Katharina Scheiter
Biographic Data
| ID | 2747586 |
|---|---|
| NAME | Katharina Scheiter |
| GIVEN NAMES | Katharina |
| FAMILY NAME | Scheiter |
| SIGNATURE | SCHEITER K |
| AFFILIATIONS | University of Potsdam |
| ORCID | 0000-0002-9397-7544 |
| VERIFIED | Yes |
| TOTAL WORKS | 42 |
| TOTAL CITATIONS | 11 |
| WORKS AS AUTHOR | 41 |
| WORKS AS EDITOR | 1 |
| FIRST PUBLICATION YEAR | 2016 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
From Passive to Metacognitive
The current study presents a theory-driven, person-centered analysis of the relationship between different modes of cognitive and metacognitive engagement and immediate and delayed knowledge in chemistry. In a classroom study with high ecological validity, we inferred cognitive and metacognitive engagement from log files of secondary school students’ ( N = 235) activities completed within the context of a digital chemistry textbook. We used the I…
On the challenges of investigating lasting learning
This commentary discusses the special issue “Toward lasting learning: Cognitive mechanisms and instructional means to maintain the outcomes of meaningful learning”. The call for this special issue specified the following prerequisites for the single contributions. First, they should test theoretical assumptions about the conditions and processes of meaningful lasting learning. Second, they should use authentic educational materials. Third, lastin…
Paper-pencil vs. e-exams
Background There is well-documented empirical evidence of the screen inferiority effect, reflected in lower performance and a stronger metacognitive bias for reading or solving problems on screen than on paper. Shallow processing of information presented on-screen serves as an explanation. In this vein, previous studies suggested in-depth processing as a boundary condition under which screen inferiority does not occur. Aims As previous research h…
Optimising learning from interactive visualisations with drawing prompts
Interactive visualisations (IVs) have demonstrated success for improving learning in science classrooms. However, for this success to be realised, it is important that learners adopt an effective learning strategy. In three studies, we explored if drawing is such a strategy and, if so, what scaffolds might enhance its use. Compared to drawing from written text where almost invariably drawing is helpful, extant research on the efficacy of drawing …
Seductive Details Behind Hyperlinks—Harmful or Helpful for Learning
High scaffolding of an unfamiliar strategy improves conceptual learning but reduces enjoyment compared to low scaffolding and strategy freedom
Adaptive learning systems support students in acquiring complex skills, provided they deliver appropriate instructional support, such as scaffolding. Few studies have examined whether the optimal level of scaffolding depends on the system’s support for strategies familiar to the learner—a situation that often arises when students use software developed abroad or aligned with a different curriculum. The present study experimentally compared learni…
Combining non-interactive teaching and drawing fosters conceptual knowledge but not monitoring accuracy from guided inquiry in science learning
Lehrkräftefortbildungen im Kontext digitaler Medien
Lehrkräftefortbildungen sind entscheidend für die Weiterentwicklung professioneller Kompetenzen von Lehrkräften sowie für qualitätsvolles Unterrichtshandeln. Studien verweisen auch auf die Bedeutsamkeit von Fortbildungen, die sich mit digitalbezogenen Themen befassen. Wenige Befunde existieren allerdings darüber, ob und wie die digital gestützte Unterrichtsgestaltung oder digitale Kompetenzen von Lehrkräften abhängig vom Fortbildungsthema variier…
Stichwort
In den vergangenen Jahren hat die Bedeutung digitaler Medien nicht nur im Alltag sondern auch in Schule und Unterricht stark zugenommen. Dies zeigte sich insbesondere während der Corona-Pandemie, als der Unterricht teils ausschließlich über digitale Medien durchgeführt wurde. Neben der Veränderung von Unterricht entstanden gleichzeitig auch neue Konzepte von Fortbildungen für Lehrkräfte, denn etablierte Präsenzangebote waren für bestimmte Zeiträu…
Feasibility of adaptive teaching with technology
Adaptive teaching is regarded to address students' heterogeneity in schools and to individually support their learning. Technology may help to teach adaptively. However, it is still unclear whether realizing adaptive teaching with technology is a feasible teaching practice in real-world classrooms. More importantly, it is an open question which boundary conditions constrain the feasibility of adaptive teaching with technology. We realized a four-…
Enhancing pre-service teachers’ technological pedagogical content knowledge (TPACK)
For meaningful technology-enhanced teaching, teachers need to systematically integrate the basic components of content, pedagogical and technological knowledge. To motivationally foster knowledge integration, we tested the effectiveness of a utility-value intervention in two experiments (laboratory: N = 43, online: N = 115) within German pre-service teacher education. Teachers randomly either received the utility-intervention or not. Afterwards a…
Let's talk evidence – The case for combining inquiry-based and direct instruction
Many studies investigating inquiry learning in science domains have appeared over the years. Throughout this period, inquiry learning has been regularly criticized by scholars who favor direct instruction over inquiry learning. In this vein, Zhang, Kirschner, Cobern, and Sweller (2022) recently asserted that direct instruction is overall superior to inquiry-based instruction and reproached policy makers for ignoring this fact. In the current arti…
Will, skills, or conscientiousness
To unfold the potential of learning with technology in classrooms, teachers must be prepared to integrate it meaningfully and with high instructional quality. Professional development (PD) is an important avenue for preparing in-service teachers to integrate technology into their teaching. Whereas existing research indicates that teachers’ motivation predicts classroom technology use and participation in PD, knowledge about other predictors (e.g.…
High-quality digital distance teaching during Covid-19 school closures
During the COVID-19-related school closures teachers and students were challenged to suddenly switch to digital teaching at a distance. In particular, the challenge was to organize high-quality teaching in which students stay on task. Familiarity with technology may have helped to master the situation. However, only few studies so far have examined the quality of digital distance teaching (e.g., cognitive activation) during school closures and it…
Body in motion, attention in focus
When people navigate a space to perform tasks, their body and eye movements are closely linked. Within the classroom context, characteristics of teachers' body movements may be related to the noticing of relevant classroom events, in particular, visual attention to student disruptions. In the current study, we investigated this relationship in an immersive virtual reality (IVR) classroom that offered a standardized environment for tracking teache…
When the whole is greater than the sum of its parts
Teacher-reported instructional quality in the context of technology-enhanced teaching
Teachers' competence-related beliefs are crucial in determining teachers' professional competence and instructional quality. However, in the context of technology-enhanced teaching, studies regarding competence-related beliefs, specifically competence dimensions and their relations to instructional quality, are limited. Against this backdrop, the purpose of the present study is twofold: The first is to test the factorial structure of a measure th…
Student diversity and e‐exam acceptance in higher education
Bildung für eine digitale Zukunft
How to support learning with multimedia instruction
There is ample evidence that multimedia learning is challenging, and learners often underutilize appropriate cognitive processes. Previous research has applied prompts to promote the use of helpful cognitive processing. However, prompts still require learners to regulate their learning, which may interfere with learning, especially in situations where cognitive demands are already high. As an alternative, implementation intentions (i.e. if‐then p…
It takes two to tango
Background Improving scientific reasoning and argumentation are central aims of science education. Because of their complex nature, self-regulation is important for successful scientific reasoning. This study provides a first attempt to investigate how scientific reasoning and self-regulation processes conjointly impact argumentation quality.Methods In a study with university students (N = 30), we used fine-grained process data of scientific reas…
Do school students’ academic self-concept and prior knowledge constrain the effectiveness of generating technology-mediated explanations
Self‐concept but not prior knowledge moderates effects of different implementations of computer‐assisted inquiry learning activities on students' learning
I see something you do not
The Best of Two Worlds
Conducting experiments fosters conceptual understanding in science education. In various studies, combinations of real (hands-on) and virtual (computer-simulated) experiments have been shown to be especially helpful for gaining conceptual understanding. The present systematic review, based on 42 experimental studies, focuses on the following: (1) What is the relative effectiveness of combining real and virtual experiments compared with a single t…
Self-regulated learning from illustrated text
BackgroundWhen learning with text and pictures, learners often fail to adequately process the materials, which can be explained as a failure to self-regulate one's learning by choosing adequate cognitive learning processes. Eye movement modelling examples (EMME) showing how to process multimedia instruction have improved elementary school children's learning from text and pictures in previous studies.AimsWe tested whether the positive effects of …
Teachers’ technology use for teaching
The intention was good
BackgroundIt is well established that successful learning with multimedia is challenging, especially for younger learners.AimsIt was investigated whether students would profit from instructional support regarding the use of multimedia learning strategies.SampleParticipants were high school students in 8th, 9th, and 10th grade (N = 168).MethodsParticipants were assigned to a no-support control group or one of four experimental groups. In the exper…
Signaling text-picture relations in multimedia learning
Self-regulated learning from illustrated text
BackgroundWhen learning with text and pictures, learners often fail to adequately process the materials, which can be explained as a failure to self-regulate one's learning by choosing adequate cognitive learning processes. Eye movement modelling examples (EMME) showing how to process multimedia instruction have improved elementary school children's learning from text and pictures in previous studies.AimsWe tested whether the positive effects of …
Specifying the boundary conditions of the multimedia effect
It was investigated whether the beneficial effect of picture presentation might be influenced by the content conveyed through text and pictures and the way information is distributed between them. Ninety‐nine students learnt in five between‐subjects learning conditions (i.e., text with spatial contents plus pictures, text with visual contents plus pictures, only text with spatial contents, only text with visual contents, only picture) about a tou…
Digitalisierung in der Lehrerbildung. Herausforderungen, Entwicklungsfelder und Förderung von Gesamtkonzepten
to the fi nancial conditions, it was considered what the corresponding funding line within the program "Qualittsoff ensive Lehrerbildung" could look like. Th e group also discussed the requirements for the applications in the sense of future-oriented overall concepts. In this respect, the article presents an in-depth background paper on the funding guidelines of the BMBF in the "Qualittsoff ensive Lehrerbildung" with a focus on digitization and o…
Professional knowledge or motivation? Investigating the role of teachers’ expertise on the quality of technology-enhanced lesson plans
“Now move like that fish”
Is drawing after learning effective for metacognitive monitoring only when supported by spatial scaffolds
In this study, we investigated whether drawing after learning supports metacognitive monitoring especially when students are supported in their drawing efforts. Therefore, eighty-eight participants were randomly assigned to one of three experimental groups. They were asked to learn from a text comprising five paragraphs about the formation of auroras. After reading each of the five paragraphs, one group had to mentally imagine the contents (contr…
Can we further improve tablet-based drawing to enhance learning? An empirical test of two types of support
Digital drawing can foster learning, but only if the drawing is of sufficient quality. Hence, the focus of the present study was to investigate whether and how two types of drawing support may foster drawing quality and, in turn, learning outcomes. To this end, participants ( N = 156) were randomly assigned to one of four conditions, in which they either just read text (control), were prompted to make a free-hand representational drawing (unsuppo…
Digitalisierung und Lernen mit digitalen Medien als Gegenstand der Lehrerinnen- und Lehrerbildung
Was bewegt Lehrpersonen während der Schulschließungen? – Eine Analyse der Kommunikation im Twitter-Lehrerzimmer über Chancen und Herausforderungen digitalen Unterrichts
Während der durch die Corona-Pandemie bedingten Schulschließungen im März 2020 führten viele Schulen Fernunterricht ein, der häufig ohne wirkliche Vorbereitung als digitaler Unterricht organisiert wurde. Daraufhin war ein verstärkter Austausch unter Lehrpersonen in Online-Communities zu erwarten. Eine Analyse der Kommunikation der Online-Community Twitter-Lehrerzimmer erlaubte Einblick in aktuelle Themen und ermöglichte zudem den Vergleich von Th…
Lernen und Lehren mit digitalen Medien
Im Beitrag wird der Stand der Forschung zum Einsatz digitaler Medien im Bildungskontext vor dem Hintergrund zweier Forschungsperspektiven beschrieben. Die erste, schon länger vertretene Forschungsperspektive beschäftigt sich mit dem Lernen mit digitalen Medien. Untersucht werden hier vor allem Lernprozesse und -ergebnisse in Abhängigkeit von Medienmerkmalen und individuellen Eigenschaften der Lernenden. Diese Forschungstradition hat zahlreiche Er…
New technology, new role of parents
Variability of teachers’ technology integration in the classroom
For whom do tablets make a difference? Examining student profiles and perceptions of instruction with tablets
Do prior knowledge, model-observer similarity and social comparison influence the effectiveness of eye movement modeling examples for supporting multimedia learning
We investigated in an experiment with 180 university students the joint role of prior knowledge, alleged model competence, and social comparison orientation regarding the effectiveness of Eye Movement Modeling Examples (EMME) for supporting multimedia learning. EMME consisted of short videos with gaze replays of an instructed model demonstrating effective multimedia processing strategies. Participants were either instructed that the model in the …
Teachers’ technology use for teaching
The intention was good
BackgroundIt is well established that successful learning with multimedia is challenging, especially for younger learners.AimsIt was investigated whether students would profit from instructional support regarding the use of multimedia learning strategies.SampleParticipants were high school students in 8th, 9th, and 10th grade (N = 168).MethodsParticipants were assigned to a no-support control group or one of four experimental groups. In the exper…
It takes two to tango
Background Improving scientific reasoning and argumentation are central aims of science education. Because of their complex nature, self-regulation is important for successful scientific reasoning. This study provides a first attempt to investigate how scientific reasoning and self-regulation processes conjointly impact argumentation quality.Methods In a study with university students (N = 30), we used fine-grained process data of scientific reas…
Do school students’ academic self-concept and prior knowledge constrain the effectiveness of generating technology-mediated explanations
Self‐concept but not prior knowledge moderates effects of different implementations of computer‐assisted inquiry learning activities on students' learning
I see something you do not
The Best of Two Worlds
Conducting experiments fosters conceptual understanding in science education. In various studies, combinations of real (hands-on) and virtual (computer-simulated) experiments have been shown to be especially helpful for gaining conceptual understanding. The present systematic review, based on 42 experimental studies, focuses on the following: (1) What is the relative effectiveness of combining real and virtual experiments compared with a single t…
Let's talk evidence – The case for combining inquiry-based and direct instruction
Many studies investigating inquiry learning in science domains have appeared over the years. Throughout this period, inquiry learning has been regularly criticized by scholars who favor direct instruction over inquiry learning. In this vein, Zhang, Kirschner, Cobern, and Sweller (2022) recently asserted that direct instruction is overall superior to inquiry-based instruction and reproached policy makers for ignoring this fact. In the current arti…
Will, skills, or conscientiousness
To unfold the potential of learning with technology in classrooms, teachers must be prepared to integrate it meaningfully and with high instructional quality. Professional development (PD) is an important avenue for preparing in-service teachers to integrate technology into their teaching. Whereas existing research indicates that teachers’ motivation predicts classroom technology use and participation in PD, knowledge about other predictors (e.g.…
High-quality digital distance teaching during Covid-19 school closures
During the COVID-19-related school closures teachers and students were challenged to suddenly switch to digital teaching at a distance. In particular, the challenge was to organize high-quality teaching in which students stay on task. Familiarity with technology may have helped to master the situation. However, only few studies so far have examined the quality of digital distance teaching (e.g., cognitive activation) during school closures and it…
Psychology (31 works) · Computer Science (28 works) · Mathematics education (20 works) · Visual and Cognitive Learning Processes (13 works) · Innovative Teaching and Learning Methods (11 works) · Pedagogy (10 works) · Artificial Intelligence (9 works) · Social Psychology (9 works) · Multimedia (8 works) · Science Education and Pedagogy (8 works)