Pascal Klein
Biographic Data
| ID | 10103569 |
|---|---|
| NAME | Pascal Klein |
| GIVEN NAMES | Pascal |
| FAMILY NAME | Klein |
| SIGNATURE | KLEIN P |
| AFFILIATIONS | University of Göttingen |
| ORCID | 0000-0003-3023-1478 |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 3 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2022 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 0 |
Relationship between the cognitive load and the learning success in applying force diagrams
Introduction This paper is concerned with investigating the cognitive demands of solving force diagram tasks in different scenarios, specifically in the wind context. Methods In this study, students were trained using worked examples and then completed tasks in two different scenarios while their eye movements were monitored with eye-tracking technology. After completing the tasks, cognitive load was assessed to evaluate the impact of task comple…
Analysis of eye movements to study drawing in the context of vector fields
Research has shown that visual representations can substantially enhance the learning and understanding of STEM concepts; despite this, students tend to struggle in using them fluently and consistently. Consequently, educators advocate for explicit instructions that support the coordination of multiple representations, especially when concepts become more abstract and complex. For recent years, the drawing (or sketching) technique has received in…
Comparison of Written and Spoken Instruction to Foster Coordination between Diagram and Equation in Undergraduate Physics Education
Visual–graphical representations are used to visualise information and are therefore key components of learning materials. An important type of convention-based representation in everyday contexts as well as in science, technology, engineering, and math (STEM) disciplines are vector field plots. Based on the cognitive theory of multimedia learning, we aim to optimize an instruction with symbolical-mathematical and visual-graphical representations…
No prominent works on this page.
Comparison of Written and Spoken Instruction to Foster Coordination between Diagram and Equation in Undergraduate Physics Education
Visual–graphical representations are used to visualise information and are therefore key components of learning materials. An important type of convention-based representation in everyday contexts as well as in science, technology, engineering, and math (STEM) disciplines are vector field plots. Based on the cognitive theory of multimedia learning, we aim to optimize an instruction with symbolical-mathematical and visual-graphical representations…
Analysis of eye movements to study drawing in the context of vector fields
Research has shown that visual representations can substantially enhance the learning and understanding of STEM concepts; despite this, students tend to struggle in using them fluently and consistently. Consequently, educators advocate for explicit instructions that support the coordination of multiple representations, especially when concepts become more abstract and complex. For recent years, the drawing (or sketching) technique has received in…
Relationship between the cognitive load and the learning success in applying force diagrams
Introduction This paper is concerned with investigating the cognitive demands of solving force diagram tasks in different scenarios, specifically in the wind context. Methods In this study, students were trained using worked examples and then completed tasks in two different scenarios while their eye movements were monitored with eye-tracking technology. After completing the tasks, cognitive load was assessed to evaluate the impact of task comple…
Cognition (3 works) · Cognitive psychology (3 works) · Computer Science (3 works) · Human–computer interaction (3 works) · Psychology (3 works) · Visual and Cognitive Learning Processes (3 works) · Artificial Intelligence (2 works) · Cognitive Load (2 works) · Cognitive science (2 works) · Eye tracking (2 works)