Psychology of learning with digital media
Psychology of learning with digital media
Psychology of learning with digital media 
Portrait: Lukas Wesenberg M.Sc.
Lukas Wesenberg M.Sc.
  • Phone:
    +49 371 531-39400
  • Email:
  • Room:
    Straße der Nationen 12, RAWEMA-Haus, 244

Research interests

  • Boundary conditions for the influence of seductive details on learning performance
  • Design of worked examples
  • Design of erroneous examples
  • Effects of presentation order of exploratory (e.g., problem solving, erroneous examples) and structured (e.g., direct instruction, worked examples) instructional methods.
  • Boundary conditions for the influence of verbal redundancy on learning performance

since 03/2022 Research associate at the chair of Psychology of Learning with Digital Media
04/2020 – 02/2022 Tutor and research assistant at the chair of Psychology of Learning with Digital Media
10/2019 – 02/2022 Master studies Media and Instructional Psychology at the TU Chemnitz
08/2018 – 07/2019 Tutor and student assistant at the chair of Foundations of Media Communication and Media Effects and at the chair of Empirical Methods in Communication Studies
02/2018 – 07/2018 Semester abroad at the Universidad de Granada
10/2015 – 09/2019 Bachelor studies of Communication Science and Psychology at the FSU Jena/td>

     
  • Krieglstein, F., Jansen, S. , Meusel, F., Scheller, N., Schmitz, M., Wesenberg, L., & Rey, G. D. (2025). Does the context-dependent memory effect also apply to fonts in text-based learning? [Paper presentation]. 21th Biennial EARLI Conference. Graz, Austria.
     
  • Krieglstein, F., Schmitz, M., Wesenberg, L., & Rey, G. D. (2024). Der erste Eindruck zählt - Ankereffekte bei der Messung der kognitiven Belastung [Paper presentation]. 53nd Congress of the German Psychological Society / 15th Conference of the Austrian Psychological Society. Vienna, Austria.
     
  • Meusel, F., Wesenberg, L., Schneider, S., & Rey, G. D. (2024). Investigating the effects of the instructor’s accent on non-native learners in multimedia learning [Paper presentation]. Earli SIG 6 & 7 Conference, Tübingen, BW, Germany.
     
  • Krieglstein, F., Schmitz, M., Wesenberg, L., & Rey, G. D. (2024). Der Einfluss von Seductive details in obligatorischen und freiwilligen Lernumgebungen [Paper presentation]. 53nd Congress of the German Psychological Society / 15th Conference of the Austrian Psychological Society. Vienna, Austria.
     
  • Jansen, S., Krieglstein, F., Wesenberg, L., & Rey, G. D. (2024). I know what is being measured! An experimental study to investigate an improvement in the measurement of cognitive load factors through metacognition [Paper presentation]. 53nd Congress of the German Psychological Society / 15th Conference of the Austrian Psychological Society. Vienna, Austria.
     
  • Meusel, F., Wesenberg, L., Schneider, S., & Rey, G. D. (2024). Investigating the effects of the instructor’s accent on non-native learners in multimedia learning [Paper presentation]. Earli SIG 6 & 7 Conference, Tübingen, BW, Germany.
     
  • Wesenberg, L., Jansen, S., Krieglstein, F., Rey, G. D., & Schneider, S. (2023). Correct or erroneous examples first? Effects of the order of different example types on learning [Paper presentation]. 20th Biennial EARLI Conference. Thessaloniki, Greece.
     
  • Wesenberg, L. (2024). Lehren und Lernen mit Beispielen. In Rey, G.D. (Hrsg.), Lehren und lernen mit digitalen Medien: Theorien und Design (pp. 109–131). Hogrefe.
     
  • Krieglstein, F., Schmitz, M., Wesenberg, L., Spitzer, M. W. H., & Rey, G. D. (in press). How a first impression biases cognitive load assessments: Anchoring effects in problem-solving tasks of varying element interactivity. Memory & Cognition.
     
  • Beege, M., Krieglstein, F., Wesenberg, L., Loibl, K., & Schneider S. (accepted). Learning from erroneous worked examples: The influence of prompting, scaffolding, and prior knowledge. Journal of Educational Psychology.
     
  • Wesenberg, L., Jansen, S., Krieglstein, F., Schneider, S., & Rey, G. D. (2025). The influence of seductive details in learning environments with low and high extrinsic motivation. Learning and Instruction, 96, 102054.
     
  • Wesenberg, L., Krieglstein, F., Jansen, S., Rey, G. D., & Schneider, S. (2025). Teaching with worked examples – Why the selection of problems for exemplification is critical. Contemporary Educational Psychology, 80, 102328.
     
  • Krieglstein, F., Beege, M., Wesenberg, L., Rey, G. D., & Schneider, S. (2025). The distorting influence of primacy effects on reporting cognitive load in learning materials of varying complexity. Educational Psychology Review, 37(1), Article 2.
     
  • Wesenberg, L., Krieglstein, F., Schneider, S., & Rey, G. D. (2025). Seductive Details in Learning Text—Less Harmful if They Are Grouped Together Instead of Interspersed? Applied Cognitive Psychology, 39(3), e70065. DOI
     
  • Wesenberg, L., Krieglstein, F., Jansen, S., Schneider, S., & Rey, G. D. (2025). Mitigating the seductive details effect by topic and irrelevance signals. British Journal of Educational Psychology, 00, 1–19. DOI
     
  • Krieglstein, F., Schmitz, M., Wesenberg, L., & Rey, G. D. (2024). How to help students make informed assessments of cognitive load: Examining the role of training interventions. Applied Cognitive Psychology, 38(5), Article e4247.
     
  • Krieglstein, F., Jansen, S., Meusel, F., Scheller, N., Schmitz, M., Wesenberg, L., & Rey, G. D. (2024). Exploring fonts as retrieval cues in text-based learning. Acta Psychologica, 251, Article 104606.
     
  • Wesenberg, L., Schmidt, F., Schwintek, S., Jansen, S., Krieglstein, F., Schneider, S., & Rey, G. D. (2024). The effects of counterattitudinal seductive details on learning. Learning and Individual Differences, 116, 102567.
     
  • Krieglstein, F., Schneider, S., Gröninger, J., Beege, M., Nebel, S., Wesenberg, L., Suren, M., & Rey, G. D. (2023). Exploring the effects of content-related segmentations and metacognitive prompts on learning with whiteboard animations. Computers & Education, 194, Article 104702.
     
  • Krieglstein, F., Meusel, F., Rothenstein, E., Scheller, N., Wesenberg, L., & Rey, G. D. (2023). How to insert visual information into a whiteboard animation with a human hand? Effects of different insertion styles on learning. Smart Learning Environments, 10, Article 39.
     
  • Wesenberg, L., Krieglstein, F., Jansen, S., Rey, G. D., Beege, M., & Schneider, S. (2022). The influence of the order and congruency of correct and erroneous worked examples on learning and (meta-)cognitive load. Frontiers in Psychology, 13:1032003.

  • Educational Psychology Review (EDPR)
  • Heliyon (Cell Press)
  • Journal of Veterinary Medical Education (JVME)
  • Education and Information Technologies (EAIT)
  • Learning and Instruction (JLI)

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