Roland Brünken
Biographic Data
| ID | 2746663 |
|---|---|
| NAME | Roland Brünken |
| GIVEN NAMES | Roland |
| FAMILY NAME | Brünken |
| SIGNATURE | BRÜNKEN R |
| AFFILIATIONS | Saarland University |
| ORCID | 0000-0001-6038-8746 |
| VERIFIED | Yes |
| TOTAL WORKS | 17 |
| TOTAL CITATIONS | 8 |
| AUTHOR COUNT | 17 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2003 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
A Systematic Review of Empirical Research on Graphing Numerical Data in K–12 STEM Education
Graphs are essential representations in the professions and education concerning the science, technology, engineering, and mathematics (STEM) disciplines. Beyond their academic relevance, graphs find extensive utility in everyday scenarios, ranging from news media to educational materials. The ability to understand graphs is connected to the ability to create graphs. In school education, particularly in STEM subjects, not only the understanding b…
Nö, das wäre jetzt die Reflexion, die ich zu bieten habe.“ – Ein skripttheoretischer Ansatz zur Konzeptualisierung des Reflexionsprozesses
Reflexionskompetenz gilt als zentrale Voraussetzung professionellen Handelns von Lehrkräften. Der Reflexionsprozess als Basis zur Beurteilung von Reflexionskompetenz wurde bislang jedoch wenig untersucht. Der vorliegende Beitrag verfolgte das Ziel, ein theoretisch fundiertes Modell zur Analyse des Reflexionsprozesses empirisch zu erproben. Die Grundlage bildete ein skripttheoretischer Ansatz, mit dem Reflexion als komplexer, kognitiver Prozess an…
Quality of Reflections on Teaching: Approaches to Its Measurement and Low-Threshold Promotion
The present study introduces a multidimensional approach to describing the composition of reflections, addressing previous inconsistencies in operationalization. The multidimensional approach was empirically explored in comparison to unidimensional reflection quality measures and examined in relation to reflection-related dispositions. Given the challenges of promoting reflection in teachers’ daily practice, low-threshold interventions—repeated p…
The Role of Cognitive Learner Prerequisites for Cognitive Load and Learning Outcomes in AR-Supported Lab Work
Augmented Reality (AR) can enhance student-centered lab work by bridging the spatial and temporal split between virtual information and observed real-world phenomena. While the Cognitive Theory of Multimedia Learning and the Cognitive Load Theory suggest that AR can reduce extraneous cognitive load (ECL) and foster learning, the empirical results remain inconsistent. This re-analysis of three related studies with different target groups and AR de…
Measuring (meta)cognitive processes in multimedia learning: Matching eye tracking metrics and think‐aloud protocols in case of seductive details
Assessment of noticing of classroom disruptions: A multi-methods approach
Teachers’ noticing as a basic precondition for effective teaching is characterized by focusing on relevant events in the classroom and ignoring the irrelevant. In recent years, many researchers have used eye-tracking methodology in classroom observations to gather information about the continuous attentional processes of teachers. Despite the general validity of the eye–mind assumption, methodological triangulation is necessary to draw conclusion…
Digital ink and differentiated subjective ratings for cognitive load measurement in middle childhood
BackgroundNew methods are constantly being developed to adapt cognitive load measurement to different contexts. However, research on middle childhood students' cognitive load measurement is rare. Research indicates that the three cognitive load dimensions (intrinsic, extraneous, and germane) can be measured well in adults and teenagers using differentiated subjective rating instruments. Moreover, digital ink recorded by smartpens could serve as a…
Professional Vision and the Compensatory Effect of a Minimal Instructional Intervention: A Quasi-Experimental Eye-Tracking Study With Novice and Expert Teachers
The early recognition of potential disruptions in learning environments is of great importance for the proactive control of the teaching process and maximizing learning outcomes. The professional competence of (prospective) teachers is required for successful classroom management. Teachers’ professional vision (PV) serves as a link between their knowledge and classroom management behavior. Expertise research in different domains has shown that ex…
Comparing Two Subjective Rating Scales Assessing Cognitive Load During Technology-Enhanced STEM Laboratory Courses
Cognitive load theory is considered universally applicable to all kinds of learning scenarios. However, instead of a universal method for measuring cognitive load that suits different learning contexts or target groups, there is a great variety of assessment approaches. Particularly common are subjective rating scales, which even allow for measuring the three assumed types of cognitive load in a differentiated way. Although these scales have been…
Professional knowledge and task instruction specificity as influencing factors of prospective teachers' professional vision
Does thinking-aloud affect learning, visual information processing and cognitive load when learning with seductive details as expected from self-regulation perspective
Homogeneous and heterogeneous multiple representations in equation‐solving problems: An eye‐tracking study
Multiple external representations (MERs) play an important role in the learning field of mathematics. Whereas the cognitive theory of multimedia learning and the integrative text and picture comprehension model assume that the heterogeneous combination of symbolic and analogous representations fosters learning; the design, functions, and tasks framework holds that learning benefits depend on the specific functions of MERs. The current paper descr…
The use of augmented reality to foster conceptual knowledge acquisition in STEM laboratory courses—Theoretical background and empirical results
Learning with hands‐on experiments can be supported by providing essential information virtually during lab work. Augmented reality (AR) appears especially suitable for presenting information during experimentation, as it can be used to integrate both physical and virtual lab work. Virtual information can be displayed in close spatial proximity to the correspondent components in the experimentation environment, thereby ensuring a basic design pri…
Pädagogische Psychologie - Lernen und Lehren
Person-job fit in the field of teacher education – An analysis of vocational interests and requirements among novice and professional science and language teachers
Investigating effects of the quality of field experiences and personality on perceived teaching skills in German pre-service teachers for secondary schools
Direct Measurement of Cognitive Load in Multimedia Learning
Cognitive load theory (CLT) is gaining increasing importance in the design and evaluation of instruction, both traditional and technology based. Although it is well understood as a theoretical construct, the measurement of cognitive load induced by instructional materials in general, and by multimedia instruction in particular, mainly relies on methods that are either indirect, subjective, or both. Integrating aspects of CLT, working memory resea…
Person-job fit in the field of teacher education – An analysis of vocational interests and requirements among novice and professional science and language teachers
Investigating effects of the quality of field experiences and personality on perceived teaching skills in German pre-service teachers for secondary schools
Digital ink and differentiated subjective ratings for cognitive load measurement in middle childhood
BackgroundNew methods are constantly being developed to adapt cognitive load measurement to different contexts. However, research on middle childhood students' cognitive load measurement is rare. Research indicates that the three cognitive load dimensions (intrinsic, extraneous, and germane) can be measured well in adults and teenagers using differentiated subjective rating instruments. Moreover, digital ink recorded by smartpens could serve as a…
Professional knowledge and task instruction specificity as influencing factors of prospective teachers' professional vision
Direct Measurement of Cognitive Load in Multimedia Learning
Cognitive load theory (CLT) is gaining increasing importance in the design and evaluation of instruction, both traditional and technology based. Although it is well understood as a theoretical construct, the measurement of cognitive load induced by instructional materials in general, and by multimedia instruction in particular, mainly relies on methods that are either indirect, subjective, or both. Integrating aspects of CLT, working memory resea…
Investigating effects of the quality of field experiences and personality on perceived teaching skills in German pre-service teachers for secondary schools
Person-job fit in the field of teacher education – An analysis of vocational interests and requirements among novice and professional science and language teachers
Pädagogische Psychologie - Lernen und Lehren
Does thinking-aloud affect learning, visual information processing and cognitive load when learning with seductive details as expected from self-regulation perspective
Homogeneous and heterogeneous multiple representations in equation‐solving problems: An eye‐tracking study
Multiple external representations (MERs) play an important role in the learning field of mathematics. Whereas the cognitive theory of multimedia learning and the integrative text and picture comprehension model assume that the heterogeneous combination of symbolic and analogous representations fosters learning; the design, functions, and tasks framework holds that learning benefits depend on the specific functions of MERs. The current paper descr…
The use of augmented reality to foster conceptual knowledge acquisition in STEM laboratory courses—Theoretical background and empirical results
Learning with hands‐on experiments can be supported by providing essential information virtually during lab work. Augmented reality (AR) appears especially suitable for presenting information during experimentation, as it can be used to integrate both physical and virtual lab work. Virtual information can be displayed in close spatial proximity to the correspondent components in the experimentation environment, thereby ensuring a basic design pri…
Comparing Two Subjective Rating Scales Assessing Cognitive Load During Technology-Enhanced STEM Laboratory Courses
Cognitive load theory is considered universally applicable to all kinds of learning scenarios. However, instead of a universal method for measuring cognitive load that suits different learning contexts or target groups, there is a great variety of assessment approaches. Particularly common are subjective rating scales, which even allow for measuring the three assumed types of cognitive load in a differentiated way. Although these scales have been…
Professional knowledge and task instruction specificity as influencing factors of prospective teachers' professional vision
Professional Vision and the Compensatory Effect of a Minimal Instructional Intervention: A Quasi-Experimental Eye-Tracking Study With Novice and Expert Teachers
The early recognition of potential disruptions in learning environments is of great importance for the proactive control of the teaching process and maximizing learning outcomes. The professional competence of (prospective) teachers is required for successful classroom management. Teachers’ professional vision (PV) serves as a link between their knowledge and classroom management behavior. Expertise research in different domains has shown that ex…
Assessment of noticing of classroom disruptions: A multi-methods approach
Teachers’ noticing as a basic precondition for effective teaching is characterized by focusing on relevant events in the classroom and ignoring the irrelevant. In recent years, many researchers have used eye-tracking methodology in classroom observations to gather information about the continuous attentional processes of teachers. Despite the general validity of the eye–mind assumption, methodological triangulation is necessary to draw conclusion…
Digital ink and differentiated subjective ratings for cognitive load measurement in middle childhood
BackgroundNew methods are constantly being developed to adapt cognitive load measurement to different contexts. However, research on middle childhood students' cognitive load measurement is rare. Research indicates that the three cognitive load dimensions (intrinsic, extraneous, and germane) can be measured well in adults and teenagers using differentiated subjective rating instruments. Moreover, digital ink recorded by smartpens could serve as a…
The Role of Cognitive Learner Prerequisites for Cognitive Load and Learning Outcomes in AR-Supported Lab Work
Augmented Reality (AR) can enhance student-centered lab work by bridging the spatial and temporal split between virtual information and observed real-world phenomena. While the Cognitive Theory of Multimedia Learning and the Cognitive Load Theory suggest that AR can reduce extraneous cognitive load (ECL) and foster learning, the empirical results remain inconsistent. This re-analysis of three related studies with different target groups and AR de…
Measuring (meta)cognitive processes in multimedia learning: Matching eye tracking metrics and think‐aloud protocols in case of seductive details
Quality of Reflections on Teaching: Approaches to Its Measurement and Low-Threshold Promotion
The present study introduces a multidimensional approach to describing the composition of reflections, addressing previous inconsistencies in operationalization. The multidimensional approach was empirically explored in comparison to unidimensional reflection quality measures and examined in relation to reflection-related dispositions. Given the challenges of promoting reflection in teachers’ daily practice, low-threshold interventions—repeated p…
A Systematic Review of Empirical Research on Graphing Numerical Data in K–12 STEM Education
Graphs are essential representations in the professions and education concerning the science, technology, engineering, and mathematics (STEM) disciplines. Beyond their academic relevance, graphs find extensive utility in everyday scenarios, ranging from news media to educational materials. The ability to understand graphs is connected to the ability to create graphs. In school education, particularly in STEM subjects, not only the understanding b…
Nö, das wäre jetzt die Reflexion, die ich zu bieten habe.“ – Ein skripttheoretischer Ansatz zur Konzeptualisierung des Reflexionsprozesses
Reflexionskompetenz gilt als zentrale Voraussetzung professionellen Handelns von Lehrkräften. Der Reflexionsprozess als Basis zur Beurteilung von Reflexionskompetenz wurde bislang jedoch wenig untersucht. Der vorliegende Beitrag verfolgte das Ziel, ein theoretisch fundiertes Modell zur Analyse des Reflexionsprozesses empirisch zu erproben. Die Grundlage bildete ein skripttheoretischer Ansatz, mit dem Reflexion als komplexer, kognitiver Prozess an…
Psychology (15 works) · Computer Science (10 works) · Visual and Cognitive Learning Processes (10 works) · Cognition (8 works) · Cognitive psychology (8 works) · Cognitive Load (7 works) · Artificial Intelligence (6 works) · Mathematics education (6 works) · Human–computer interaction (5 works) · Empirical research (3 works)