Alexander Eitel
Alexander Eitel
University of Giessen, Department of Educational Psychology
Verified email at psychol.uni-giessen.de
Title
Cited by
Cited by
Year
How a picture facilitates the process of learning from text: Evidence for scaffolding
A Eitel, K Scheiter, A Schüler, M Nyström, K Holmqvist
Learning and Instruction 28, 48-63, 2013
1282013
Signals foster multimedia learning by supporting integration of highlighted text and diagram elements
K Scheiter, A Eitel
Learning and Instruction 36, 11-26, 2015
962015
Signaling text-picture relations in multimedia learning: A comprehensive meta-analysis
J Richter, K Scheiter, A Eitel
Educational Research Review 17, 19-36, 2016
882016
How inspecting a picture affects processing of text in multimedia learning
A Eitel, K Scheiter, A Schüler
Applied Cognitive Psychology 27 (4), 451-461, 2013
722013
Picture or text first? Explaining sequence effects when learning with pictures and text
A Eitel, K Scheiter
Educational psychology review 27 (1), 153-180, 2015
682015
Disfluency meets cognitive load in multimedia learning: Does harder‐to‐read mean better‐to‐understand?
A Eitel, T Kühl, K Scheiter, P Gerjets
Applied Cognitive Psychology 28 (4), 488-501, 2014
562014
How repeated studying and testing affects multimedia learning: Evidence for adaptation to task demands
A Eitel
Learning and Instruction 41, 70-84, 2016
412016
Effects of disfluency on cognitive and metacognitive processes and outcomes
T Kühl, A Eitel
Metacognition and Learning 11 (1), 1-13, 2016
362016
Identifying processes underlying the multimedia effect in testing: An eye-movement analysis
MA Lindner, A Eitel, B Strobel, O Köller
Learning and instruction 47, 91-102, 2017
342017
The impact of disfluency, pacing, and students’ need for cognition on learning with multimedia
T Kühl, A Eitel, G Damnik, H Körndle
Computers in Human Behavior 35, 189-198, 2014
322014
Tracking the decision‐making process in multiple‐choice assessment: Evidence from eye movements
MA Lindner, A Eitel, GB Thoma, IM Dalehefte, JM Ihme, O Köller
Applied Cognitive Psychology 28 (5), 738-752, 2014
292014
The effects of signals on learning from text and diagrams: How looking at diagrams earlier and more frequently improves understanding
K Scheiter, A Eitel
International Conference on Theory and Application of Diagrams, 264-270, 2010
292010
Effects of disfluency and test expectancy on learning with text
A Eitel, T Kühl
Metacognition and Learning 11 (1), 107-121, 2016
282016
The multimedia effect and its stability over time
J Schweppe, A Eitel, R Rummer
Learning and Instruction 38, 24-33, 2015
282015
Do drawing tasks improve monitoring and control during learning from text?
K Schleinschok, A Eitel, K Scheiter
Learning and Instruction 51, 10-25, 2017
272017
The use of eye tracking as a research and instructional tool in multimedia learning
K Scheiter, A Eitel
Eye-tracking technology applications in educational research, 143-164, 2017
252017
Why do learners who draw perform well? Investigating the role of visualization, generation and externalization in learner-generated drawing
SP Schmidgall, A Eitel, K Scheiter
Learning and Instruction 60, 138-153, 2019
232019
The time course of information extraction from instructional diagrams
A Eitel, K Scheiter, A Schueler
Perceptual and Motor Skills 115 (3), 677-701, 2012
212012
Are seductive details seductive only when you think they are relevant? An experimental test of the moderating role of perceived relevance
A Eitel, L Bender, A Renkl
Applied Cognitive Psychology 33 (1), 20-30, 2019
192019
A call for an unbiased search for moderators in disfluency research: reply to Oppenheimer and Alter (2014)
T Kühl, A Eitel, K Scheiter, P Gerjets
Applied Cognitive Psychology 28 (5), 805-806, 2014
172014
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