Peter Gerjets
Biographic Data
| ID | 2749115 |
|---|---|
| NAME | Peter Gerjets |
| GIVEN NAMES | Peter |
| FAMILY NAME | Gerjets |
| SIGNATURE | GERJETS P |
| AFFILIATIONS | Leibniz-Institut für Wissensmedien |
| ORCID | 0000-0003-1358-6779 |
| VERIFIED | Yes |
| TOTAL WORKS | 17 |
| TOTAL CITATIONS | 14 |
| WORKS AS AUTHOR | 17 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2016 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Enhancing School Students’ Self-Regulated Learning through Generative AI Support
Self-regulated learning (SRL) is a critical competency for academic success and lifelong learning, yet providing personalized SRL support in real-time classroom settings remains challenging. In this randomized controlled trial, we investigated whether generative-AI-(GenAI)-based interventions can effectively support SRL in secondary school students. Drawing on an integrative model of self-regulation in education, the study contrasted two types of…
Validating automated assessments of teaching effectiveness using multimodal data
For enhancing student learning in classrooms, high-quality teaching is essential. Research highlighted core dimensions of effective teaching, including classroom management, student support, and cognitive activation. However, traditional methods of assessing teaching effectiveness dimensions (e.g., student surveys) have limitations, including rating biases and resource intensiveness. To overcome these challenges, we explored machine learning (ML)…
How is preservice teachers’ gaze during classroom observation connected to their assessments of teaching quality? A controlled study in screen-based and immersive video environments
Teaching quality is commonly assessed through classroom observation. However, observer ratings of teaching quality frequently exhibit limited psychometric quality. Beyond evaluating the ratings themselves, exploring the observation process and the design of the video environment may offer valuable insights into conditions that enhance rating accuracy. This study explored the classroom observation process of preservice teachers using eye-tracking …
Approaching or just observing? The interplay of behavior and environment in the retention of pictorial details of ambivalent Nazi propaganda images
This study delves into the cognitive dynamics of environmental context and viewer interaction with ambivalent NS-propaganda imagery as exhibited at the memorial “Dokumentation Obersalzberg” in the Bavarian Alpes. Employing virtual environments that replicate the exhibition and bunker settings of the site, this study investigates how these different contexts influence the retention of visual details in propaganda images presented within a high imm…
Listening to scientists in immersive videos
Viewing scientific learning videos with head-mounted displays (HMDs) can facilitate authentic experiences that may otherwise be impossible to access in the real world, thereby potentially improving the way science content can be learned and how science and scientists are perceived. The rise in popularity of these immersive learning videos has prompted a need for a more profound comprehension of their presentation and design concerning their impac…
Temporal dynamics of meta-awareness of mind wandering during lecture viewing
Immersive insights
Classroom videos are commonly used to observe and assess teaching quality in both teacher education and research on teaching and learning. In recent years, traditional video environments have increasingly been complemented by 360-degree videos, which promise a more immersive and realistic classroom experience and may affect the teaching-quality ratings that result. The aim of the present study was to explore differences between immersive 360-degr…
E-learning with multiple-try-feedback
E-learning opportunities have become an increasingly important component of university education. Various laboratory studies have shown that e-learning environments can meaningfully enhance learning by incorporating various interventions and design choices (e.g., providing feedback and scaffolds). However, many computer-based interventions have not yet been applied in authentic university courses, raising questions about whether and how the provi…
The influence of gestures and visuospatial ability during learning about movements with dynamic visualizations – An fNirs study
Touching digital objects directly on multi-touch devices fosters learning about visual contents
Investigating professed and enacted epistemic beliefs about the uncertainty of scientific knowledge when students evaluate scientific controversies
Prior research on epistemic beliefs, that is, individuals’ views about knowledge and knowing, has mainly focused either on individuals’ professed beliefs (as reported in questionnaires) or on their enacted beliefs (as indicated during task processing). However, little is known about the relation between professed and enacted epistemic beliefs. The present study focused on beliefs about the uncertainty of scientific knowledge and investigated both…
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…
The role of beliefs regarding the uncertainty of knowledge and mental effort as indicated by pupil dilation in evaluating scientific controversies
Laypeople are increasingly confronted with scientific controversies, as science concerns many aspects of everyday life. In the present study, we investigated how epistemic beliefs regarding the uncertainty of knowledge (i.e. uncertainty beliefs) and invested mental effort during task processing contribute to how individuals evaluate scientific controversies. Forty-four undergraduate university students completed a questionnaire targeting their un…
Distribution of attention in a gallery segment on the National Socialists' Führer cult
Mobile eye tracking recordings of 20 visitors of the gallery section ‘Der Führer’ of the Dokumentation Obersalzberg (Germany) were analyzed to determine the distribution of the visitors’ attention on a detailed level of individual exhibition elements consisting of single objects, pictures, texts, and labels. It was found that most of these elements were only briefly scanned but with a substantial variability in gaze behavior both across participa…
Altering emotions near the hand
Approaching positive objects and avoiding negative ones are general action tendencies in human behavior. Interestingly, hand or arm positions connoting approach (arm flexion) or avoidance (arm extension) have also been shown to influence how the valence of a stimulus is evaluated. However, this causal effect on valence evaluation has been typically examined within experimental paradigms that do not require acting upon objects such as when touchin…
Readers’ Processing and Use of Source Information as a Function of Its Usefulness to Explain Conflicting Scientific Claims
The present research examines how the usefulness of source information to explain conflicting scientific claims affects laypersons’ processing of this information as they seek possible explanations for the conflicting scientific claims in the sources and during resolution of the conflict. In an eye-tracking experiment, we presented 76 participants with two conflicting scientific claims (on a controversial nanotechnology issue) put forward by two …
Is This Information Source Commercially Biased? How Contradictions Between Web Pages Stimulate the Consideration of Source Information
In two experiments we systematically examined whether contradictions between two web pages—of which one was commercially biased as stated in an “about us” section—stimulated university students' consideration of source information both during and after reading. In Experiment 1 “about us” information of the web pages was presented below their content; in Experiment 2 it needed to be accessed by clicking on an “about us” link. Results of both exper…
Is This Information Source Commercially Biased? How Contradictions Between Web Pages Stimulate the Consideration of Source Information
In two experiments we systematically examined whether contradictions between two web pages—of which one was commercially biased as stated in an “about us” section—stimulated university students' consideration of source information both during and after reading. In Experiment 1 “about us” information of the web pages was presented below their content; in Experiment 2 it needed to be accessed by clicking on an “about us” link. Results of both exper…
Distribution of attention in a gallery segment on the National Socialists' Führer cult
Mobile eye tracking recordings of 20 visitors of the gallery section ‘Der Führer’ of the Dokumentation Obersalzberg (Germany) were analyzed to determine the distribution of the visitors’ attention on a detailed level of individual exhibition elements consisting of single objects, pictures, texts, and labels. It was found that most of these elements were only briefly scanned but with a substantial variability in gaze behavior both across participa…
Readers’ Processing and Use of Source Information as a Function of Its Usefulness to Explain Conflicting Scientific Claims
The present research examines how the usefulness of source information to explain conflicting scientific claims affects laypersons’ processing of this information as they seek possible explanations for the conflicting scientific claims in the sources and during resolution of the conflict. In an eye-tracking experiment, we presented 76 participants with two conflicting scientific claims (on a controversial nanotechnology issue) put forward by two …
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…
Is This Information Source Commercially Biased? How Contradictions Between Web Pages Stimulate the Consideration of Source Information
In two experiments we systematically examined whether contradictions between two web pages—of which one was commercially biased as stated in an “about us” section—stimulated university students' consideration of source information both during and after reading. In Experiment 1 “about us” information of the web pages was presented below their content; in Experiment 2 it needed to be accessed by clicking on an “about us” link. Results of both exper…
Altering emotions near the hand
Approaching positive objects and avoiding negative ones are general action tendencies in human behavior. Interestingly, hand or arm positions connoting approach (arm flexion) or avoidance (arm extension) have also been shown to influence how the valence of a stimulus is evaluated. However, this causal effect on valence evaluation has been typically examined within experimental paradigms that do not require acting upon objects such as when touchin…
Readers’ Processing and Use of Source Information as a Function of Its Usefulness to Explain Conflicting Scientific Claims
The present research examines how the usefulness of source information to explain conflicting scientific claims affects laypersons’ processing of this information as they seek possible explanations for the conflicting scientific claims in the sources and during resolution of the conflict. In an eye-tracking experiment, we presented 76 participants with two conflicting scientific claims (on a controversial nanotechnology issue) put forward by two …
The role of beliefs regarding the uncertainty of knowledge and mental effort as indicated by pupil dilation in evaluating scientific controversies
Laypeople are increasingly confronted with scientific controversies, as science concerns many aspects of everyday life. In the present study, we investigated how epistemic beliefs regarding the uncertainty of knowledge (i.e. uncertainty beliefs) and invested mental effort during task processing contribute to how individuals evaluate scientific controversies. Forty-four undergraduate university students completed a questionnaire targeting their un…
Distribution of attention in a gallery segment on the National Socialists' Führer cult
Mobile eye tracking recordings of 20 visitors of the gallery section ‘Der Führer’ of the Dokumentation Obersalzberg (Germany) were analyzed to determine the distribution of the visitors’ attention on a detailed level of individual exhibition elements consisting of single objects, pictures, texts, and labels. It was found that most of these elements were only briefly scanned but with a substantial variability in gaze behavior both across participa…
Touching digital objects directly on multi-touch devices fosters learning about visual contents
Investigating professed and enacted epistemic beliefs about the uncertainty of scientific knowledge when students evaluate scientific controversies
Prior research on epistemic beliefs, that is, individuals’ views about knowledge and knowing, has mainly focused either on individuals’ professed beliefs (as reported in questionnaires) or on their enacted beliefs (as indicated during task processing). However, little is known about the relation between professed and enacted epistemic beliefs. The present study focused on beliefs about the uncertainty of scientific knowledge and investigated both…
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…
E-learning with multiple-try-feedback
E-learning opportunities have become an increasingly important component of university education. Various laboratory studies have shown that e-learning environments can meaningfully enhance learning by incorporating various interventions and design choices (e.g., providing feedback and scaffolds). However, many computer-based interventions have not yet been applied in authentic university courses, raising questions about whether and how the provi…
The influence of gestures and visuospatial ability during learning about movements with dynamic visualizations – An fNirs study
Immersive insights
Classroom videos are commonly used to observe and assess teaching quality in both teacher education and research on teaching and learning. In recent years, traditional video environments have increasingly been complemented by 360-degree videos, which promise a more immersive and realistic classroom experience and may affect the teaching-quality ratings that result. The aim of the present study was to explore differences between immersive 360-degr…
Approaching or just observing? The interplay of behavior and environment in the retention of pictorial details of ambivalent Nazi propaganda images
This study delves into the cognitive dynamics of environmental context and viewer interaction with ambivalent NS-propaganda imagery as exhibited at the memorial “Dokumentation Obersalzberg” in the Bavarian Alpes. Employing virtual environments that replicate the exhibition and bunker settings of the site, this study investigates how these different contexts influence the retention of visual details in propaganda images presented within a high imm…
Listening to scientists in immersive videos
Viewing scientific learning videos with head-mounted displays (HMDs) can facilitate authentic experiences that may otherwise be impossible to access in the real world, thereby potentially improving the way science content can be learned and how science and scientists are perceived. The rise in popularity of these immersive learning videos has prompted a need for a more profound comprehension of their presentation and design concerning their impac…
Temporal dynamics of meta-awareness of mind wandering during lecture viewing
Enhancing School Students’ Self-Regulated Learning through Generative AI Support
Self-regulated learning (SRL) is a critical competency for academic success and lifelong learning, yet providing personalized SRL support in real-time classroom settings remains challenging. In this randomized controlled trial, we investigated whether generative-AI-(GenAI)-based interventions can effectively support SRL in secondary school students. Drawing on an integrative model of self-regulation in education, the study contrasted two types of…
Validating automated assessments of teaching effectiveness using multimodal data
For enhancing student learning in classrooms, high-quality teaching is essential. Research highlighted core dimensions of effective teaching, including classroom management, student support, and cognitive activation. However, traditional methods of assessing teaching effectiveness dimensions (e.g., student surveys) have limitations, including rating biases and resource intensiveness. To overcome these challenges, we explored machine learning (ML)…
How is preservice teachers’ gaze during classroom observation connected to their assessments of teaching quality? A controlled study in screen-based and immersive video environments
Teaching quality is commonly assessed through classroom observation. However, observer ratings of teaching quality frequently exhibit limited psychometric quality. Beyond evaluating the ratings themselves, exploring the observation process and the design of the video environment may offer valuable insights into conditions that enhance rating accuracy. This study explored the classroom observation process of preservice teachers using eye-tracking …
Psychology (14 works) · Computer Science (10 works) · Cognition (5 works) · Educational Strategies and Epistemologies (5 works) · Social Psychology (5 works) · Cognitive psychology (4 works) · Multimedia (4 works) · Visual and Cognitive Learning Processes (4 works) · Educational Games and Gamification (3 works) · Epistemology (3 works)