Sascha Schneider
Biographic Data
| ID | 3656015 |
|---|---|
| NAME | Sascha Schneider |
| GIVEN NAMES | Sascha |
| FAMILY NAME | Schneider |
| SIGNATURE | SCHNEIDER S |
| AFFILIATIONS | Chemnitz University of Technology |
| ORCID | 0000-0003-4690-3777 |
| VERIFIED | Yes |
| TOTAL WORKS | 24 |
| TOTAL CITATIONS | 53 |
| AUTHOR COUNT | 24 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2018 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Beauty is the eye of the beholder: Introducing the visual aesthetic principle for multimedia instructional design and how it is moderated by learners’ creativity
Oftentimes, experimental studies manipulating colors and shapes link their materials to aesthetics. However, a gap exists in understanding what a truly aesthetic design is and how it influences learning. Moreover, the seductive detail effect states that learning-irrelevant details, such as additional aesthetic features, compromise learning. This research aimed to discover how presentation slides that vary in their perceived aesthetics influenced …
Learning from erroneous worked examples: The influence of prompting, scaffolding, and prior knowledge
The more, the worse? The influence of the seductive detail amount on learning
Seductive details, which are interesting but irrelevant digressions included in a learning environment (e.g., fun facts), have been shown to impair the learning performance of students. However, to date, it is unclear whether the amount of seductive detail content is crucial for the extent of this detrimental effect, or whether it is more a phenomenon of presence or absence, as other studies have been inconclusive in this regard. Hence, in the pr…
Social presence: A key factor in embedding a pedagogical agent into online learning in primary education
Social presence has been hypothesized to facilitate successful learning in digital and online learning environments. Instructor presence in instructional videos is suggested to enhance learners' social presence. However, research is still relatively rare regarding the elementary school learner population. The current experimental study investigated whether embedding an animated human‐like artificial pedagogical agent in an instructional video com…
One or many? Evaluating the effectiveness of single-item and multiple-item scales for measuring cognitive load
Mitigating the seductive details effect by topic and irrelevance signals
BACKGROUND: Seductive details (interesting digressions in learning materials) are often integrated into learning units to make them more appealing to learners. However, studies indicate that this tends to overload students cognitively and impairs their learning performance. AIMS: The present study investigated whether these negative consequences can be mitigated if seductive details are marked as thematically independent from the rest (topic sign…
Instructor presence in instructional videos in higher education: Three field experiments in university courses
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 …
Listen closely: Prosodic signals in podcast support learning
Based on the assumptions of Cognitive Load Theory and its derived signaling principle, previous research on instructional material has mainly investigated the effect of including visual cues to support the processing and integration of information. In the context of the renewed interest in commented videos and podcasts as instructional materials, the present study investigates the influence of prosodic signals on learning with digital media. An o…
Emotional design of pedagogical agents: The influence of enthusiasm and model-observer similarity
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
A classification system for teachers' motivational behaviors recommended in self-determination theory interventions
Teachers' behavior is a key factor that influences students' motivation. Many theoretical models have tried to explain this influence, with one of the most thoroughly researched being self-determination theory (SDT). We used a Delphi method to create a classification of teacher behaviors consistent with SDT. This is useful because SDT-based interventions have been widely used to improve educational outcomes. However, these interventions contain m…
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…
Analysing the Relationship Between Mental Load or Mental Effort and Metacomprehension Under Different Conditions of Multimedia Design
Cognitive load theory assumes effort may only lead to comprehension if the material-induced load leaves enough resources for learning processes. Therefore, multimedia materials should induce as little non-relevant load as possible. Metacognition research assumes that learners tap into their memory processes to generate a mental representation of their comprehension to regulate learning. However, when judging their comprehension, learners need to …
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
The interdependency of perceived task difficulty and the choice effect when learning with multimedia materials
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…
Are there never too many choice options? The effect of increasing the number of choice options on learning with digital media
Based on the Self-Determination Theory, the choice effect states that offering learners choice options independent from their relevance for learning will increase the perception of autonomy and intrinsic motivation as well as the learning performance. However, an increasing number of choice options can also have detrimental effects. This study examines the influence of the number of choice options on learners' performance. In the first experiment…
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
A classification system for teachers' motivational behaviors recommended in self-determination theory interventions
Teachers' behavior is a key factor that influences students' motivation. Many theoretical models have tried to explain this influence, with one of the most thoroughly researched being self-determination theory (SDT). We used a Delphi method to create a classification of teacher behaviors consistent with SDT. This is useful because SDT-based interventions have been widely used to improve educational outcomes. However, these interventions contain m…
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…
Are there never too many choice options? The effect of increasing the number of choice options on learning with digital media
Based on the Self-Determination Theory, the choice effect states that offering learners choice options independent from their relevance for learning will increase the perception of autonomy and intrinsic motivation as well as the learning performance. However, an increasing number of choice options can also have detrimental effects. This study examines the influence of the number of choice options on learners' performance. In the first experiment…
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…
Analysing the Relationship Between Mental Load or Mental Effort and Metacomprehension Under Different Conditions of Multimedia Design
Cognitive load theory assumes effort may only lead to comprehension if the material-induced load leaves enough resources for learning processes. Therefore, multimedia materials should induce as little non-relevant load as possible. Metacognition research assumes that learners tap into their memory processes to generate a mental representation of their comprehension to regulate learning. However, when judging their comprehension, learners need to …
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
The interdependency of perceived task difficulty and the choice effect when learning with multimedia materials
Emotional design of pedagogical agents: The influence of enthusiasm and model-observer similarity
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
A classification system for teachers' motivational behaviors recommended in self-determination theory interventions
Teachers' behavior is a key factor that influences students' motivation. Many theoretical models have tried to explain this influence, with one of the most thoroughly researched being self-determination theory (SDT). We used a Delphi method to create a classification of teacher behaviors consistent with SDT. This is useful because SDT-based interventions have been widely used to improve educational outcomes. However, these interventions contain m…
Instructor presence in instructional videos in higher education: Three field experiments in university courses
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 …
Listen closely: Prosodic signals in podcast support learning
Based on the assumptions of Cognitive Load Theory and its derived signaling principle, previous research on instructional material has mainly investigated the effect of including visual cues to support the processing and integration of information. In the context of the renewed interest in commented videos and podcasts as instructional materials, the present study investigates the influence of prosodic signals on learning with digital media. An o…
Mitigating the seductive details effect by topic and irrelevance signals
BACKGROUND: Seductive details (interesting digressions in learning materials) are often integrated into learning units to make them more appealing to learners. However, studies indicate that this tends to overload students cognitively and impairs their learning performance. AIMS: The present study investigated whether these negative consequences can be mitigated if seductive details are marked as thematically independent from the rest (topic sign…
Beauty is the eye of the beholder: Introducing the visual aesthetic principle for multimedia instructional design and how it is moderated by learners’ creativity
Oftentimes, experimental studies manipulating colors and shapes link their materials to aesthetics. However, a gap exists in understanding what a truly aesthetic design is and how it influences learning. Moreover, the seductive detail effect states that learning-irrelevant details, such as additional aesthetic features, compromise learning. This research aimed to discover how presentation slides that vary in their perceived aesthetics influenced …
Learning from erroneous worked examples: The influence of prompting, scaffolding, and prior knowledge
The more, the worse? The influence of the seductive detail amount on learning
Seductive details, which are interesting but irrelevant digressions included in a learning environment (e.g., fun facts), have been shown to impair the learning performance of students. However, to date, it is unclear whether the amount of seductive detail content is crucial for the extent of this detrimental effect, or whether it is more a phenomenon of presence or absence, as other studies have been inconclusive in this regard. Hence, in the pr…
Social presence: A key factor in embedding a pedagogical agent into online learning in primary education
Social presence has been hypothesized to facilitate successful learning in digital and online learning environments. Instructor presence in instructional videos is suggested to enhance learners' social presence. However, research is still relatively rare regarding the elementary school learner population. The current experimental study investigated whether embedding an animated human‐like artificial pedagogical agent in an instructional video com…
One or many? Evaluating the effectiveness of single-item and multiple-item scales for measuring cognitive load
Psychology (17 works) · Cognitive psychology (14 works) · Computer Science (14 works) · Visual and Cognitive Learning Processes (14 works) · Cognition (11 works) · Innovative Teaching and Learning Methods (9 works) · Artificial Intelligence (7 works) · Multimedia (7 works) · Perception (7 works) · Mathematics education (6 works)