Psychology of learning with digital media | Institute for Media Research | Faculty of Humanities

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., 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.

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