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Psychology of learning with digital media
Psychology of learning with digital media
Portrait: Alexander Skulmowski M. Sc.
Alexander Skulmowski M. Sc.
Doctoral researcher
  • 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
  • International Journal of Human-Computer Studies
  • Royal Society Open Science

Courses and associated evaluation results
Semester Name Average (school grades)
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

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