Maik Beege
Datos Biográficos
| ID | 5791441 |
|---|---|
| NOMBRE | Maik Beege |
| NOMBRES | Maik |
| APELLIDO | Beege |
| FIRMA | BEEGE M |
| AFILIACIONES | University of Education Freiburg |
| ORCID | 0000-0001-5335-3174 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 20 |
| TOTAL DE CITAS | 0 |
| TOTAL COMO AUTOR | 20 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2018 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 0 |
Challenging the notion of a general disfluency effect
Introduction The disfluency effect proposes that deliberately introducing challenges or difficulties into the learning process can be advantageous. Particularly, perceptual disfluency (e.g., harder to read fonts) might affect learning positively. However, an ongoing debate persists regardxing the robustness of this effect, as some studies have failed to replicate it or have uncovered opposing outcomes. Methods To investigate potential moderators …
Scaffolding Generative AI as a Tutor
Generative artificial intelligence (AI) is increasingly used in higher education as an interactive tutoring partner rather than a passive information tool. While AI offers opportunities to support learning, concerns remain regarding cognitive offloading, reduced engagement, and unreflective use. Although instructional scaffolding is a well-established design principle for supporting complex learning, its role in shaping cognitive and metacognitiv…
Learning from erroneous worked examples
Improving learning from instructional videos in primary education
According to the Cognitive Load Theory as well as research regarding cognitive development in childhood, the use of instructional videos in primary education brings challenges. Particularly, primary students should be supported to maintain their attention on the instructional information. In the current experiment, performing a mindfulness meditation before video reception was investigated as a short intervention to promote subsequent learning-re…
Learning from interactive video
Recent research has shown that enhancing instructional videos with questions, such as self-explanation prompts, and thus shifting the process from receptive to constructive learning, is beneficial to learning. However, the inclusion of questions is often confounded with the implementation of learner pacing through navigation features. Furthermore, previous studies have often not controlled for learning time. To address these shortcomings, an expe…
Instructor presence in instructional videos in higher education
In formal educational settings, such as online university lectures, instructional videos often consist of PowerPoint slides accompanied by a video or audio explanation from the instructor. It has been assumed that the social cues provided by the instructor’s video may facilitate affective processes and affect learning outcomes. Research on instructor presence in instructional videos has focused primarily on laboratory and online studies that are …
Improving e-learning websites
Introduction Results from experimental research in instructional psychology imply that a deep menu structure of a e-learning website may provide useful segmentation. However, menu depth also increases the need for navigation and thus, might have impairing effects on learning. Furthermore, instructional support can be provided by including a checklist, to ensure that learners reflect on their study progress. The study aimed at investigating which …
Emotional design of pedagogical agents
Pedagogical agents were found to enhance learning but studies on the emotional effects of such agents are still missing. While first results show that pedagogical agents with an emotionally positive design might especially foster learning, these findings might depend on the gender of the agent and the learner. This study investigated whether emotional expressions performed by an on-screen instructor were able to increase learning outcomes while c…
Exploring the effects of content-related segmentations and metacognitive prompts on learning with whiteboard animations
The Cognitive-Affective-Social Theory of Learning in digital Environments (CASTLE)
For a long time, research on individuals learning in digital environments was primarily based on cognitive-oriented theories. This paper aims at providing evidence that social processes affect individual learning with digital materials. Based on these theories and empirical results, a social-processes-augmented theory is suggested: the Cognitive-Affective-Social Theory of Learning in digital Environments (CASTLE). This CASTLE postulates that soci…
How the design and complexity of concept maps influence cognitive learning processes
Concept maps are assumed to enhance learning as their inherent structure makes relations between information more salient. Nevertheless, research on how to design concept maps as conducive to learning as possible is still rare. In particular, the salience of spatial arrangement of thematically related concepts within the map as well as the complexity of the map were found to be central design elements that influence learning. This study aimed to …
The impact of video lecturers’ nonverbal communication on learning – An experiment on gestures and facial expressions of pedagogical agents
How instructors influence learning with instructional videos - The importance of professional appearance and communication
Is There a (Dis-)Fluency Effect in Learning With Handwritten Instructional Texts? Evidence From Three Studies
The disfluency effect postulates that intentionally inserted desirable difficulties can have a beneficial effect on learning. Nevertheless, there is an ongoing discussion about the emergence of this effect since studies could not replicate this effect or even found opposite effects. To clarify boundary effects of the disfluency effect and to investigate potential social effects of disfluency operationalized through handwritten material, three stu…
The influence of affective decorative pictures on learning statistics online
Statistical concepts are quite abstract and difficult for students to understand, leading to high examination failure rates. This study investigated whether the use of decorative pictures during online learning could enhance learning performance or reduce cognitive load. Although many multimedia studies showed the negative influences of decorative pictures, the pictures enhanced learning if they induced learning-relevant emotions and were integra…
A Review of Photogrammetry and Photorealistic 3D Models in Education From a Psychological Perspective
Until sufficient practical experience and documented examples are available, emerging technological methods to create educational content typically require in-depth knowledge from different fields in order to apply them in the most beneficial way. The method of creating photorealistic 3D models (PR3DMs) of real-world objects with the methods of photogrammetry is an example of such emerging technologies. This paper discusses the fundamental concep…
Does the effect of enthusiasm in a pedagogical Agent's voice depend on mental load in the Learner's working memory
Investigating the effects of beat and deictic gestures of a lecturer in educational videos
The retrieval-enhancing effects of decorative pictures as memory cues in multimedia learning videos and subsequent performance tests
Many (digital) learning materials are often based on a combination of text and pictures, whereby pictures often only serve a decorative (learning-irrelevant) function. Such decorative pictures were proven as detrimental for learning success. In contrast, research on retrieval cues (also known as memory cues) showed that a visual-semantic connection between the learning information and additional pictures might help to foster later retrieval proce…
A meta-analysis of how signaling affects learning with media
Sin obras prominentes en esta página.
A meta-analysis of how signaling affects learning with media
A Review of Photogrammetry and Photorealistic 3D Models in Education From a Psychological Perspective
Until sufficient practical experience and documented examples are available, emerging technological methods to create educational content typically require in-depth knowledge from different fields in order to apply them in the most beneficial way. The method of creating photorealistic 3D models (PR3DMs) of real-world objects with the methods of photogrammetry is an example of such emerging technologies. This paper discusses the fundamental concep…
Does the effect of enthusiasm in a pedagogical Agent's voice depend on mental load in the Learner's working memory
Investigating the effects of beat and deictic gestures of a lecturer in educational videos
The retrieval-enhancing effects of decorative pictures as memory cues in multimedia learning videos and subsequent performance tests
Many (digital) learning materials are often based on a combination of text and pictures, whereby pictures often only serve a decorative (learning-irrelevant) function. Such decorative pictures were proven as detrimental for learning success. In contrast, research on retrieval cues (also known as memory cues) showed that a visual-semantic connection between the learning information and additional pictures might help to foster later retrieval proce…
Is There a (Dis-)Fluency Effect in Learning With Handwritten Instructional Texts? Evidence From Three Studies
The disfluency effect postulates that intentionally inserted desirable difficulties can have a beneficial effect on learning. Nevertheless, there is an ongoing discussion about the emergence of this effect since studies could not replicate this effect or even found opposite effects. To clarify boundary effects of the disfluency effect and to investigate potential social effects of disfluency operationalized through handwritten material, three stu…
The influence of affective decorative pictures on learning statistics online
Statistical concepts are quite abstract and difficult for students to understand, leading to high examination failure rates. This study investigated whether the use of decorative pictures during online learning could enhance learning performance or reduce cognitive load. Although many multimedia studies showed the negative influences of decorative pictures, the pictures enhanced learning if they induced learning-relevant emotions and were integra…
The Cognitive-Affective-Social Theory of Learning in digital Environments (CASTLE)
For a long time, research on individuals learning in digital environments was primarily based on cognitive-oriented theories. This paper aims at providing evidence that social processes affect individual learning with digital materials. Based on these theories and empirical results, a social-processes-augmented theory is suggested: the Cognitive-Affective-Social Theory of Learning in digital Environments (CASTLE). This CASTLE postulates that soci…
How the design and complexity of concept maps influence cognitive learning processes
Concept maps are assumed to enhance learning as their inherent structure makes relations between information more salient. Nevertheless, research on how to design concept maps as conducive to learning as possible is still rare. In particular, the salience of spatial arrangement of thematically related concepts within the map as well as the complexity of the map were found to be central design elements that influence learning. This study aimed to …
The impact of video lecturers’ nonverbal communication on learning – An experiment on gestures and facial expressions of pedagogical agents
How instructors influence learning with instructional videos - The importance of professional appearance and communication
Improving e-learning websites
Introduction Results from experimental research in instructional psychology imply that a deep menu structure of a e-learning website may provide useful segmentation. However, menu depth also increases the need for navigation and thus, might have impairing effects on learning. Furthermore, instructional support can be provided by including a checklist, to ensure that learners reflect on their study progress. The study aimed at investigating which …
Emotional design of pedagogical agents
Pedagogical agents were found to enhance learning but studies on the emotional effects of such agents are still missing. While first results show that pedagogical agents with an emotionally positive design might especially foster learning, these findings might depend on the gender of the agent and the learner. This study investigated whether emotional expressions performed by an on-screen instructor were able to increase learning outcomes while c…
Exploring the effects of content-related segmentations and metacognitive prompts on learning with whiteboard animations
Instructor presence in instructional videos in higher education
In formal educational settings, such as online university lectures, instructional videos often consist of PowerPoint slides accompanied by a video or audio explanation from the instructor. It has been assumed that the social cues provided by the instructor’s video may facilitate affective processes and affect learning outcomes. Research on instructor presence in instructional videos has focused primarily on laboratory and online studies that are …
Improving learning from instructional videos in primary education
According to the Cognitive Load Theory as well as research regarding cognitive development in childhood, the use of instructional videos in primary education brings challenges. Particularly, primary students should be supported to maintain their attention on the instructional information. In the current experiment, performing a mindfulness meditation before video reception was investigated as a short intervention to promote subsequent learning-re…
Learning from interactive video
Recent research has shown that enhancing instructional videos with questions, such as self-explanation prompts, and thus shifting the process from receptive to constructive learning, is beneficial to learning. However, the inclusion of questions is often confounded with the implementation of learner pacing through navigation features. Furthermore, previous studies have often not controlled for learning time. To address these shortcomings, an expe…
Challenging the notion of a general disfluency effect
Introduction The disfluency effect proposes that deliberately introducing challenges or difficulties into the learning process can be advantageous. Particularly, perceptual disfluency (e.g., harder to read fonts) might affect learning positively. However, an ongoing debate persists regardxing the robustness of this effect, as some studies have failed to replicate it or have uncovered opposing outcomes. Methods To investigate potential moderators …
Scaffolding Generative AI as a Tutor
Generative artificial intelligence (AI) is increasingly used in higher education as an interactive tutoring partner rather than a passive information tool. While AI offers opportunities to support learning, concerns remain regarding cognitive offloading, reduced engagement, and unreflective use. Although instructional scaffolding is a well-established design principle for supporting complex learning, its role in shaping cognitive and metacognitiv…
Learning from erroneous worked examples
Psychology (15 obras) · Cognition (14 obras) · Visual and Cognitive Learning Processes (14 obras) · Cognitive psychology (13 obras) · Computer Science (12 obras) · Innovative Teaching and Learning Methods (11 obras) · Artificial Intelligence (7 obras) · Metacognition (7 obras) · Multimedia (7 obras) · Cognitive Load (6 obras)