Alexander Eitel
Alexander Eitel
University of Giessen, Department of Educational Psychology
Verified email at
Cited by
Cited by
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
Signaling text-picture relations in multimedia learning: A comprehensive meta-analysis
J Richter, K Scheiter, A Eitel
Educational Research Review 17, 19-36, 2016
Signals foster multimedia learning by supporting integration of highlighted text and diagram elements
K Scheiter, A Eitel
Learning and Instruction 36, 11-26, 2015
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
How inspecting a picture affects processing of text in multimedia learning
A Eitel, K Scheiter, A Schueler
Applied Cognitive Psychology 27 (4), 451-461, 2013
Disfluency meets cognitive load in multimedia learning: Does harder‐to‐read mean better‐to‐understand?
A Eitel, T Kuehl, K Scheiter, P Gerjets
Applied Cognitive Psychology 28 (4), 488-501, 2014
How repeated studying and testing affects multimedia learning: Evidence for adaptation to task demands
A Eitel
Learning and Instruction 41, 70-84, 2016
Effects of disfluency on cognitive and metacognitive processes and outcomes
T Kühl, A Eitel
Metacognition and Learning 11 (1), 1-13, 2016
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
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
Do drawing tasks improve monitoring and control during learning from text?
K Schleinschok, A Eitel, K Scheiter
Learning and Instruction 51, 10-25, 2017
The impact of disfluency, pacing, and students’ need for cognition on learning with multimedia
T Kuehl, A Eitel, G Damnik, H Koerndle
Computers in Human Behavior 35, 189-198, 2014
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
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
Effects of disfluency and test expectancy on learning with text
A Eitel, T Kühl
Metacognition and Learning 11 (1), 107-121, 2016
The multimedia effect and its stability over time
J Schweppe, A Eitel, R Rummer
Learning and Instruction 38, 24-33, 2015
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
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
An integrative study on learning and testing with multimedia: Effects on students’ performance and metacognition
MA Lindner, A Eitel, J Barenthien, O Köller
Learning and Instruction 71, 101100, 2021
The time course of information extraction from instructional diagrams
A Eitel, K Scheiter, A Schueler
Perceptual and Motor Skills 115 (3), 677-701, 2012
The system can't perform the operation now. Try again later.
Articles 1–20