Short CV/Education and training

  • 1980 – 1984
    Wilhelm Busch primary school, Göttingen, Germany

  • 1984 – 1986
    Middle-school phase at Jahnschule, Göttingen

  • 1986 – 1993
    Felix Klein Gymnasium (grammar school), Göttingen

  • 1993 – 1999
    Studied psychology at the University of Göttingen

  • 1999 – 2001
    Fellowship within the graduate programme in "Cognitive Science: Empirical studies, modelling and implementation" at Saarland University, Saarbrücken, Germany

Selected publications

  • Jarodzka, H. et al.: In the eyes of the beholder: How experts and novices interpret dynamic stimuli. In: Learning and Instruction 20, 2010. pp. 146-154.

  • Van Gog, T., Scheiter, K.: Eye tracking as a tool to study and enhance multimedia learning. In: Learning and Instruction 20, 2010. pp. 95-99.

  • Gerjets, P., Scheiter, K., Cierniak, G.: The scientific value of Cognitive Load Theory: A research agenda based on the Structuralist View of Theories. In: Educational Psychology Review 21, 2009. pp. 43-54.

  • Scheiter, K. et al.: The effects of realism in learning with dynamic visualizations. In: Learning and Instruction 19, 2009. pp. 481-494.

  • Scheiter, K. et al.: The impact of learner characteristics on information utilization strategies, cognitive load experienced, and performance in hypermedia learning. In: Learning and Instruction 19, 2009. pp. 387-401.

  • Scheiter, K., Van Gog, T.: Using eye tracking in applied research to study and stimulate the processing of information from multi-representational sources. In: Applied Cognitive Psychology 23, 2009. pp. 1209-1214.

  • Scheiter, K., Gerjets, P.: Learner control in hypermedia environments. In: Educational Psychology Review 19, 2007. pp. 285-307.

  • Gerjets, P., Scheiter, K., Catrambone, R.: Can learning from molar and modular worked-out examples be enhanced by providing instructional explanations and prompting self-explanations? In: Learning and Instruction 16, 2006. pp. 104-121.

  • Scheiter, K., Gerjets, P., Catrambone, R.: Making the abstract concrete: Visualizing mathematical solution procedures. In: Computers in Human Behavior 22, 2006. pp. 9-26.

  • Gerjets, P., Scheiter, K., Schuh, J.: Instruktionale Unterstützung beim Fertigkeitserwerb aus Beispielen in hypertextbasierten Lernumgebungen. In: Zeitschrift für Pädagogische Psychologie 19, 2005. pp. 23-38.

  • Gerjets, P., Scheiter, K.: Goal configurations and processing strategies as moderators between instructional design and cognitive load: Evidence from hypertext-based instruction. In: Educational Psychologist 38, 2003. pp. 33-41.


Selected projects

  • Hypermedia exploration (German Research Foundation (DFG); applicants: Peter Gerjets, Katharina Scheiter, Friedrich W. Hesse; in cooperation with Alexander Renkl, University of Freiburg, Germany, Ton de Jong, University of Twente, Netherlands, Jeroen van Merriënboer and Fred Paas, Open University of the Netherlands)

  • Multimedia learning and the cognitive bases of the modality effect (DFG; applicants: Ralf Rummer, Saarland University, Katharina Scheiter, Peter Gerjets)

  • The resource-adaptive use of dynamic visualisations as an aid to the comprehension of natural science concepts (within the Leibniz Association's SAW programme; applicants: Peter Gerjets, Sven Gemballa, Katharina Scheiter, Andreas Schilling)

  • Designing multimedia messages for classroom settings (DFG; subproject of the Tübingen Empirical Education Research group; applicants: Peter Gerjets, Katharina Scheiter, Thomas Huk)

  • Darwin 2.0 – Re-discovering evolution in Europe, for the Volkswagen Foundation's "Evolution heute" (Evolution today) idea competition; applicants: Sven Gemballa, Katharina Scheiter, Peter Gerjets)

  • Perceptual and cognitive-psychological bases of multimedia learning (within the Leibniz Association's SAW programme; applicant: Katharina Scheiter)

  • Measures to promote competency development in school pupils and teachers (German Federal Ministry of Education and Research (BMBF); applicant: Katharina Scheiter)

Membership in scientific bodies/juries

  • Consulting board of editors: Computers in Human Behaviour, Educational Technology Research & Development

  • International editorial advisory board: Learning and Instruction

  • Coordinator of EARLI Special Interest Group 2: Text and Graphics Comprehension, 2009 – 2013

  • Mid-level academic employees' representative on the curriculum committee of the Psychological Institute, University of Tübingen, Germany, 2002 – 2009

  • Subject coordinator for the European Union's ERASMUS exchange programme, since 2002

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