Peter Gerjets

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Katharina ScheiterLeibniz-Institut für WissensmedienVerified email at iwm-tuebingen.de
Yvonne KammererPost Doc at Knowledge Media Research Center, GermanyVerified email at iwm-kmrc.de
Halszka JarodzkaFull Professor of Instructional Design and Online LearningVerified email at ou.nl
Richard CatramboneSchool of Psychology, Georgia Institute of TechnologyVerified email at psych.gatech.edu
Wolfgang RosenstielInformatikVerified email at uni-tuebingen.de
Tamara van GogUtrecht UniversityVerified email at uu.nl
Ulrich TrautweinUniversity of Tübingen, Universität TübingenVerified email at uni-tuebingen.de
Martin SpülerBrukerVerified email at informatik.uni-tuebingen.de
Friedrich HesseIWM Leibniz Institut für Wissensmedien (Tübingen)Verified email at iwm-tuebingen.de
Marcus NyströmLund University Humanities Lab, SwedenVerified email at humlab.lu.se
Kenneth HolmqvistProfessor of PsychologyVerified email at ur.de
Susana Ruiz FernandezProfessor, FOM University of Applied Sciences; Leibniz-Institut für WissensmedienVerified email at iwm-kmrc.de
Sven GemballaUniversity of Tuebingen Evolution and EcologyVerified email at uni-tuebingen.de
Thorsten O. ZanderLichtenberg Professor for Neuroadaptive Human-Computer Interaction at TU BrandenburgVerified email at b-tu.de
Ann-Christine EhlisUniversitätsklinikum TübingenVerified email at med.uni-tuebingen.de
Torsten SchubertHumboldt-Universität BerlinVerified email at psychologie.hu-berlin.de
Philipp MockLeibniz-Institut für Wissensmedien, TübingenVerified email at iwm-tuebingen.de
Fred PaasProfessor of Educational Psychology, Erasmus University Rotterdam / University of WollongongVerified email at essb.eur.nl
Ingo ZettlerUniversity of CopenhagenVerified email at psy.ku.dk
Paul A. KirschnerEmeritus Professor (Educational Psychology), Open University of the NetherlandsVerified email at ou.nl

Peter Gerjets

Professor für Lehr-Lernforschung, Institut für Wissensmedien

Verified email at iwm-tuebingen.de - Homepage

Learning and Instruction Embodied Learning Cognitive-Load Theory Multimodal Interaction Self regulated learning


Title Sort by citations Sort by year Sort by title	Cited by Cited by	Year
Learner control in hypermedia environments K Scheiter, P Gerjets Educational Psychology Review 19 (3), 285-307, 2007	425	2007
In the eyes of the beholder: How experts and novices interpret dynamic stimuli H Jarodzka, K Scheiter, P Gerjets, T Van Gog Learning and instruction 20 (2), 146-154, 2010	422	2010
Explaining the split-attention effect: Is the reduction of extraneous cognitive load accompanied by an increase in germane cognitive load? G Cierniak, K Scheiter, P Gerjets Computers in Human Behavior 25 (2), 315-324, 2009	402	2009
Designing instructional examples to reduce intrinsic cognitive load: Molar versus modular presentation of solution procedures P Gerjets, K Scheiter, R Catrambone Instructional Science 32 (1), 33-58, 2004	361	2004
Goal configurations and processing strategies as moderators between instructional design and cognitive load: Evidence from hypertext-based instruction P Gerjets, K Scheiter Educational psychologist 38 (1), 33-41, 2003	267	2003
Can learning from molar and modular worked examples be enhanced by providing instructional explanations and prompting self-explanations? P Gerjets, K Scheiter, R Catrambone Learning and Instruction 16 (2), 104-121, 2006	243	2006
Measuring spontaneous and instructed evaluation processes during Web search: Integrating concurrent thinking-aloud protocols and eye-tracking data P Gerjets, Y Kammerer, B Werner Learning and Instruction 21 (2), 220-231, 2011	196	2011
Learning to see: Guiding students' attention via a model's eye movements fosters learning H Jarodzka, T Van Gog, M Dorr, K Scheiter, P Gerjets Learning and Instruction 25, 62-70, 2013	193	2013
Attention guidance during example study via the model’s eye movements T Van Gog, H Jarodzka, K Scheiter, P Gerjets, F Paas Computers in Human Behavior 25 (3), 785-791, 2009	192	2009
The effects of realism in learning with dynamic visualizations K Scheiter, P Gerjets, T Huk, B Imhof, Y Kammerer Learning and Instruction 19 (6), 481-494, 2009	152	2009
Learning with hypermedia: The influence of representational formats and different levels of learner control on performance and learning behavior P Gerjets, K Scheiter, M Opfermann, FW Hesse, THS Eysink Computers in human behavior 25 (2), 360-370, 2009	138	2009
When are powerful learning environments effective? The role of learner activities and of students’ conceptions of educational technology PH Gerjets, FW Hesse International Journal of Educational Research 41 (6), 445-465, 2004	138	2004
Conveying clinical reasoning based on visual observation via eye-movement modelling examples H Jarodzka, T Balslev, K Holmqvist, M Nyström, K Scheiter, P Gerjets, ... Instructional Science 40 (5), 813-827, 2012	134	2012
The role of Internet-specific epistemic beliefs in laypersons’ source evaluations and decisions during Web search on a medical issue Y Kammerer, I Bråten, P Gerjets, HI Strømsø Computers in human behavior 29 (3), 1193-1203, 2013	132	2013
The scientific value of cognitive load theory: A research agenda based on the structuralist view of theories P Gerjets, K Scheiter, G Cierniak Educational Psychology Review 21 (1), 43-54, 2009	129	2009
Information visualizations for knowledge acquisition: The impact of dimensionality and color coding T Keller, P Gerjets, K Scheiter, B Garsoffky Computers in Human Behavior 22 (1), 43-65, 2006	126	2006
Effects of search interface and Internet-specific epistemic beliefs on source evaluations during Web search for medical information: An eye-tracking study Y Kammerer, P Gerjets Behaviour & Information Technology 31 (1), 83-97, 2012	119	2012
Making the abstract concrete: Visualizing mathematical solution procedures K Scheiter, P Gerjets, R Catrambone Computers in human behavior 22 (1), 9-25, 2006	118	2006
Can differences in learning strategies explain the benefits of learning from static and dynamic visualizations? T Kühl, K Scheiter, P Gerjets, S Gemballa Computers & Education 56 (1), 176-187, 2011	111	2011
Cognitive state monitoring and the design of adaptive instruction in digital environments: lessons learned from cognitive workload assessment using a passive brain-computer … P Gerjets, C Walter, W Rosenstiel, M Bogdan, TO Zander Frontiers in neuroscience 8, 385, 2014	108	2014

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