room:
    Reichenhainer Straße 70, A-Bau, A312


Research interests

  • Embodied cognition
  • Embodied learning
  • Learning with interactive media
  • Realism in learning media
  • Virtual Reality
  • Cognitive load measurement
  • Metacognitive judgments
seit 04/2018 Research assistant at the chair of Psychology of learning with digital media
04/2017 - 09/2018 Junior lecturer at the chair of Psychology of learning with digital media
04/2015 - 03/2018 Doctoral researcher, DFG Research Training Group CrossWorlds
Chemnitz University of Technology
04/2014 - 03/2015 Junior lecturer at the chair of Psychology of learning with digital media
Chemnitz University of Technology
01/2014 - 03/2015 Research assistant at the chair of Psychology of learning with digital media
Chemnitz University of Technology
09/2013 Master of Science in Cognitive Science (with distinction) at the University of Osnabrück
Thesis title: "Situated Decision-Making in a Virtual Reality Environment: Affective, Social, and Moral Aspects of Dilemmas"
Projects

Novel input devices and virtual reality environments enable complex interactions with realistic visualizations. This project investigates the learner-friendly design of these interactions building upon theories of embodied cognition. In particular, experiments regarding the role of haptic information, the design of three-dimensional learning environments and the reduction of cognitive load are conducted. Furthermore, compensatory training methods for individuals with low spatial ability are devised.
 
     
  • Augustin, Y., Skulmowski, A., Pradel, S. & Rey, G. D. (2015). A temporal model of aesthetic web site perception. In Proceedings of the 9th Conference of the Media Psychology Division of the German Psychological Society (S. 47–48). Tübingen: Universität Tübingen.
     
  • Skulmowski, A., Pradel, S. & Rey, G. D. (2015). Embodied learning using a tangible user interface: The effects of haptic perception and interaction mode on learning, cognitive load, motivation, and usability. In C. Bermeitinger, A. Mojzisch, & W. Greve (Hrsg.), TeaP 2015: Abstracts of the 57th Conference of Experimental Psychologists (S. 241). Lengerich: Pabst.
     
  • Augustin, Y., Skulmowski, A., Pradel, S. & Rey, G. D. (2015). The effects of saturation on web site trustworthiness, appeal, and perceived usability. In C. Bermeitinger, A. Mojzisch, & W. Greve (Hrsg.), TeaP 2015: Abstracts of the 57th Conference of Experimental Psychologists (S. 30). Lengerich: Pabst.
     
  • Bunge, A. & Skulmowski, A. (2014). Descriptive & Pragmatic Levels of Empirical Ethics: Utilizing the Situated Character of Moral Concepts, Judgment, and Decision-Making. In C. Lütge, H. Rusch & M. Uhl (Eds.), Experimental Ethics. Basingstoke: Palgrave Macmillan.
     
  • Skulmowski, A., & Rey, G. D. (2016). Physical demands impact cognitive resource allocation: Bodily effort enhances learning and metacognition. Talk held at the 58th Conference of Experimental Psychologists (TeaP), March 21-23, Heidelberg.
     
  • Skulmowski, A., & Rey, G. D. (2016). Learning time determines cognitive load in embodied learning tasks. Talk held at the 50th Conference of the German Society for Psychology (DGPs), September 18-22, Leipzig.
     
  • Skulmowski, A., & Rey, G. D. (2016). Embodied Cognitive Load Theory: Costs, benefits, and resources determine embodied learning outcomes. Talk held at the 9th International Cognitive Load Theory Conference 2016, June 22-24, Bochum.
     
  • Skulmowski, A. (2016). Embodied Cognitive Load Theory. Invited talk at the Leibniz-Institut für Wissensmedien (IWM), May 12, Tübingen.
     
  • Augustin, Y., Skulmowski, A., Pradel, S., & Rey, G. D. (2015). A temporal model of aesthetic web site perception. Poster presented at the 9th Conference of the Media Psychology Division of the German Society for Psychology, September 9-11, Tübingen.
     
  • Skulmowski, A., Bunge, A. Kaspar, K., & Pipa, G. (2015). Moral decision-making in virtual reality settings - An eye-tracking and pupillometry study. Talk held at the 9th Conference of the Media Psychology Division of the German Society for Psychology (DGPs), September 9-11, Tübingen.
     
  • Skulmowski, A. (2015). Embodied Cognitive Load Theory: Introducing a cost-benefit model for embodied interactions. Poster presented at the symposium Embodied Cognition in Multimedia Learning, September 8, Erasmus University Rotterdam.
     
  • Skulmowski, A., Pradel, S., & Rey, G. D. (2015). Embodied learning using a tangible user interface: The effects of haptic perception and interaction mode on learning, cognitive load, motivation, and usability. Talk held at the 57th Conference of Experimental Psychologists (TeaP), March 8-11, Hildesheim.
     
  • Augustin, Y., Skulmowski, A., Pradel, S., & Rey, G. D. (2015). The effects of saturation on web site trustworthiness, appeal, and perceived usability. Talk held at the 57th Conference of Experimental Psychologists (TeaP), March 8-11, Hildesheim.
     
  • Skulmowski, A., Bunge, A. Kaspar, K., & Pipa, G. (2014). Situated Decision-Making in a Virtual Reality Environment: Affective, Social, and Moral Aspects of Dilemmas. Vortrag gehalten auf der 56th Conference of Experimental Psychologists (TeaP), 30.03.-02.04.2014, Giessen.
     
  • Skulmowski, A. & Bunge, A. (2012). Mapping the Folk Concept of Intentionality: Contexts and Explanations of Intentionality Ascriptions. Posterpräsentation auf der Konferenz "Social Understanding: Evolution, Culture and Development", 27.-29.09.2012, Bochum.
     
  • Bunge, A. & Skulmowski, A. (2012). Mapping the Folk Concept of Intentionality: Contexts and Explanations of Intentionality Ascriptions. Vortrag auf dem Workshop "The Scope and Limits of Experimental Ethics", 20.-22.09.2012, Konstanz.
     
  • 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.
     
  • Skulmowski, A. & Rey, G. D. (2018). Adjusting sample sizes for different categories of embodied cognition research. Frontiers in Psychololgy, 9:2384.
     
  • Skulmowski, A., & Rey, G. D. (2017). Measuring cognitive load in embodied learning settings. Frontiers in Psychology, 8:1191.
     
  • 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.
     
  • 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.
     
  • 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.
     
  • Skulmowski, A., Bunge, A., Cohen, B. R., Kreilkamp, B. A. K., & Troxler, N. (2015). Investigating conceptions of intentional action by analyzing participant generated scenarios. Frontiers in Psychology - Cognitive Science, 6, 1630.
     
  • Skulmowski, A., Bunge, A., Kaspar & Pipa (2014). Forced-choice decision-making in modified trolley dilemma situations: a virtual reality and eye tracking study. Frontiers in Behavioral Neuroscience, 8, 426.

Review activities

  • Computers & Education
  • Computers in Human Behavior
  • Mind, Brain, and Education
  • Conference of the Media Psychology Division of the German Psychological Society (DGPs)
  • Frontiers in Psychology – Cognition
  • International Journal of Human-Computer Studies
  • Educational Psychology Review
  • Ergonomics
  • Journal of Computer Assisted Learning
  • Royal Society Open Science
Courses and associated evaluation results
Semester Name Average (school grades)
SS 2019 Seminar "Lehren und Lernen mit Medien I, Gruppe A (B.A.)" 2.0
Seminar "Lehren und Lernen mit Medien I, Gruppe A (B.A.)" 1.7
Seminar "Multimediale Lernmedien I (M.Sc.)" 2.1
WS 2018/19 Seminar "Multimediale und Interaktive Lernmedien II, Gruppe A (B.A.)" 1.5
Seminar "Multimediale und Interaktive Lernmedien II, Gruppe B (B.A.)" 1.5
SS 2018 Practice "Instruktionsdesign, Gruppe A" 1.7
Practice "Instruktionsdesign, Gruppe B" 1.7
Practice "Statistik, Gruppe B" 1.8
Practice "Statistik, Gruppe C" 1.3
WS 2017/18 Seminar "Multimediale Lernmedien I, Gruppe A" 2.2
SS 2017 Practice „Statistik Übung, Gruppe B“ 1.4
WS 2015/16 Practice "Gestaltung multimedialer Lernumgebungen" 1.6
  Seminar "Medienpädagogik & Medienkompetenz, Gruppe A" 1.7
  Seminar "Medienpädagogik & Medienkompetenz, Gruppe B" 1.7
SS 2014 Practice "Experiment- & Fragebogenkonstruktion" (Gruppe A; Block "Experimentkonstruktion") 1.6
Practice "Experiment- & Fragebogenkonstruktion" (Gruppe B; Block "Experimentkonstruktion") 1.6
Practice "Experiment- & Fragebogenkonstruktion" (Gruppe C; Block "Experimentkonstruktion") 1.7
Seminar "Medienpädagogik & Medienkompetenz" 1.7
Seminar "Wissenserwerb und Motivation" 1.2

Back to overview