Since 05/2022 - Professorship of Digital Education, Department Educational Sciences, University of Potsdam

07/2011 - 04/2022 - Professorship of Empirical Teaching and Learning Research, University of Tübingen / Head of the working group „Multiple Representations“, Leibnitz-Institute of Knowledge Media (Leibnitz-Institut für Wissensmedien), Tübingen

10/2009 - 06/2011 - Professorship of Empirical Teaching and Learning Research, University of Tübingen / Head of the working groupd „Knowledge Acquisition with Multimedia“, Leibnitz-Institute of Knowledge Media (Leibnitz-Institut für Wissensmedien), Tübingen

07/2009 Habilitation at the University of Tübingen (venia legendi for Psychology)

01 - 04/2005 Assistant Professor, Arizona State University, USA (College of Education), subsidised by the DAAD (Deutscher Akademischer Austausch Dienst)

07/2003 Doctoral dissertation at the University of Tübingen

04/2002 - 10/2009 Assistant, Department of Applied Cognitive Psychology and Media Psychology, University of Tübingen (Prof. Dr. F. W. Hesse)

02/2002 Visiting Reasercher at the Georgia Institute of Technology, Atlanta, USA (Prof. R. Catrambone) via a TransCoop-Project by the Alexander-von-Humboldt foundation („Self-controlled learning from worked-out examples in hypertext environments“)

01/2001 - 03/2002 Scientific employee of theKnAc-Project (Knowledge Acquisition and Knowledge Utilization, Prof. Dr. W. H. Tack), SFB 378, University of Saarland

05/1999 - 12/2001 Scholarship holder in the Research Training Group Cognitive Science: Empiricism, Modeling, and Implementation at Saarland University, Saarbrücken, Germany

10/1993 - 04/1999 Psychology degree at the Georg-August-University of Göttingen (Diploma)

2021 - 2026 - Senior Fellow of the Joachim Herz Foundation

2016 - 2022 - Honorary Professor, Universität Nottingham (School of Education), UK

seit 2010 - Elected member of AcademiaNet (German network for excellent women in science)

08/2009 - Erik de Corte Award for Young and Promising Scholars in the Science of Learning and Instruction der European Association for Research in Learning and Instruction (EARLI)

10/2003 - Doctoral Award of the Faculty of Information and Cognitive Sciences at the University of Tübingen

09/2003 - Promotion Award for Young Scientists of the Division of Educational Psychology of the German Society of Psychology (DGPs)

Journal articles (peer-reviewed)

Huang, Y., Hansen, M., Richter, E., Kleickmann, T., Scheiter, K., & Richter, D. (2025). Enhancing preservice teachers’ noticing via adaptive feedback in a virtual reality classroom. Learning and Instruction, 95, 102053. https://doi.org/10.1016/j.learninstruc.2024.102053 

Hoch, E., Scheiter, K., & Sassenberg, K. (2024). Promotion focus, but not prevention focus of teachers and students matters when shifting towards technology-based instruction in schools. Scientific Reports, 14, Article 22030. https://doi.org/10.1038/s41598-024-73463-z 

Backfisch, I., Sibley, L., Lachner, A., Kirchner, K. T., Hische, C., & Scheiter, K. (2024). Enhancing pre-service teachers’ technological pedagogical content knowledge (TPACK): Utility-value interventions support knowledge integration. Teaching and Teacher Education, 142, 104532. [Präregistrierung] https://doi.org/10.1016/j.tate.2024.104532 

Odontides, L., Scheiter, K., Shiozawa, T., Fischer, M. R. Kugelmann, D. & Berndt, M. (2024). Influence of learning strategies and motivation on anatomy test performance of undergraduate medical students. Annals of Anatomy - Anatomischer Anzeiger, 256, 152320. https://doi.org/10.1016/j.aanat.2024.152320 

Richter, D., Lazarides, R. & Scheiter, K. (2024). Stichwort: Professionalisierung von Lehrkräften für die digitale Transformation. Zeitschrift für Erziehungswissenschaft, 27, 613–636. https://doi.org/10.1007/s11618-024-01242-7 

Runge, I., Scheiter, K., Rubach, C., Richter, D. & Lazarides, R. (2024). Lehrkräftefortbildungen im Kontext digitaler Medien: Welche Bedeutung haben digitalbezogene Fortbildungsthemen für selbsteingeschätzte digitale Kompetenzen und selbstberichtetes digital gestütztes Unterrichtshandeln? Zeitschrift für Erziehungswissenschaft, 27, 637–660. https://doi.org/10.1007/s11618-024-01227-6 

Sibley, L., Lachner, A., Plicht, C., Fabian, A., Backfisch, I., Scheiter, K. & Bohl, T. (2024). Feasibility of adaptive teaching with technology: Which implementation conditions matter? Computers & Education, 219, 105108. https://doi.org/10.1016/j.compedu.2024.105108 

Wagner, S., Sibley, L., Weiler, D., Burde, J. P., Scheiter, K. & Lachner, A. (2024). The more, the better? Learning with feedback and instruction. Learning and Instruction, 89, 101844. https://doi.org/10.1016/j.learninstruc.2023.101844 

de Jong, T., Lazonder, A. W., Chinn, C. A., Fischer, F., Gobert, J., Hmelo-Silver, C. E., ... & Zacharia, Z. C. (2023). Beyond inquiry or direct instruction: Pressing issues for designing impactful science learning opportunities. Educational Research Review, 44, 100623. https://doi.org/10.1016/j.edurev.2024.100623 

Borchers, C., Eder, T. F., Richter, J., Keutel, C., Huettig, F. & Scheiter, K. (2023). A time slice analysis of dentistry students’ visual search strategies and pupil dilation during diagnosing radiographs. Plos One, 18(6), e0283376. https://doi.org/10.1371/journal.pone.0283376 

de Jong, T., Lazonder, A. W., Chinn, C. A., Fischer, F., Gobert, J., Hmelo-Silver, C. E., ... & Zacharia, Z. C. (2023). Let's talk evidence–The case for combining inquiry-based and direct instruction. Educational Research Review, 39, 100536. https://doi.org/10.1016/j.edurev.2023.100536 

Flegr, S., Kuhn, J., & Scheiter, K., (2023a). How to foster STEM learning during Covid-19 remote schooling: Combining virtual and video experiments. Learning and Instruction, 86, 101778. https://dx.doi.org/10.1016/j.learninstruc.2023.101778 

Flegr, S., Kuhn, J., & Scheiter, K., (2023b). When the whole is greater than the sum of its parts: Combining real and virtual experiments in science education. Computers & Education, 197, 104745. https://dx.doi.org/10.1016/j.compedu.2023.104745 

Froehlich, L., Sassenberg, K., Jonkmann, K., Scheiter, K., & Stürmer, S. (2023). Student diversity and e‐exam acceptance in higher education. Journal of Computer Assisted Learning. Advance online publication. https://dx.doi.org/10.1111/jcal.12794  

Fütterer, T., Scherer, R., Scheiter, K., Stürmer, K., & Lachner, K., (2023). Will, skills, or conscientiousness: What predicts teachers’ intentions to participate in technology-related professional development? Computers & Education, 198, 104756. https://dx.doi.org/10.1016/j.compedu.2023.104756 

Fütterer, T., Hoch, E., Lachner, A., Scheiter, K., & Stürmer, K., (2023). High-quality digital distance teaching during COVID-19 school closures: Does familiarity with technology matter? Computers & Education, 199, 104788. https://dx.doi.org/10.1016/j.compedu.2023.104788 

Fütterer, T., Steinhauser, R., Zitzmann, S., Scheiter, K., Lachner, A., & Stürmer, K. (2023). Development and validation of a test to assess teachers' knowledge of how to operate technology. Computers and Education Open, 5, 100152. https://doi.org/10.1016/j.caeo.2023.100152 

Hoch, E., Fleig, K., & Scheiter, K. (2023). Can monitoring prompts help to reduce a confidence bias when learning with multimedia?. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie. https://doi.org/10.1026/0049-8637/a000279 

Hoch, E., Scheiter, K., & Stalbovs, K. (2023). How to support learning with multimedia instruction: Implementation intentions help even when load is high. British Journal of Psychology, 114(2), 315-334. https://dx.doi.org/10.1111/bjop.12620 

Hoch, E., Sidi, Y., Ackerman, R., Hoogerheide, V., & Scheiter, K. (2023). Comparing Mental Effort, Difficulty, and Confidence Appraisals in Problem-Solving: A Metacognitive Perspective. Educational Psychology Review, 35(2), 35- 61. https://doi.org/10.31820/pt.28.1.3 

Huang, Y., Richter, E., Kleickmann, T., Scheiter, K., & Richter, D. (2023). Body in motion, attention in focus: A virtual reality study on teachers' movement patterns and noticing. Computers & Education, 206, 104912. https://doi.org/10.1016/j.compedu.2023.104912 

Runge, I., Lazarides, R., Rubach, R., Richter, D., & Scheiter, K., (2023). Teacher-reported instructional quality in the context of technology-enhanced teaching: The role of teachers’ digital competence-related beliefs in empowering learners. Computers & Education, 198, 104761.https://dx.doi.org/10.1016/j.compedu.2023.104761 

Styn, A., Scheiter, K., Fischer, M.R., Shiozawa, T., Behrmann, F., Steffan, A., Kugelmann, D., & Berndt, M., (2023). Effects of tablet‐based drawing and paper‐based methods on medical students' learning of gross anatomy. Anatomical Sciences Education, 2, 266-279. https://dx.doi.org/10.1002/ase.2237 

Scheiter, K., & Eder, T. F. (2022). Digitale Medien als Anstoß für Schulentwicklung. Pädagogik, 6, 18-21. https://dx.doi.org/10.3262/PAED2206018  

Ebersbach, M., Lachner, A., Scheiter, K., & Richter, T. (2022). Using Spacing to Promote Lasting Learning in Educational Contexts. Zeitschrift Für Entwicklungspsychologie und Pädagogische Psychologie, 54(4), 151–163. https://dx.doi.org/10.1026/0049-8637/a000259 

Eder, T. F., Scheiter, K., Richter, J., Keutel, C., & Hüttig, F. (2022). I see something you do not: Eye movement modelling examples do not improve anomaly detection in interpreting medical images. Journal of Computer Assisted Learning, 38(2), 379-391.  https://dx.doi.org/10.1111/jcal.12619  

Fütterer, T., Scheiter, K., Cheng, X., & Stürmer, K. (2022). Quality beats frequency? Investigating students’ effort in learning when introducing technology in classrooms. Contemporary Educational Psychology, 69, 102042.  https://dx.doi.org/10.1016/j.cedpsych.2022.102042 

Jacob, L., Lachner, A., & Scheiter, K. (2022). Do school students’ academic self-concept and prior knowledge constrain the effectiveness of generating technology-mediated explanations? Computers & Education, 182, 104469.  https://dx.doi.org/10.1016/j.compedu.2022.104469 

Omarchevska, Y., Lachner, A., Richter, J., & Scheiter, K. (2022). Do video modeling and metacognitive prompts improve self-regulated scientific inquiry? Educational Psychology Review, 34(2), 1025-1061. https://dx.doi.org/10.1007/s10648-021-09652-3 

Omarchevska, Y., Lachner, A., Richter, J., & Scheiter, K. (2022). It takes two to tango: How scientific reasoning and self-regulation processes impact argumentation quality. Journal of the Learning Sciences, 31(2), 237-277. https://dx.doi.org/10.1080/10508406.2021.1966633  

Richter, T., Berger, R., Ebersbach, M., Eitel, A., Endres, T., Ferri, R. B., Hänze, M., Lachner, A., Leutner, D., Lipowsky, F., Nemeth, L., Renkl, A., Roelle, J., Rummer, R., Scheiter, K., Schweppe, J., Aufschnaiter, C. von, & Vorholzer, A. (2022). How to Promote Lasting Learning in Schools. Zeitschrift Für Entwicklungspsychologie Und Pädagogische Psychologie, 54(4), 135–141. https://dx.doi.org/10.1026/0049-8637/a000258 

Richter, J., Lachner, A., Jacob, L., Bilgenroth, F., & Scheiter, K. (2022). Self‐concept but not prior knowledge moderates effects of different implementations of computer‐assisted inquiry learning activities on students' learning. Journal of Computer Assisted Learning, 38(4), 1141-1159.  https://dx.doi.org/10.1111/jcal.12673 

Ring, M., Brahm, T., Richter, J., Scheiter, K., & Randler, C. (2022). Does active or passive signaling support integration of text and graphs? Applied Cognitive Psychology, 36(1), 43-58. https://dx.doi.org/10.1002/acp.3896  

Roelle, J., Schweppe, J., Endres, T., Lachner, A., Aufschnaiter, C. von, Renkl, A., Eitel, A., Leutner, D., Rummer, R., Scheiter, K., & Vorholzer, A. (2022). Combining Retrieval Practice and Generative Learning in Educational Contexts. Zeitschrift Für Entwicklungspsychologie Und Pädagogische Psychologie, 54(4), 142–150. https://dx.doi.org/10.1026/0049-8637/a000261 

Rögele, A., Scheiter, K., & Randler, C. (2022). Can involvement induced by guidance foster scientific reasoning and knowledge of participants of a Citizen Science project? International Journal of Science Education, Part B: Communication and Public Engagement, 12(2), 94-110. https://dx.doi.org/10.1080/21548455.2022.2043567 

Wörner, S., Becker, S., Küchemann, S., Scheiter, K., & Kuhn, J. (2022). Development and validation of the ray optics in converging lenses concept inventory. Physical Review Physics Education Research, 18(2), 020131. https://dx.doi.org/10.1103/physrevphyseducres.18.020131 

Wörner, S., Kuhn, J., & Scheiter, K. (2022). The best of two worlds: a systematic review on combining real and virtual experiments in science education. Review of Educational Research, 92(6), 911-952. https://dx.doi.org/10.3102/00346543221079417 

Ainsworth, S. E., & Scheiter, K. (2021). Learning by drawing visual representations: Potential, purposes, and practical implications. Current Directions in Psychological Science, 30(1), 61-67. https://dx.doi.org/10.1177/0963721420979582 

Backfisch, I., Lachner, A., Stürmer, K., & Scheiter, K. (2021). Variability of teachers’ technology integration in the classroom: A matter of utility! Computers & Education, 166, 104159. https://dx.doi.org/10.1016/j.compedu.2021.104159 

Backfisch, I., Scherer, R., Siddiq, F., Lachner, A., & Scheiter, K. (2021). Teachers’ technology use for teaching: Comparing two explanatory mechanisms. Teaching and Teacher Education, 104, 103390. https://dx.doi.org/10.1016/j.tate.2021.103390 

Coppens, L. C., Postema, C. E. S., Schüler, A., Scheiter, K., & van Gog, T. (2021). Development of attention and accuracy in learning a categorization task. Frontiers in Psychology, 12, 544135. https://dx.doi.org/10.3389/fpsyg.2021.544135  

Eder, T. F., Richter, J., Scheiter, K., Huettig, F., & Keutel, C. (2021). Comparing radiographs with signaling improves anomaly detection of dental students: An eye‐tracking study. Applied Cognitive Psychology, 35, 909-923.  https://dx.doi.org/10.1002/acp.3819  

Eder, T. F., Richter, J., Scheiter, K., Keutel, C., Castner, N., Kasneci, E., & Huettig, F. (2021). How to support dental students in reading radiographs: effects of a gaze-based compare-and-contrast intervention. Advances in Health Sciences Education, 26(1), 159-181.  https://dx.doi.org/10.1007/s10459-020-09975-w  

Fütterer, T., Hoch, E., Stürmer, K., Lachner, A., Fischer, C., & Scheiter, K. (2021). Was bewegt Lehrpersonen während der Schulschließungen? – Eine Analyse der Kommunikation im Twitter-Lehrerzimmer über Chancen und Herausforderungen digitalen Unterrichts. Zeitschrift für Erziehungswissenschaft, 24(2), 443-477. https://dx.doi.org/10.1007/s11618-021-01013-8  

Hammer, H., Scheiter, K., & Stürmer, K. (2021). New technology, new role of parents: How parents' beliefs and behavior affect students' digital media self-efficacy. Computers in Human Behavior, 116, Article 106642. https://dx.doi.org/10.1016/j.chb.2020.106642 

Hammer, M., Göllner, R., Scheiter, K., Fauth, B., & Stürmer, K. (2021). For whom do tablets make a difference? Examining student profiles and perceptions of instruction with tablets. Computers & Education, 104147.  https://dx.doi.org/10.1016/j.compedu.2021.104147 

Hoch, E., Scheiter, K., Stalbovs, K., & Gerjets, P. (2021). The intention was good: How promoting strategy use does not improve multimedia learning for secondary students. British Journal of Educational Psychology, 91(4), 1291-1309.  https://dx.doi.org/10.1111/bjep.12417  

Jacob, L., Lachner, A., & Scheiter, K. (2021). Does increasing social presence enhance the effectiveness of writing explanations? PLOS ONE, 16(4), Article e0250406.  https://dx.doi.org/10.1371/journal.pone.0250406 

Jaekel, A.-K., Scheiter, K., & Göllner, R. (2021). Distance teaching during the COVID-19 crisis: Social connectedness matters most for teaching quality and students’ learning. AERA Open, 7(1), 1-14. https://dx.doi.org/10.1177/23328584211052050  

Krebs, M.-C., Schüler, A., & Scheiter, K. (2021). Do prior knowledge, model-observer similarity and social comparison influence the effectiveness of eye movement modeling examples for supporting multimedia learning? Instructional Science, 49(5), 607-635.  https://dx.doi.org/10.1007/s11251-021-09552-7  

Richter, J., Wehrle, A., & Scheiter, K. (2021). How the poor get richer: Signaling guides attention and fosters learning from text‐graph combinations for students with low, but not high prior knowledge. Applied Cognitive Psychology, 35(3), 632-645.  https://dx.doi.org/10.1002/acp.3786  

Scheiter, K. (2021). Lernen und Lehren mit digitalen Medien: Eine Standortbestimmung. Zeitschrift für Erziehungswissenschaft, 24(5), 1039-1060.  https://dx.doi.org/10.1007/s11618-021-01047-y  

Scheiter, K. (2021). The Cambridge handbook of cognition and education (book review). British Journal of Psychology, 112(1), 368-370.  https://dx.doi.org/10.1111/bjop.12489 

Scheiter, K., & Gogolin, I. (2021). Editorial: Bildung für eine digitale Zukunft. Zeitschrift für Erziehungswissenschaft, 24(5), 1033-1037.  https://dx.doi.org/10.1007/s11618-021-01049-w 

Wörner, S., Fischer, C., Kuhn, J., Scheiter, K., & Neumann, I. (2021). Video analysis to examine Kepler’s laws of planetary motion. The Physics Teacher, 59(8), 660-661.  https://dx.doi.org/10.1119/10.0006924 

Backfisch, I., Lachner, A., Hische, C., Loose, F., & Scheiter, K. (2020). Professional knowledge or motivation? Investigating the role of teachers’ expertise on the quality of technology-enhanced lesson plans. Learning and Instruction, 66, 101300.  https://dx.doi.org/10.1016/j.learninstruc.2019.101300 

Castner, N., Appel, T., Eder, T., Richter, J., Scheiter, K., Keutel, C., Hüttig, F., Duchowski, A., & Kasneci, E.(2020). Pupil diameter differentiates expertise in dental radiography visual search. PLOS ONE, 15(5), e0223941.  https://dx.doi.org/10.1371/journal.pone.0223941  

Emhardt, S. N., Wermeskerken, M., Scheiter, K., & van Gog, T. (2020). Inferring task performance and confidence from displays of eye movements. Applied Cognitive Psychology, 34(6), 1430-1443. https://dx.doi.org/10.1002/acp.3721  

Hoch, E., Scheiter, K., & Schüler, A. (2020). Implementation Intentions for Improving Self-Regulation in Multimedia Learning: Why Don’t They Work? The Journal of Experimental Education, 88(4), 536-558. https://dx.doi.org/10.1080/00220973.2019.1628693 

Hoch, E., Scheiter, K., & Schüler, A. (2020). Implementation Intentions Related to Self-Regulatory Processes Do Not Enhance Learning in a Multimedia Environment. Frontiers in Psychology, 11:46. https://dx.doi.org/10.3389/fpsyg.2020.00046  

Jacob, L., Lachner, A., & Scheiter, K. (2020). Learning by explaining orally or in written form? Text complexity matters. Learning and Instruction, 68, Article 101344.  https://dx.doi.org/10.1016/j.learninstruc.2020.101344 

Kollmer, J., Schleinschok, K., Scheiter, K., & Eitel, A. (2020). Is drawing after learning effective for metacognitive monitoring only when supported by spatial scaffolds? Instructional Science, 48(5), 569-589. https://dx.doi.org/10.1007/s11251-020-09521-6 

Ludewig, U., Lambert, K., Dackermann, T., Scheiter, K., & Möller, K. (2020). Influences of basic numerical abilities on graph reading performance. Psychological Research, 84(5), 1198-1210. https://dx.doi.org/10.1007/s00426-019-01144-y 

Richter, J., Scheiter, K., Eder., T. F., Huettig, F., & Keutel, C. (2020). How massed practice improves visual expertise in reading panoramic radiographs in dental students: An eye tracking study. PLOS ONE, 15(12): e0243060.  https://dx.doi.org/10.1371/journal.pone.0243060  [Data] 

Scheiter, K. (2020). Embracing complexity in research on learning from examples and from problem solving. Applied Cognitive Psychology, 34(4), 906-911.  https://dx.doi.org/10.1002/acp.3702 

Scheiter, K., Ackerman, R., & Hoogerheide, V. (2020). Looking at Mental Effort Appraisals through a Metacognitive Lens: Are they Biased? Educational Psychology Review, 32(4), 1003-1027. https://dx.doi.org/10.1007/s10648-020-09555-9  

Scheiter, K., Brucker, B., & Ainsworth, S. (2020). “Now move like that fish”: Can enactment help learners come to understand dynamic motion presented in photographs and videos? Computers & Education, 155, Article 103934.  https://dx.doi.org/10.1016/j.compedu.2020.103934 

Schmidgall, S. P., Scheiter, K., & Eitel, A. (2020). Can we further improve tablet-based drawing to enhance learning? An empirical test of two types of support. Instructional Science, 48(4), 453-474. https://dx.doi.org/10.1007/s11251-020-09513-6  

Arndt, J., Schüler, A., & Scheiter, K. (2019). Investigating the Influence of Simultaneous– Versus Sequential–Text-Picture Presentation on Text-Picture Integration. The Journal of Experimental Education, 87(1), 116-127. https://dx.doi.org/10.1080/00220973.2017.1363690 

Hoch, E., Scheiter, K., & Gerjets, P. (2019). Hilft eine Unterstützung der Anstrengungsregulation, das Lernen mit statischen und dynamischen Visualisierungen zu verbessern? Unterrichtswissenschaft, 47(4), 427-450. https://dx.doi.org/10.1007/s42010-019-00045-8 

Krebs, M.-C., Schüler, A., & Scheiter, K. (2019). Just follow my eyes: The influence of model-observer similarity on Eye Movement Modeling Examples. Learning and Instruction, 61, 126-137. https://dx.doi.org/10.1016/j.learninstruc.2018.10.005 

Richter, J., & Scheiter, K. (2019). Studying the expertise reversal of the multimedia signaling effect at a process level: evidence from eye tracking. Instructional Science, 47, 627–658.  https://dx.doi.org/10.1007/s11251-019-09492-3 

Scheiter, K., & Lachner, A. (2019). DigitalPakt – was nun? Eine Positionierung aus Sicht der Lehr-Lernforschung. Unterrichtswissenschaft, 47(4), 547-564.  https://dx.doi.org/10.1007/s42010-019-00059-2 

Scheiter, K., Schubert, C., Schüler, A., Schmidt, H., Zimmermann, G., Wassermann, B., Krebs, M.-C., & Eder, T. (2019). Adaptive multimedia: Using gaze-contingent instructional guidance to provide personalized processing support. Computers & Education, 139, 31-47.  https://dx.doi.org/10.1016/j.compedu.2019.05.005 

Schmidgall, S. P., Eitel, A., & Scheiter, K. (2019). Why do learners who draw perform well? Investigating the role of visualization, generation and externalization in learner-generated drawing. Learning and Instruction, 60, 138-153.  https://dx.doi.org/10.1016/j.learninstruc.2018.01.006 

Schüler, A., Arndt, J., & Scheiter, K. (2019). Does text–picture integration also occur with longer text segments? Applied Cognitive Psychology, 33(6), 1137-1146.  https://dx.doi.org/10.1002/acp.3558 

Schüler, A., Pazzaglia, F., & Scheiter, K. (2019). Specifying the boundary conditions of the multimedia effect: The influence of content and its distribution between text and pictures. British Journal of Psychology, 110, 126-150.  https://dx.doi.org/10.1111/bjop.12341 

Weidenauer, C., Vollmer, C., Scheiter, K., & Randler, C. (2019). Weak Associations of Morningness-Eveningness and Stability with Skin Temperature and Cortisol Levels. Journal of Circadian Rhythms, 17(1), Article 8.  https://dx.doi.org/10.5334/jcr.182  

Richter, J., Scheiter, K., & Eitel, A. (2018). Signaling text–picture relations in multimedia learning: The influence of prior knowledge. Journal of Educational Psychology, 110, 544-560. https://dx.doi.org/10.1037/edu0000220 

Rop, G., Schüler, A., Verkoeijen, P. P. J. L., Scheiter, K., & van Gog, T. (2018). The effect of layout and pacing on learning from diagrams with unnecessary text. Applied Cognitive Psychology, 32, 610-621. https://dx.doi.org/10.1002/acp.3445  

Rop, G., Schüler, A., Verkoeijen, P. P. J. L., Scheiter, K., & van Gog, T. (2018). Effects of task experience and layout on learning from text and pictures with or without unnecessary picture descriptions. Journal of Computer Assisted Learning, 34, 458-470.  https://dx.doi.org/10.1111/jcal.12287  

Scheiter, K., Schubert, C., & Schüler, A. (2018). Self-regulated learning from illustrated text: Eye Movement Modeling to support use and regulation of cognitive processes during learning from multimedia. British Journal of Educational Psychology, 88, 80-94.  https://dx.doi.org/10.1111/bjep.12175 

Wille, E., Gaspard, H.,Trautwein, U., Oschatz, K., Scheiter, K. & Nagengast, B. (2018). Gender stereotypes in a children's television program: Effects on girls' and boys' stereotype endorsement, math performance, motivational dispositions, and attitudes. Frontiers in Psychology, 9:2435. https://dx.doi.org/10.3389/fpsyg.2018.02435  

Eitel, A., Benito, S. M., & Scheiter, K. (2017). Do it twice! Test-taking fosters repeated but not initial study of multimedia instruction. Learning and Instruction, 52, 36-45.  https://dx.doi.org/10.1016/j.learninstruc.2017.04.003 

Kant, J., Scheiter, K., & Oschatz, K. (2017). How to sequence video modeling examples and inquiry tasks to foster scientific reasoning. Learning and Instruction, 52, 46-58.  https://dx.doi.org/10.1016/j.learninstruc.2017.04.005 

Mason, L., Scheiter, K., & Tornatora, C. (2017). Using eye movements to model the sequence of text-picture processing for multimedia comprehension. Journal of Computer Assisted Learning, 33, 443-460. https://dx.doi.org/10.1111/jcal.12191 

Renkl, A., & Scheiter, K. (2017). Studying visual displays: How to instructionally support learning. Educational Psychology Review, 29, 599-621.  https://dx.doi.org/10.1007/s10648-015-9340-4 

Scheiter, K., Schleinschok, K., & Ainsworth, S. (2017). Why sketching may aid learning from science texts: Contrasting sketching with written explanations. Topics in Cognitive Science, 9, 866-882. https://dx.doi.org/10.1111/tops.12261 

Schleinschok, K., Eitel, A., & Scheiter, K. (2017). Do drawing tasks improve monitoring and control during learning from text? Learning and Instruction, 51, 10-25.  https://dx.doi.org/10.1016/j.learninstruc.2017.02.002 

Richter, J., Scheiter, K., & Eitel, A. (2016). Signaling text-picture relations in multimedia learning: A comprehensive meta-analysis. Educational Research Review, 17, 19-36.  https://dx.doi.org/10.1016/j.edurev.2015.12.003 

Scheiter, K., Eitel, A., & Schüler, A. (2016). Lernen mit Texten und Bildern: Die frühzeitige wechselseitige Beeinflussung kognitiver Prozesse bei der Konstruktion eines integrierten mentalen Modells. Themenheft: Psychologie und Wissensmedien. Psychologische Rundschau, 67, 87-93.  https://dx.doi.org/10.1026/0033-3042/a000300  

Strukelj, A., Scheiter, K., Nyström, M., & Holmqvist, K. (2016). Exploring the lack of a disfluency effect: evidence from eye movements. Metacognition and Learning, 11, 71-88.  https://dx.doi.org/10.1007/s11409-015-9146-2 

Arndt, J., Schüler, A., & Scheiter, K. (2015). Text- picture integration: How delayed testing moderates recognition of pictorial information in multimedia learning. Applied Cognitive Psychology, 29, 702-712. https://dx.doi.org/10.1002/acp.3154 

Eitel, A., & Scheiter, K. (2015). Picture or text first? Explaining sequence effects when learning with pictures and text. Educational Psychology Review, 27, 153-180.  https://dx.doi.org/0.1007/s10648-014-9264-4

Scheiter, K., & Eitel, A. (2015). Signals foster multimedia learning by supporting integration of highlighted text and diagram elements. Learning and Instruction, 36, 11-26.  https://dx.doi.org/10.1016/j.learninstruc.2014.11.002 

Scheiter, K., Schubert, C., Gerjets, P., & Stalbovs, K. (2015). Does a strategy training foster students’ ability to learn from multimedia? The Journal of Experimental Education, 83, 266-289. https://dx.doi.org/10.1080/00220973.2013.876603 

Schüler, A., Arndt, J., & Scheiter, K. (2015). Processing multimedia material: Does integration of text and pictures result in a single or two interconnected mental representations? Learning and Instruction, 35, 62-72. https://dx.doi.org/10.1016/j.learninstruc.2014.09.005 

Stalbovs, K., Scheiter, K., & Gerjets, P. (2015). Implementation intentions during multimedia learning: Using if-then plans to facilitate cognitive processing. Learning and Instruction, 35, 1-15. https://dx.doi.org/10.1016/j.learninstruc.2014.09.002 

Brucker, B., Scheiter, K., & Gerjets, P. (2014). Learning with dynamic and static visualizations: Realistic details only benefit learners with high visuospatial abilities. Computers in Human Behavior, 36, 330-339. https://dx.doi.org/10.1016/j.chb.2014.03.077 

Eitel, A., Kühl, T, Scheiter, K., & Gerjets, P. (2014). Disfluency meets cognitive load in multimedia learning: Does harder-to-read mean better-to-understand? Applied Cognitive Psychology, 28(4), 488-501. https://dx.doi.org/10.1002/acp.3004 

Kühl, T., Eitel, A., Scheiter, K., & Gerjets, P. (2014). A call for an unbiased search for moderators in disfluency research: Reply to Oppenheimer and Alter (2014). Applied Cognitive Psychology, 28, 805-806. https://dx.doi.org/10.1002/acp.3030 

Sassenrath, C., Sassenberg, K., Ray, D., Scheiter, K., & Jarodzka, H. (2014). A motivational determinant of facial emotion recognition: Regulatory focus affects recognition of emotions in faces. PLOS ONE, 9(11): e112383.  https://dx.doi.org/10.1371/journal.pone.0112383  

Scheiter, K., Gerjets, P., & Heise, E. (2014). Distraction during learning with hypermedia: difficult tasks help to keep task goals on track. Frontiers in Psychology, 5:268.  https://dx.doi.org/10.3389/fpsyg.2014.00268 

Scheiter, K., Schrader, J., Trautwein, U., & Hesse, F. W. (2014). Analyse und Förderung effektiver Lehr-Lernprozesse im Kontext evidenzbasierter Bildungsreform - Beiträge der Tübinger Forschergruppe für Empirische Bildungsforschung. Zeitschrift für Erziehungswissenschaft, 17, 189-192. https://dx.doi.org/10.1007/s11618-014-0535-0 

Scheiter, K., Schüler, A., Gerjets, P., Huk, T., & Hesse, F. W. (2014). Extending multimedia research: How do prerequisite knowledge and reading comprehension affect learning from text and pictures. Computers in Human Behavior, 31, 73-84. https://dx.doi.org/10.1016/j.chb.2013.09.022 

Scheiter, K., Schüler, A., Gerjets, P., Stalbovs, K., Schubert, C., Huk, T., & Hesse, F. (2014). Welche Rolle spielt neben Merkmalen des Instruktionsdesigns die fachspezifische und aufgabenspezifische Motivation beim Lernen mit Multimedia im naturwissenschaftlichen Unterricht? Zeitschrift für Erziehungswissenschaft, 17, 279-296. https://dx.doi.org/10.1007/s11618-014-0516-3 

Van Genuchten, E., van Hooijdonk, C., Schüler, A., & Scheiter, K. (2014). The role of working memory when "learning how" with multimedia learning material. Applied Cognitive Psychology, 28, 327-335.  https://dx.doi.org/10.1002/acp.2998 

Eitel, A., Scheiter, K., & Schüler, A. (2013). How inspecting a picture affects processing of text in multimedia learning. Applied Cognitive Psychology, 27, 451-461.  https://dx.doi.org/10.1002/acp.2922 

Eitel, A., Scheiter, K., Schüler, A., Nyström, M., & Holmqvist, K. (2013). How a picture facilitates the process of learning from text: Evidence for scaffolding. Learning and Instruction, 28, 48-63. https://dx.doi.org/10.1016/j.learninstruc.2013.05.002 

Imhof, B., Scheiter, K., Edelmann, J., & Gerjets, P. (2013). Learning about locomotion patterns: Effective use of multiple pictures and motion-indicating arrows. Computers & Education, 65, 45-55. https://dx.doi.org/10.1016/j.compedu.2011.05.004 

Jarodzka, H., van Gog, T., Dorr, M., Scheiter, K., & Gerjets, P. (2013). Learning to see: Guiding students' attention via a model's eye movements fosters learning. Learning and Instruction, 25, 62-70. https://dx.doi.org/10.1016/j.learninstruc.2012.11.004 

Schüler, A., Scheiter, K., & Gerjets, P. (2013). Is spoken text always better? Investigating the modality and redundancy effect with longer text presentation. Computers in Human Behavior, 29(4), 1590-1601. https://dx.doi.org/10.1016/j.chb.2013.01.047 

Eitel, A., Scheiter, K., & Schüler, A. (2012). The time course of information extraction from instructional diagrams. Perceptual and Motor Skills, 115, 677-701.  https://dx.doi.org/10.2466/22.23.PMS.115.6.677-701 

Imhof, B., Scheiter, K., Edelmann, J., & Gerjets, P. (2012). How temporal and spatial aspects of presenting visualizations affect learning about locomotion patterns. Learning and Instruction, 22, 193-205. https://dx.doi.org/10.1016/j.learninstruc.2011.10.006 

Jarodzka, H., Baslev, T., Holmqvist, K., Nyström, M., Scheiter, K., Gerjets, P., & Eika, B. (2012). Conveying clinical reasoning based on visual observation via eye-movement modeling examples. Instructional Science, 40, 813-827. https://dx.doi.org/10.1007/s11251-012-9218-5 

Kühl, T., Scheiter, K., & Gerjets, P. (2012). Enhancing learning from dynamic and static visualizations by means of cueing. Journal of Educational Multimedia and Hypermedia, 21, 71-88. https://dx.doi.org/10.23668/psycharchives.709 

Pfeiffer, V. D., Scheiter, K., & Gemballa, S. (2012). Comparing and combining traditional teaching approaches and the use of video clips for learning how to identify species in an aquarium. Journal of Biological Education, 46, 140-148. https://dx.doi.org/10.1080/00219266.2011.584892 

Schüler, A., Scheiter, K., & Gerjets, P. (2012). Verbal descriptions of spatial information can interfere with picture processing. Memory, 20, 682-699.  https://dx.doi.org/10.1080/09658211.2012.693935 

Schüler, A., Scheiter, K., Rummer, R., & Gerjets, P. (2012). Explaining the modality effect in multimedia learning: Is it due to a lack of temporal contiguity with written text and pictures? Learning and Instruction, 22, 92-102. https://dx.doi.org/10.1016/j.learninstruc.2011.08.001 

van Genuchten, E., Scheiter, K., & Schüler, A. (2012). Examining learning from text and pictures for different task types: Does the multimedia effect differ for conceptual, causal, and procedural tasks? Computers in Human Behavior, 28, 2209-2218.  https://dx.doi.org/10.1016/j.chb.2012.06.028 

Imhof, B., Scheiter, K., & Gerjets, P. (2011). Learning about locomotion patterns from visualizations: Effects of presentation format and realism. Computers & Education, 57, 1961-1970.  https://dx.doi.org/10.1016/j.compedu.2013.01.017 

Kühl, T., Scheiter, K., Gerjets, P., & Edelmann, J. (2011). The influence of text modality on learning with static and dynamic visualizations. Computers in Human Behavior, 27, 29-35. https://dx.doi.org/10.1016/j.chb.2010.05.008 

Kühl, T., Scheiter, K., Gerjets, P., & Gemballa, S. (2011). Can differences in learning strategies explain the benefits of learning from static and dynamic visualizations? Computers & Education, 56, 176-187. https://dx.doi.org/10.1016/j.compedu.2010.08.008 

Pfeiffer, V. D., Scheiter, K., Kühl, T., & Gemballa, S. (2011). Learning how to identify species in a situated learning scenario: Using dynamic-static visualizations to prepare students for their visit to the aquarium. EURASIA Journal of Mathematics, Science & Technology Education, 7, 135-147. https://dx.doi.org/10.23668/psycharchives.724 

Rummer, R., Schweppe, J., Fürstenberg, A., Scheiter, K., & Zindler, A. (2011). The perceptual basis of the modality effect in multimedia learning. Journal of Experimental Psychology: Applied, 17, 159-173. https://dx.doi.org/10.1037/a0023588 

Schmidt-Weigand, F., & Scheiter, K. (2011). The role of spatial descriptions in learning from multimedia. Computers in Human Behavior, 27, 22-28.  https://dx.doi.org/10.1016/j.chb.2010.05.007 

Schüler, A., Scheiter, K., & Gerjets, P. (2011). Does the modality effect in multimedia learning appear only with text containing spatial information? Zeitschrift für Pädagogische Psychologie, 25, 257-267. https://dx.doi.org/10.1024/1010-0652/a000050 

Schüler, A., Scheiter, K., & Schmidt-Weigand, F. (2011). Boundary conditions and constraints of the modality effect. Zeitschrift für Pädagogische Psychologie, 25, 211-220. https://dx.doi.org/10.1024/1010-0652/a000046 

Schüler, A., Scheiter, K., & van Genuchten, E. (2011). The role of working memory in multimedia instruction: Is working memory working during learning from text and pictures? Educational Psychology Review, 23, 389-411. https://dx.doi.org/10.1007/s10648-011-9168-5 

Jarodzka, H., Scheiter, K., Gerjets, P., & van Gog, T. (2010). In the eyes of the beholder: How experts and novices interpret dynamic stimuli. Learning and Instruction, 20, 146-154.  https://dx.doi.org/10.1016/j.learninstruc.2009.02.019 

Linek, S., Gerjets, P., & Scheiter, K. (2010). The speaker/gender effect: Does the speaker’s gender matter when presenting auditory text in multimedia messages? Instructional Science, 38, 503-521. https://dx.doi.org/10.1007/s11251-009-9115-8 

Opfermann, M., Scheiter, K., & Gerjets, P. (2010). Hypermedialeren: De invloed van instructieontwerp, leerlingkenmerken en ondersteuning [Hypermedia learning: The impact of instructional design, learner characteristics, and instructional support]. Pedagogische Studiën, 87, 9-26.

Scheiter, K., & Gerjets, P. (2010). Cognitive and socio-motivational aspects in learning with animations: There is more to it than ‘do they aid learning or not’. Instructional Science, 38, 435-440. https://dx.doi.org/10.1007/s11251-009-9118-5 

Scheiter, K., Gerjets, P., & Schuh, J. (2010). The acquisition of problem-solving skills in mathematics: How animations can aid understanding of structural problem features and solution procedures. Instructional Science, 38, 487-502. https://dx.doi.org/10.1007/s11251-009-9114-9 

Van Gog, T., & Scheiter, K. (2010). Eye tracking as a tool to study and enhance multimedia learning. Learning and Instruction, 20, 95-99.  https://dx.doi.org/10.1016/j.learninstruc.2009.02.009 

Cierniak, G., Scheiter, K., & Gerjets, P. (2009). Explaining the split-attention effect: Is the reduction of extraneous cognitive load accompanied by an increase in germane cognitive load? Computers in Human Behavior, 25 (2), 315-324.  https://dx.doi.org/10.1016/j.chb.2008.12.020 

Gerjets, P., Scheiter, K., & Cierniak, G. (2009). The scientific value of Cognitive Load Theory: A research agenda based on the Structuralist View of Theories. Educational Psychology Review, 21, 43-54. https://dx.doi.org/10.1007/s10648-008-9096-1 

Gerjets, P., Scheiter, K., Opfermann, M., Hesse, F. W., & Eysink, T. H. S. (2009). Learning with hypermedia: The influence of representational formats and different levels of learner control on performance and learning behavior. Computers in Human Behavior, 25 (2), 360-370. https://dx.doi.org/10.1016/j.chb.2008.12.015 

Pfeiffer, V. D. I., Gemballa, S., Jarodzka, H., Scheiter, K., & Gerjets, P. (2009). Situated learning in the mobile age: Mobile devices on a field trip to the sea. Research in Learning Technology, 17, 187-199. https://dx.doi.org/10.3402/rlt.v17i3.10876 

Scheiter, K., Gerjets, P., Huk, T., Imhof, B., & Kammerer, Y. (2009). The effects of realism in learning with dynamic visualizations. Learning and Instruction, 19, 481-494.  https://dx.doi.org/10.1016/j.learninstruc.2008.08.001 

Scheiter, K., Gerjets, P., Vollmann, B., & Catrambone, R. (2009). The impact of learner characteristics on information utilization strategies, cognitive load experienced, and performance in hypermedia learning. Learning and Instruction, 19, 387-401. https://dx.doi.org/10.1016/j.learninstruc.2009.02.004 

Scheiter, K., & Van Gog, T. (2009). Using eye tracking in applied research to study and stimulate the processing of information from multi-representational sources. Applied Cognitive Psychology, 23, 1209-1214. https://dx.doi.org/10.1002/acp.1524 

Van Gog, T., Jarodzka, H., Scheiter, K., Gerjets, P., & Paas, F. (2009). Attention guidance during example study via the model’s eye movements. Computers in Human Behavior, 25, 785-791. https://dx.doi.org/10.1016/j.chb.2009.02.007 

Gerjets, P., Scheiter, K., & Schuh, J. (2008). Information comparisons in example-based hypermedia environments: Supporting learners with processing prompts and an interactive comparison tool. Educational Technology, Research & Development, 56, 73-92.  https://dx.doi.org/10.1007/s11423-007-9068-z 

Rummer, R., Schweppe, J., Scheiter, K., & Gerjets, P. (2008). Lernen mit Multimedia: Die kognitiven Grundlagen des Modalitätseffekts. Psychologische Rundschau, 59, 98-107.  https://dx.doi.org/10.1026/0012-1924.59.2.98 

Scheiter, K., & Gerjets, P. (2007). Learner control in hypermedia environments. Educational Psychology Review, 19 (3), 285-307.  https://dx.doi.org/10.1007/s10648-007-9046-3 

Gerjets, P., Scheiter, K., & Catrambone, R. (2006). Can learning from molar and modular worked-out examples be enhanced by providing instructional explanations and prompting self-explanations? Learning and Instruction, 16, 104-121. https://dx.doi.org/10.1016/j.learninstruc.2006.02.007 

Keller, T., Gerjets, P., Scheiter, K., & Garsoffky, B. (2006). Information visualizations as tools for knowledge acquisition: The impact of dimensionality and color coding. Computers in Human Behavior, 22, 43-65. https://dx.doi.org/10.1016/j.chb.2005.01.006 

Scheiter, K., Gerjets, P., & Catrambone, R. (2006). Making the abstract concrete: Visualizing mathematical solution procedures. Computers in Human Behavior, 22, 9-26.  https://dx.doi.org/10.1016/j.chb.2005.01.009 

Gerjets, P., Scheiter, K., & Schuh, J. (2005). Instruktionale Unterstützung beim Fertigkeitserwerb aus Beispielen in hypertextbasierten Lernumgebungen. Zeitschrift für Pädagogische Psychologie, 19, 23-38. https://dx.doi.org/10.1024/1010-0652.19.12.23 

Gerjets, P., Scheiter, K., & Catrambone, R. (2004). Designing instructional examples to reduce intrinsic cognitive load: Molar versus modular presentation of solution procedures. Instructional Science, 32, 33-58. https://dx.doi.org/10.1023/B:TRUC.0000021809.10236.71 

Gerjets, P., & Scheiter, K. (2003). Goal configurations and processing strategies as moderators between instructional design and cognitive load: Evidence from hypertext-based instruction. Educational Psychologist, 38, 33 - 41.  https://dx.doi.org/10.1207/S15326985EP3801_5 

Gerjets, P., Scheiter, K., & Schorr, T. (2003). Modeling processes of volitional action control in multiple-task performance: How to explain effects of goal competition and task difficulty on processing strategies and performance within ACT-R. Cognitive Science Quarterly, 3, 355-400. https://www.researchgate.net/publication/234033935_Modeling_processes_of_volitional_action_control_in_multiple-task_performance_How_to_explain_effects_of_goal_competition_and_task_difficulty_on_processing_strategies_and_performance_within_ACT-R

Scheiter, K. & Gogolin, I. (Hrsg.) (2023). Bildung für eine digitale Zukunft. ZfE Edition. Springer.

Scheiter, K., & Riecke-Baulecke, T. (Hrsg.). (2018). Schule 4.0 - Zukunftstrends, Rahmenbedingungen, Praxisbeispiele. Schulmanagement-Handbuch 165. München: Oldenbourg. 

Greiff, S., Scheiter, K., Scherer, R., Borgonovi, F., Graesser, A., Kitajima, M. & Rouet, J.-F. (2017). Adaptive problem solving: Moving towards a new assessment domain in the second cycle of PIAAC (OECD Education Working Paper No. 157). Paris: OECD.

Scheiter, K., & Riecke-Baulecke, T. (Hrsg.). (2017). Lehren und Lernen mit digitalen Medien. Schulmanagement-Handbuch 164. München: Oldenbourg. 

Scheiter, K., Omarchevska, Y. & Flegr, S. (2023). Forschendes Lernen mit digitalen Medien im naturwissenschaftlichen Unterricht. In R. Lorenz, T. Brüggemann, N. McElvany, M. Becker, H. Gaspard & F. Lauermann (Hrsg.), Lernen in und für die Schule im Zeitalter der Digitalität. Chancen und Herausforderungen für Lehrkräfte, Unterricht und Lernende (S. 29-40). Münster: Waxmann.

Backfisch, I., Lachner, A., Stürmer, K., & Scheiter, K. (2021). Gelingensbedingungen beim Einsatz digitaler Medien im Unterricht – Kognitive und motivationale Voraussetzungen von Lehrpersonen. In N. Beck, T. Bohl, & S. Meissner (Hrsg.), Vielfältig herausgefordert. Forschungs- und Entwicklungsfelder der Lehrerbildung auf dem Prüfstand. Diskurse und Ergebnisse der ersten Förderphase der Qualitätsoffensive Lehrerbildung an der Tübingen School of Education. Tübingen: Tübingen University Press.

Scheiter, K. (2021). The learner control principle in multimedia learning (3rd ed.). In R. E. Mayer (Ed.), The Cambridge Handbook of Multimedia Learning (pp. 418-429). New York: Cambridge University Press. 

Scheiter, K., Ninaus, M., & Moeller, K. (in press). Psychologische Perspektiven auf die Gestaltung digitaler Medien für das Lehren und Lernen von Mathematik. In G. Pinkernell, F. Reinhold, F. Schacht, & D. Walter (Eds.), Digitales Lehren und Lernen von Mathematik in der Schule. Springer. 

Scheiter, K., Hoch, E., & Drewes, S. (2021). Lehren und Lernen mit digitalen Medien. In K. Seifried, S. Drewes, & M. Hasselhorn (Eds.), Handbuch Schulpsychologie - Psychologie für die Schule (3. Aufl., pp. 317-325). Kohlhammer. 

Stürmer, K., Fütterer, T., Lachner, A., Hoch, E., & Scheiter, K. (2021). Besser als gedacht? Individuelle Voraussetzungen von Schülerinnen und Schülern sowie Lehrpersonen zum Lehren und Lernen mit digitalen Medien im Unterricht im tabletBW-Projekt. In N. Beck, T. Bohl, & S. Meissner (Eds.), Vielfältig herausgefordert. Forschungs- und Entwicklungsfelder der Lehrerbildung auf dem Prüfstand. Diskurse und Ergebnisse der ersten Förderphase der Qualitätsoffensive Lehrerbildung an der Tübingen School of Education (pp. 87-100). Tübingen University Press.  https://dx.doi.org/10.15496/publikation-52634  

Wörner, S., Scheiter, K., & Kuhn, J. (2021). Das Beste aus beiden Welten: Simulationsexperimente als Ergänzung zu Realexperimenten. In J. Meßinger-Koppelt & J. Maxton-Küchenmeister (Eds.), Naturwissenschaften digital – Toolbox für den Unterricht (Band 2, pp. 48-51). Joachim Herz Stiftung Verlag.  https://www.mint-digital.de/fileadmin/user_upload/210617_NW_Digital_Toolbox_Band_2_Webversion.pdf 

Lachner, A. & Scheiter, K. (2020). Digitale Medien zur Realisierung adaptiven Unterrichts. In S. Aufenanger, B. Eickelmann, A. Feindt & A.-M. Kamin (Eds.), Digitale Bildung. Seelze: Friedrich Verlag.

Lachner, A., Scheiter, K., & Stürmer, K. (2020). Digitalisierung und Lernen mit digitalen Medien als Gegenstand der Lehrerbildung. In C. Cramer, M. Drahmann, J. König, M. Rothland, & S. Blömeke (Eds.), Handbuch Lehrerbildung. (pp. 67-75). Bad Heilbrunn/Stuttgart: Klinkhardt/UTB.  https://dx.doi.org/10/35468/hblb2020-007 

Scheiter, K., & Lachner, A. (2020). Chancen und Herausforderungen der Distanzlehre aus der Sicht der empirischen Lehr-Lernforschung. In T. Riecke-Baulecke (Ed.), Fern- und Präsenzunterricht (Handbuch Schulmanagement 175) (pp. 6-18). München: Oldenbourg. 

Gerjets, P., & Scheiter, K. (2019). Digitale Medien in Unterrichtskontexten. In O. Köller, M. Hasselhorn, F. W. Hesse, K. Maaz, J. Schrader, H. Solga, C. K. Spieß, & K. Zimmer (Eds.), Das Bildungswesen in Deutschland. Bestand und Potenziale (pp. 865-894). Bad Heilbrunn: Klinkhardt. 

Scheiter, K. (2019). Erfassung von Lernprozessen im digitalen Klassenraum. In T. Riecke-Baulecke (Ed.), Künstliche Intelligenz (Handbuch Schulmanagement 169, pp. 49-54). München: Oldenbourg. 

Castner, N., Kasneci, E., Kübler, T., Scheiter, K., Richter, J., Eder, T., Hüttig, F. & Keutel, C. (2018). Scanpath comparison in medical image reading skills of dental students: distinguishing stages of expertise development. Proceedings of the 2018 ACM Symposium on Eye Tracking Research & Applications (pp. 39-48). New York: ACM.

Castner, N., Klepper, S., Kopnarski, L., Hüttig, F., Keutel, C., Scheiter, K., Richter, J., Eder, T. & Kasneci, E. (2018). Overlooking: the nature of gaze behavior and anomaly detection in expert dentists. Proceedings of the Workshop on Modeling Cognitive Processes from Multimodal Data (MCPMD '18) (Article No. 8). New York: ACM.

Scheiter K., Richter J., & Renkl A. (2018). Multimediales Lernen: Lehren und Lernen mit Texten und Bildern. In H. Niegemann & A. Weinberger (Eds.), Lernen mit Bildungstechnologien Berlin, Heidelberg: Springer. https://dx.doi.org/10.1007/978-3-662-54373-3_4-1  

Stieff, M., Scheiter, K., Ainsworth, S., Bohrmann-Linde, C. & Schall, M. (2018). Drawing for learning from dynamic visualizations in science. In J. Kay & R. Luckin (Eds.), Rethinking learning in the digital age: Making the Learning Sciences count. Proceedings of the 13th International Conference of the Learning Sciences (ICLS) 2018 (Vol. 2, pp. 937-940). London, UK: International Society of the Learning Sciences. 

Castner, N., Eivazi, S., Scheiter, K. & Kasneci, E. (2017). Using eye tracking to evaluate and develop innovative teaching strategies for fostering image reading skills of novices in medical training. EyeTracking Enhanced Learning (ET-EL) 2017. CEUR-WS. 

Scheiter, K. (2017). Lernen mit digitalen Medien - Potenziale und Herausforderungen aus Sicht der Lehr- Lernforschung. In K. Scheiter & T. Riecke-Baulecke (Eds.), Lehren und Lernen mit digitalen Medien (Handbuch Schulmanagement 164, pp. 33-53). München: Oldenbourg. 

Scheiter, K. (2017). Design of effective dynamic visualizations: A struggle between the beauty and the beast? Commentary on Parts I and II. In R. Lowe & R. Ploetzner (Eds.), Learning from dynamic visualization: Innovations in research and application (pp. 233-251). Cham, Switzerland: Springer. https://dx.doi.org/10.1007/978-3-319-56204-9_10 

Scheiter, K., Fillisch, B., Krebs, M.-Ch., Leber, J., Ploetzner, R., Renkl, A., Schmidt, H., Schüler, A., Zimmermann, G. (2017). How to design adaptive information environments to support self-regulated learning with Multimedia. In J. Buder & F. W. Hesse (Eds.), Informational environments: Effects of use, effective designs (pp. 203-224). Cham, Switzerland: Springer  https://doi.org/10.1007/978-3-319-64274-1_9 

Scheiter, K., Schüler, A., & Eitel, A. (2017). Learning from multimedia: cognitive processes and instructional support. In S. Schwan & U. Cress (Eds.), The psychology of digital learning (pp. 1-19). Cham, Switzerland: Springer International Publishing. https://dx.doi.org/10.1007/978-3-319-49077-9_1 

Scheiter, K. (2016). Digitales Lernen in Deutschland - Randbedingungen für einen erfolgreichen Einsatz digitaler Medien im Unterricht. In Vorstand des Europäischen Zentrums für Föderalismus-Forschung (Ed.), Jahrbuch des Föderalismus (Bd. 17, pp. 86-99). Baden-Baden: Nomos. 

Scheiter, K., & Eitel, A. (2016). The use of eye tracking as a research and instructional tool in multimedia learning. In C. Was, F. Sansosti, & B. Morris (Eds.), Eye-tracking technology applications in educational research (pp. 143-164). Hershey, PA: IGI Global. https://dx.doi.org/10.4018/978-1-5225-1005-5.ch008 

Vajjala, S., Meurers, D., Eitel, A. & Scheiter, K. (2016). Towards grounding computational linguistic approaches to readability: Modeling reader-text interaction for easy and difficult texts. Proceedings of the Workshop on Computational Linguistics for Linguistic Complexity (CL4LC) - COLING 2016 (pp. 38-48). Japan: Osaka. 

Scheiter, K. (2015). Besser lernen mit dem Tablet? Praktische und didaktische Potenziale sowie Anwendungsbedingungen von Tablets im Unterricht. In H. Buchen, L. Horster, & H.-G. Rolff (Eds.), Schulleitung und Schulentwicklung (3. Aufl., pp. 1-14). Stuttgart: Raabe-Verlag. 

Nugteren, M. L., Tabbers, H. K., Scheiter, K., & Paas, F. (2014). Simultaneous and sequential presentation of realistic and schematic instructional dynamic visualizations. In W. Huang (Ed.), Handbook of Human Centric Visualization (pp. 605-622). New York: Springer. https://dx.doi.org/10.1007/978-1-4614-7485-2_24 

Scheiter, K. (2014). The learner control principle in multimedia learning. In R. E. Mayer (Ed.), The Cambridge Handbook of Multimedia Learning (2nd ed., pp. 487-512). New York: Cambridge University Press. https://dx.doi.org/10.1017/CB09781139547369.025 .

Ulrich, N., Richter, J., Scheiter, K. & Schanze, S. (2014). Das digitale Schulbuch als Lernbegleiter. In J. Maxton-Küchenmeister & Jenny Meßinger-Koppelt (Eds.), Digitale Medien im Naturwissenschaftlichen Unterricht (pp. 75-82). Hamburg: Joachim Herz Stiftung Verlag. 

Besold T., Scheiter K., Grabner R., Dimroth C., Becker N., & Völk, K. (2013). Lernen. In A. Stephan & S. Walter (Eds.), Handbuch Kognitionswissenschaft (pp. 344-360). Stuttgart - Weimar: Metzler. 

Opfermann, M., Scheiter, K., Gerjets, P., & Schmeck, A. (2013). Hypermedia and self-regulation: An interplay in both directions. In R. Azevedo & V. Aleven (Eds.), International Handbook of Metacognition and Learning Technologies (pp. 129-142). Amsterdam: Springer. https://dx.doi.org/10.1007/978-1-4419-5546-3_9 

Scheiter, K. (2013). Cognitive Load Theory. In M. A. Wirtz (Ed.), Dorsch – Lexikon der Psychologie (p. 328f.). Bern: Huber. 

Scheiter, K. (2013). Cognitive Theory of Multimedia Learning. In M. A. Wirtz (Ed.), Dorsch – Lexikon der Psychologie (p. 329). Bern: Huber. 

Eitel, A., Scheiter, K. & Schüler, A. (2011). How brief initial inspection of a picture may foster comprehension of text. In L. Carlson, C. Hölscher & T. F. Shipley (Eds.), Proceedings of the 33rd Annual Conference of the Cognitive Science Society (pp. 1358-1364). Austin, TX: Cognitive Science Society.

Imhof, B., Scheiter, K., Edelmann, J., von Ulardt, J. & Gerjets, P. (2011). Is enriching static-simultaneous visualizations with motion-indicating arrows helpful for learning about locomotion patterns? In L. Carlson, C. Hölscher & T. F. Shipley (Eds.), Proceedings of the 33rd Annual Conference of the Cognitive Science Society (pp. 1176-1181). Austin, TX: Cognitive Science Society.

Eitel, A., Scheiter, K. & Schüler, A. (2010). Getting a clue: Gist extraction from scenes and causal systems. In A. K. Goel, M. Jamnik & N. H. Narayanan (Eds.), Diagrammatic representation and inference - 6th International Conference, Diagrams 2010 (LNAI 6170, pp. 243-249). Berlin: Springer.

Eitel, A., Scheiter, K. & Schüler, A. (2010). What can information extraction from scenes and causal systems tell us about learning from text and pictures? In S. Ohlsson & R. Catrambone (Eds.), Proceedings of the 32nd Annual Conference of the Cognitive Science Society. Austin, TX: Cognitive Science Society.

Gerjets, P., Imhof, B., Kühl, T., Pfeiffer, V., Scheiter, K., & Gemballa, S. (2010). Using static and dynamic visualizations to support the comprehension of complex dynamic phenomena in the natural sciences. In L. Verschaffel, E. de Corte, T. de Jong, & J. Elen (Eds.), Use of external representations in reasoning and problem solving: Analysis and improvement (pp. 153-168). London: Routledge. 

Jarodzka, H., Balslev, T., Holmqvist, K., Nyström, M., Scheiter, K., Gerjets, P. & Eika, B. (2010). Learning perceptual aspects of diagnosis in Medicine via eye movement modeling examples on patient video cases. In S. Ohlsson & R. Catrambone (Eds.), Proceedings of the 32nd Annual Conference of the Cognitive Science Society. Austin, TX: Cognitive Science Society.

Scheiter, K. & Eitel, A. (2010). The effects of signals on learning from text and diagrams: How looking at diagrams earlier and more frequently improves understanding. In A. K. Goel, M. Jamnik & N. H. Narayanan (Eds.), Diagrammatic representation and inference - 6th International Conference, Diagrams 2010 (LNAI 6170, pp. 264–270). Heidelberg: Springer.

Schüler, A., Scheiter, K. & Gerjets, P. (2010). Can text content influence the effectiveness of diagrams? In A. K. Goel, M. Jamnik & N. H. Narayanan (Eds.), Diagrammatic representation and inference - 6th International Conference, Diagrams 2010 (LNAI 6170, pp. 322 - 324). Heidelberg: Springer.

Schüler, A., Scheiter, K. & Gerjets, P. (2010). Does spatial verbal information interfere with picture processing in working memory? The role of the visuo-spatial sketchpad in multimedia learning. In S. Ohlsson & R. Catrambone (Eds.), Proceedings of the 32nd Annual Conference of the Cognitive Science Society. Austin, TX: Cognitive Science Society. 

Cierniak, G., Scheiter, K. & Gerjets, P. (2009). Expertise reversal in multimedia learning: Subjective load ratings and viewing behavior as cognitive process indicators In N. A. Taatgen & H. van Rijn (Eds.), Proceedings of the 31st Annual Conference of the Cognitive Science Society (pp. 1906-1911). Austin, TX: Cognitive Science Society.

Imhof, B., Scheiter, K. & Gerjets, P. (2009). Realism in dynamic, static-sequential, and static-simultaneous visualizations during knowledge acquisition on locomotion patterns. In N. A. Taatgen & H. van Rijn (Eds.), Proceedings of the 31st Annual Conference of the Cognitive Science Society (pp. 2962-2967). Austin, TX: Cognitive Science Society.

Jarodzka, H., Scheiter, K., Gerjets, P., Van Gog, T. & Dorr, M. (2009). How to convey perceptual skills by displaying experts' gaze data. In N. A. Taatgen & H. van Rijn (Eds.), Proceedings of the 31st Annual Conference of the Cognitive Science Society (pp. 2920-2925). Austin, TX: Cognitive Science Society.

Kammerer, Y., Wollny, E., Gerjets, P. & Scheiter, K. (2009). How authority-related epistemological beliefs and salience of source information influence the evaluation of web search results – An eye tracking study. In N. A. Taatgen & H. van Rijn (Eds.), Proceedings of the 31st Annual Conference of the Cognitive Science Society (pp. 2158-2163). Austin, TX: Cognitive Science Society.

Scheiter, K. (2009). Cognitive Load Theory, Cognitive Theory of Multimedia Learning, Computational Efficiency, Hypermedia, Interaktivität, Mobile Learning, Multimedia, Pädagogische Agenten, Visualisierung. In H. Häcker, K.-H. Stapf & F. Dorsch (Hrsg.), Dorsch - Psychologisches Wörterbuch (15. Aufl.). Bern: Huber.

Schüler, A., Scheiter, K. & Gerjets, P. (2009). The role of the visuo-spatial sketchpad in multimedia learning: Do spatial text contents interfere with picture processing? In N. A. Taatgen & H. van Rijn (Eds.), Proceedings of the 31st Annual Conference of the Cognitive Science Society (pp. 2704-2709). Austin, TX: Cognitive Science Society.

Jarodzka, H., Scheiter, K., Gerjets, P. & Gemballa, S. (2008). In the eyes of experts: Teaching dynamic features in biology by modeling experts’ eye movement strategies to novices. In P. A. Kirschner, F. Prins, V. Jonker & G. Kanselaar (Eds.), International Perspectives in the Learning Sciences: Cre8ing a learning world. Proceedings of the Eighth International Conference for the Learning Sciences – ICLS 2008 (Vol. 1, pp. 390-397). International Society of the Learning Sciences, Inc. (ISLS).

Kohls, C. & Scheiter, K. (2008). The psychology of patterns. Proceedings of the 2008 conference on Pattern Languages of Programs (PLoP). Nashville, Tennessee: ACM.

Opfermann, M., Scheiter, K. & Gerjets, P. (2008). The benefits of instructional support in hypermedia environments. In P. A. Kirschner, F. Prins, V. Jonker & G. Kanselaar (Eds.), International Perspectives in the Learning Sciences: Cre8ing a learning world. Proceedings of the Eighth International Conference for the Learning Sciences – ICLS 2008 (Vol. 3, pp. 301-303). International Society of the Learning Sciences, Inc. (ISLS).

Pfeiffer, V. D. I., Gemballa, S., Bizer, B., Jarodzka, H., Imhof, B., Scheiter, K. & Gerjets, P. (2008). Enhancing students’ knowledge of biodiversity in a situated mobile learning scenario: Using static and dynamic visualizations in field trips. In P. A. Kirschner, F. Prins, V. Jonker & G. Kanselaar (Eds.), International Perspectives in the Learning Sciences: Cre8ing a learning world. Proceedings of the Eighth International Conference for the Learning Sciences – ICLS 2008 (Vol. 2, pp. 204-212). International Society of the Learning Sciences, Inc. (ISLS).

Schüler, A., Scheiter, K., Gerjets, P. & Rummer, R. (2008). The modality effect in multimedia learning: Theoretical and empirical limitations. In P. A. Kirschner, F. Prins, V. Jonker & G. Kanselaar (Eds.), International Perspectives in the Learning Sciences: Cre8ing a learning world. Proceedings of the Eighth International Conference for the Learning Sciences – ICLS 2008 (Vol. 2, pp. 311-318). International Society of the Learning Sciences, Inc. (ISLS).

Scheiter, K., Wiebe, E. & Holsanova, J. (2008). Theoretical and instructional aspects of learning with visualizations. In R. Zheng (Ed.), Cognitive effects of multimedia learning (pp. 67-88). Hershey, PA: IGI Global.

Schüler, A., Scheiter, K., Gerjets, P. & Rummer, R. (2008). Does a lack of contiguity with visual text cause the modality effect in multimedia learning? In B. C. Love, K. McRae & V. M. Sloutsky (Eds.), Proceedings of the 30th Annual Conference of the Cognitive Science Society (pp. 2353-2358). Austin, TX: Cognitive Science Society.

Jarodzka, H., Scheiter, K., Gerjets, P. & Van Gog, T. (2008). How does it swim? Comparing strategies of experts and novices in fish locomotion classification. In J. Zumbach, N. Schwartz, T. Seufert & L. Kester (Eds.), Beyond knowledge: The legacy of competence (pp. 135-142). Dordrecht, the Netherlands: Springer.

Kammerer, Y., Scheiter, K. & Beinhauer, W. (2008). Looking my way through the menu: The impact of menu design and multimodal input on gaze-based menu selection. In K.-J Räihä & A. T. Duchowski (Eds.), Proceedings of the 2008 Symposium on Eye Tracking Research & Applications - ETRA (pp. 213-220). New York, NY: ACM.

Scheiter, K., Cierniak, G. & Gemballa, S. (2008). Which one is which? Learning to classify fish based on either realistic or schematic pictures and verbal cueing. In A. Maes & S. Ainsworth (Eds.)., Proceedings EARLI Special Interest Group Text and Graphics: Exploiting the opportunities - Learning with textual, graphical, and multimodal representations (pp. 119-122). Tilburg, NL: Tilburg University. Scheiter, K. & Schmidt-Weigand, F. (2008). The influence of spatial text information on learning with visualizations. In A. Maes & S. Ainsworth (Eds.)., Proceedings EARLI Special Interest Group Text and Graphics: Exploiting the opportunities - Learning with textual, graphical, and multimodal representations (pp. 123-126). Tilburg, NL: Tilburg University.

Schmidt-Weigand, F., & Scheiter, K. (2008). The influence of spatial text information on multimedia- and modality effects. In J. Zumbach, N. Schwartz, T. Seufert, & L. Kester (Eds.), Beyond knowledge: The legacy of competence (pp. 217-225). Dordrecht, The Netherlands: Springer. https://doi.org/10.1007/978-1-4020-8827-8_30 

Van Gog, T., Jarodzka, H., Scheiter, K., Gerjets, P., & Paas, F. (2008). Guiding students’ attention during example study by showing the model’s eye movements. In J. Zumbach, N. Schwartz, T. Seufert, & L. Kester (Eds.), Beyond knowledge: The legacy of competence (pp. 189-196). Dordrecht, The Netherlands: Springer. https://dx.doi.org/10.1007/978-1-4020-8827-8_26 

Scheiter, K., & Gerjets, P. (2007). Making your own order: Order effects in system- and user-controlled settings for learning and problem solving. In F. E. Ritter, J. Nerb, T. O'Shea, & E. Lehtinen (Eds.), In order to learn: How the sequence of topics influences learning (pp. 195-212). Oxford: Oxford University Press. https://doi.org/10.1093/acprof:oso/9780195178845.003.0014 

Gerjets, P., Scheiter, K. & Schuh, J. (2006). Supporting information comparisons in example-based hypertext environments. In R. Sun & N. Miyake (Eds.), Proceedings of the 28^th Annual Conference of the Cognitive Science Society (pp. 1364-1369). Mahwah, NJ: Erlbaum.

Linek, S., Gerjets, P. & Scheiter, K. (2006). Speaker/Gender Effect: Impact of the speaker’s gender on learning with narrated animationsIn R. Sun & N. Miyake (Eds.), Proceedings of the 28^th Annual Conference of the Cognitive Science Society (pp. 483-488). Mahwah, NJ: Erlbaum.

Opfermann, M., Gerjets, P., & Scheiter, K. (2006). How does hypermedia support learning? The role of different representational formats and varying levels of learner control for the applicability of multimedia design principles. In L. Markauskaite, P. Goodyear, & P. Reimann (Eds.), The 23rd Annual Conference of the Australian Society for Computers in Learning in Tertiary Education: Who's Learning? Whose Technology? (pp. 615-622). Sydney: Sydney University Press. 

Opfermann, M., Gerjets, P., & Scheiter, K. (2006). Do multimedia principles apply to hypermedia? The moderating role of different levels of learner control for the validity of multimedia design principles. In G. Clarebout, & J. Elen (Eds.), Avoiding simplicity, confronting complexity. Advances in studying and designing powerful (computer-based) learning environments (pp. 233-242). Rotterdam: Sense Publishers. https://doi.org/10.1163/9789087901189_025 

Scheiter, K., & Gerjets, P. (2006). The acquisition of problem schemata: Limitations of multiple examples. In G. Clarebout, & J. Elen (Eds.), Avoiding simplicity, confronting complexity. Advances in studying and designing powerful (computer-based) learning environments (pp. 287-296). Rotterdam: Sense Publishers. 

Scheiter, K., Gerjets, P., Vollmann, B. & Catrambone, R. (2006). A methodological alternative to media comparison studies: Linking information utilization strategies and instructional approach in hypermedia learning. In R. Sun & N. Miyake (Eds.), Proceedings of the 28^th Annual Conference of the Cognitive Science Society (pp. 2117-2122). Mahwah, NJ: Erlbaum.

Schuh, J., Gerjets, P., & Scheiter, K. (2006). Using an interactive comparison tool and dynamic visualizations of solution procedures to foster the acquisition of transferable problem-solving knowledge. In G. Clarebout, & J. Elen (Eds.), Avoiding simplicity, confronting complexity. Advances in studying and designing powerful (computer-based) learning environments (pp. 297-308). Rotterdam: Sense Publishers. 

Gerjets, P., Scheiter, K. & Catrambone, R. (2005). Augmenting worked-out examples by pictorial representations: When do they aid learning? In B. G. Bara, L. Barsalou & M. Bucciarelli (Eds.), Proceedings of the 27^th Annual Conference of the Cognitive Science Society (pp. 779-784). Mahwah, NJ: Erlbaum.

Gerjets, P., Scheiter, K., & Catrambone, R. (2005). Improving procedural transfer in mathematics with interactive animations. In L. Verschaffel, E. DeCorte, G. Kanselaar, & M. Valcke (Eds.), Powerful environments for promoting deep conceptual and strategic learning (pp. 133-145). Leuven: Leuven University Press. 

Scheiter, K. & Gerjets, P. (2005). When less is sometimes more: Optimal learning conditions are required for schema acquisition from multiple examples. In B. G. Bara, L. Barsalou & M. Bucciarelli (Eds.), Proceedings of the 27^th Annual Conference of the Cognitive Science Society (pp. 1943-1948). Mahwah, NJ: Erlbaum.

Schuh, J., Gerjets, P. & Scheiter, K. (2005). Fostering the acquisition of transferable problem-solving knowledge with an interactive comparison tool and dynamic visualizations of solution procedures. In B. G. Bara, L. Barsalou & M. Bucciarelli (Eds.), Proceedings of the 27th Annual Conference of the Cognitive Science Society (pp. 1973-1978). Mahwah, NJ: Erlbaum.

Gerjets, P., Scheiter, K., & Kleinbeck, S. (2004). Instructional examples in hypertext-based learning and problem solving: Comparing transformational and derivational approaches to example design. In H. M. Niegemann, R. Brünken, & D. Leutner (Eds.), Instructional Design for Multimedia Learning (pp. 165-179). Münster: Waxmann. https://dx.doi.org/10.1023/B:TRUC.0000021809.10236.71 

Keller, T., Gerjets, P., Scheiter, K. & Garsoffky, B. (2004). Information visualizations as learning tools. In P. Gerjets, P. A. Kirschner, J. Elen & R. Joiner (Eds.), Instructional design for effective and enjoyable computer-supported learning. Proceedings of the first joint meeting of the EARLI SIGs „Instructional Design“ and „Learning and Instruction with Computers“ [CD-ROM, pp. 269-280].Tübingen: Knowledge Media Research Center.

Keller, T., Gerjets, P., Scheiter, K. & Garsoffky, B. (2004). Information visualizations for supporting knowledge acquisition: The impact of dimensionality and color coding. In K. Forbus, D. Gentner & T. Regier (Eds.), Proceedings of the 26^th Annual Conference of the Cognitive Science Society (pp. 666-671). Mahwah, NJ: Erlbaum.

Scheiter, K. & Gerjets, P. (2004). Sequence effects in solving knowledge-rich problems: The ambiguous role of surface similarities. In R. Alterman & D. Kirsh (Eds.), Proceedings of the 25^th Annual Conference of the Cognitive Science Society (pp. 1035-1040). Mahwah, NJ: Erlbaum.

Scheiter, K., Gerjets, P. & Catrambone, R. (2004). Using visualizations to teach problem-solving skills in mathematics: Which kind of visualization works? In P. Gerjets, P. A. Kirschner, J. Elen & R. Joiner (Eds.), Instructional design for effective and enjoyable computer-supported learning. Proceedings of the first joint meeting of the EARLI SIGs „Instructional Design“ and „Learning and Instruction with Computers“ [CD-ROM, pp. 256-268]. Tübingen: Knowledge Media Research Center.

Scheiter, K., Gerjets, P. & Schuh, J. (2004). The impact of example comparisons on schema acquisition: Do learners really need multiple examples? In Y. B. Kafai, W. A. Sandoval, N. Enyedy, A. S. Nixon & F. Herrera (Eds.), Proceedings of the 6^th International Conference of the Learning Sciences (pp. 457-464). Mahwah, NJ: Erlbaum.

Schorr, T., Gerjets, P. & Scheiter, K. (2004). Analyzing effects of goal competition and task difficulty in multiple-task performance: Volitional action control within ACT-R. In R. Alterman & D. Kirsh (Eds.), Proceedings of the 25^th Annual Conference of the Cognitive Science Society (pp. 1053-1058). Mahwah, NJ: Erlbaum.

Schuh, J., Gerjets, P. & Scheiter, K. (2004). Enhancing example-based learning in hypertext environments. In K. Forbus, D. Gentner & T. Regier (Eds.), Proceedings of the 26^th Annual Conference of the Cognitive Science Society (pp. 1231-1236). Mahwah, NJ: Erlbaum.

Gerjets, P., Scheiter, K. & Catrambone, R. (2003). Reducing cognitive load and fostering cognitive skill acquisition: Benefits of category-avoiding examples. In R. Alterman & D. Kirsh (Eds.), Proceedings of the 25^th Annual Conference of the Cognitive Science Society (pp. 450-455). Mahwah, NJ: Erlbaum.

Gerjets, P., Scheiter, K. & Catrambone, R. (2003). Reducing cognitive load and fostering cognitive skill acquisition: Benefits of category-avoiding examples. In F. Schmalhofer, R. Young & G. Katz (Eds.), Proceedings of the European Cognitive Science Conference 2003 (pp. 133-139). Mahwah, NJ: Erlbaum.

Scheiter, K., Gerjets, P. & Schuh, J. (2003). Are multiple examples necessary for schema induction? In F. Schmalhofer, R. Young & G. Katz (Eds.), Proceedings of the European Cognitive Science Conference 2003 (pp. 283-288). Mahwah, NJ: Erlbaum.

Schorr, T., Gerjets, P. & Scheiter, K. (2003). Volitional action control in multiple-task performance: Modeling effects of goal competition and task difficulty in Act-R. In F. Detje, D. Dörner & H. Schaub (Eds.), Proceedings of the Fifth International Conference on Cognitive Modeling (pp. 183-188). Bamberg: Universitäts-Verlag.

Schuh, J., Gerjets, P. & Scheiter, K. (2003). Supporting learning from worked-out examples in computer-based learning environments. In F. Schmalhofer & R. Young (Eds.), Proceedings of the European Cognitive Science Conference 2003 (pp. 301-305). Mahwah, NJ: Erlbaum.

Scheiter, K. & Gerjets, P. (2002). The impact of problem order: Sequencing problems as a strategy for improving one's performance. In W. D. Gray & C. D. Schunn (Eds.), Proceedings of the 24^th Annual Conference of the Cognitive Science Society (pp. 798-803).Mahwah, NJ: Erlbaum.

Scheiter, K., Gerjets, P., & Albers, S. (2002). Ablenkung und volitionale Abschirmung beim Lernen und Problemlösen. In D. Janetzko, H. Meyer, & M. Hildebrand (Eds.), Das Experimentalpsychologische Praktikum im Labor und WWW (pp. 295-308). Göttingen: Hogrefe. 

Scheiter, K., Gerjets, P., & Heise, E. (2002). Lernen und Problemlösen in Hypertext-Umgebungen: Ablenkungseffekte durch irrelevante Informationen und Zielkonflikte. In B. Spinath & E. Heise (Eds.), Pädagogische Psychologie unter gewandelten gesellschaftlichen Bedingungen (pp. 85-99). Hamburg: Kovac. 

Schorr, T., Gerjets, P., Scheiter, K. & Laouris, Y. (2002). Designing sets of instructional examples to accomplish different goals of instruction. In W. D. Gray & C. D. Schunn (Eds.), Proceedings of the 24^th Annual Conference of the Cognitive Science Society (pp. 810-815).Mahwah, NJ: Erlbaum.

Kleinbeck, S., Gerjets, P., Scheiter, K. & Schmid, U. (2001). Einfluss derivationaler und transformationaler Beispielformate auf Beispielnutzung und Problemlöseleistung. In A. C. Zimmer, K. Lange, K. H. Bäuml, R. Loose, R. Scheuchenpflug, O. Tucha, H. Schnell & R. Findl (Hrsg.), TeaP 2001: 43. Tagung experimentell arbeitender Psychologen [CD-ROM] (S. 300-310). Regensburg: Universität Regensburg.

Gerjets, P., Scheiter, K. & Tack, W. H. (2000). Resource-adaptive selection of strategies in learning from worked-out examples. In L. R. Gleitman & A. K. Joshi (Eds.), Proceedings of the 22^nd Annual Conference of the Cognitive Science Society (pp. 161-171). Mahwah, NJ: Erlbaum.

Scheiter, K., Gerjets, P. & Heise, E. (2000). Hypertext navigation and conflicting goal intentions: Using log files to study distraction and volitional protection in learning and problem solving. In L. R. Gleitman & A. K. Joshi (Eds.), Proceedings of the 22^nd Annual Conference of the Cognitive Science Society (pp. 441-446). Mahwah, NJ: Erlbaum.

Gerjets, P., Scheiter, K. & Heise, E. (1999). Hypertext navigation and conflicting goal intentions: Distraction and volitional protection in learning and problem solving. In I. Wachsmuth & B. Jung (Eds.), KogWis99: Proceedings der 4. Fachtagung der Gesellschaft für Kognitionswissenschaft (S. 73-78). St. Augustin: Infix.

Beiträge ohne peer Review

Kunde, W., Dal Molin, J., Engel, J., Koch, S., Kollei, T., … Wolff, O. (2024). Bericht des Fachkollegiums Psychologie in der Deutschen Forschungsgemeinschaft (DFG). Psychologische Rundschau, 75(2), 171–176.

Scheiter, K. & Eder, T. F. (2022). Digitale Medien als Anstoß für Schulentwicklung. Pädagogik, 6, 18-21.