Alexander Eitel
Biographic Data
| ID | 4460627 |
|---|---|
| NAME | Alexander Eitel |
| GIVEN NAMES | Alexander |
| FAMILY NAME | Eitel |
| SIGNATURE | EITEL A |
| AFFILIATIONS | Justus-Liebig-Universität Gießen |
| ORCID | 0000-0001-6403-3467 |
| VERIFIED | Yes |
| TOTAL WORKS | 19 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 19 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2016 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Should we Tell Teachers That They Are (In)Correct? How Personalized Refutation Text Promotes or Hampers Conceptual Change
In-service and student teachers often hold math-gender misconceptions of female learners’ lower levels of mathematical talent. Such misconceptions are related to the math-gender stereotype that shapes how teachers interact with students and can contribute to the underrepresentation of women in mathematical fields. One method for reducing these misconceptions is refutation texts, which explicitly state and refute a misconception before providing a…
Advocating the FoRe-Squares Model of Technology-Augmented Instruction
This paper responds to Richard E. Mayer’s (2025) commentary on our FoRe-Squares model of technology-augmented instruction (Eitel et al., 2025), a model that builds on the foundational contributions of the Cognitive Theory of Multimedia Learning (Mayer, 2022) and Cognitive Load Theory (Sweller, 2010). We advocate for two key contributions the model makes: First, it conceptualizes cognition and motivation in a highly integrative way, aiming for a c…
Seductive Details Behind Hyperlinks—Harmful or Helpful for Learning
Sustaining focus when It's hardest
Learners increasingly use digital devices such as laptops or tablets for studying. While these devices offer advantages, they also pose challenges. They present attractive alternative opportunities for learners, such as communication or entertainment opportunities that may distract from learning. Such alternatives increase demand for self-control, particularly over time. We investigated the potential of emotional design in learning materials to s…
Level one
Despite theoretical knowledge being an important source for well-founded teaching decisions, student teachers often struggle to put this knowledge into practice. One way to close this theory-practice gap could be digital teaching simulation games that enable theory-use in authentic critical teaching situation. To assess their potential for teacher education, we conducted a learning experiment with 126 novice student teachers. In this experiment, …
Teachers’ awareness of math-gender stereotype-reinforcing behaviors in the classroom
The stereotype of math being male-typed prevails among most Western societies. This math-gender stereotype is associated with math-gender misconceptions, which are scientifically incorrect specific theories about girls’ math abilities (e.g., girls inherently think less systematically and thus have less math ability than boys). Teachers may contribute to the dissemination of the math-gender stereotype via their behaviors (e.g., choice of stereotyp…
Press START to Teach – Can Simulation Games Close the Theory-Practice Gap
Background Student teachers commonly struggle to apply theoretical knowledge to their teaching. This theory-practice gap is a serious problem in teacher education. Over the past decade, simulations and serious games have been shown as an effective way to practice the transfer of theoretical knowledge in authentic settings of skill-use. Approximating theory-based teaching practice via repeated use of simulation games, thus, may be able to close th…
Digital re‐attributional feedback in high school mathematics education and its effect on motivation and achievement
How can signaling in authentic classroom videos support reasoning on how to induce learning strategies
Classroom videos are a viable means to implement evidence-informed reasoning in teacher education in order to establish an evidence-informed teaching practice. Although learning with videos relieves pre-service teachers from acting in parallel and might reduce complexity, the material still poses higher cognitive load than written text vignettes or other traditionally used static material. In particular, the information they deliver is transient …
Seductive details hamper learning even when they do not disrupt
Previous research often revealed detrimental effects of seductive details on learning with multimedia instruction, but there are mixed findings regarding how to best explain these detrimental effects. We investigated whether the detrimental effects of seductive details are mainly mediated by the cognitive processes of diversion (deeper processing of seductive details rather than pertinent content) or disruption (unsuccessful attempts to integrate…
Personalized refutation texts best stimulate teachers' conceptual change about multimedia learning
Refuting student teachers’ misconceptions about multimedia learning
Prior research indicates that student teachers frequently have misconceptions about multimedia learning. Our experiment with N = 96 student teachers revealed that, in contrast to standard texts, refutation texts are effective to address misconceptions about multimedia learning. However, there seems to be no added benefit of making “concessions” to student teachers’ prior beliefs (i.e., two-sided argumentation) in refutation texts. Moreover, refut…
Seductive details do their damage also in longer learning sessions – When the details are perceived as relevant
Adjunct aids and signals support online learning from multiple representations
To achieve deeper understanding when learning from multiple representations, learners should actively select, organize and integrate the relevant information from text and graphics within a coherent mental representation. However, as learners often fail to select and integrate all relevant information, especially from graphics, they need specific instructional support. The current study investigated the effects of instructional support in the for…
When and why does emotional design foster learning? Evidence for situational interest as a mediator of increased persistence
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…
Medienpsychologie
In diesem Lehrbuch und Nachschlagewerk werden 61 zentrale Konzepte der Medienpsychologie in kurzen Texten vorgestellt, die das aktuelle Wissen zu spezifischen Annahmen und Theorien bündeln. In der Neuauflage werden vor allem aktuelle Konzepte aus dem Bereich der Social Media integriert. Die einzelnen Kapitel sind nach einem einheitlichen Schema gestaltet und enthalten eine kurze Darstellung des jeweiligen Konzepts, eine detaillierte Erläuterung d…
Signaling text-picture relations in multimedia learning
No prominent works on this page.
Medienpsychologie
In diesem Lehrbuch und Nachschlagewerk werden 61 zentrale Konzepte der Medienpsychologie in kurzen Texten vorgestellt, die das aktuelle Wissen zu spezifischen Annahmen und Theorien bündeln. In der Neuauflage werden vor allem aktuelle Konzepte aus dem Bereich der Social Media integriert. Die einzelnen Kapitel sind nach einem einheitlichen Schema gestaltet und enthalten eine kurze Darstellung des jeweiligen Konzepts, eine detaillierte Erläuterung d…
Signaling text-picture relations in multimedia learning
When and why does emotional design foster learning? Evidence for situational interest as a mediator of increased persistence
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…
Seductive details do their damage also in longer learning sessions – When the details are perceived as relevant
Adjunct aids and signals support online learning from multiple representations
To achieve deeper understanding when learning from multiple representations, learners should actively select, organize and integrate the relevant information from text and graphics within a coherent mental representation. However, as learners often fail to select and integrate all relevant information, especially from graphics, they need specific instructional support. The current study investigated the effects of instructional support in the for…
Personalized refutation texts best stimulate teachers' conceptual change about multimedia learning
Refuting student teachers’ misconceptions about multimedia learning
Prior research indicates that student teachers frequently have misconceptions about multimedia learning. Our experiment with N = 96 student teachers revealed that, in contrast to standard texts, refutation texts are effective to address misconceptions about multimedia learning. However, there seems to be no added benefit of making “concessions” to student teachers’ prior beliefs (i.e., two-sided argumentation) in refutation texts. Moreover, refut…
How can signaling in authentic classroom videos support reasoning on how to induce learning strategies
Classroom videos are a viable means to implement evidence-informed reasoning in teacher education in order to establish an evidence-informed teaching practice. Although learning with videos relieves pre-service teachers from acting in parallel and might reduce complexity, the material still poses higher cognitive load than written text vignettes or other traditionally used static material. In particular, the information they deliver is transient …
Seductive details hamper learning even when they do not disrupt
Previous research often revealed detrimental effects of seductive details on learning with multimedia instruction, but there are mixed findings regarding how to best explain these detrimental effects. We investigated whether the detrimental effects of seductive details are mainly mediated by the cognitive processes of diversion (deeper processing of seductive details rather than pertinent content) or disruption (unsuccessful attempts to integrate…
Press START to Teach – Can Simulation Games Close the Theory-Practice Gap
Background Student teachers commonly struggle to apply theoretical knowledge to their teaching. This theory-practice gap is a serious problem in teacher education. Over the past decade, simulations and serious games have been shown as an effective way to practice the transfer of theoretical knowledge in authentic settings of skill-use. Approximating theory-based teaching practice via repeated use of simulation games, thus, may be able to close th…
Digital re‐attributional feedback in high school mathematics education and its effect on motivation and achievement
Sustaining focus when It's hardest
Learners increasingly use digital devices such as laptops or tablets for studying. While these devices offer advantages, they also pose challenges. They present attractive alternative opportunities for learners, such as communication or entertainment opportunities that may distract from learning. Such alternatives increase demand for self-control, particularly over time. We investigated the potential of emotional design in learning materials to s…
Level one
Despite theoretical knowledge being an important source for well-founded teaching decisions, student teachers often struggle to put this knowledge into practice. One way to close this theory-practice gap could be digital teaching simulation games that enable theory-use in authentic critical teaching situation. To assess their potential for teacher education, we conducted a learning experiment with 126 novice student teachers. In this experiment, …
Teachers’ awareness of math-gender stereotype-reinforcing behaviors in the classroom
The stereotype of math being male-typed prevails among most Western societies. This math-gender stereotype is associated with math-gender misconceptions, which are scientifically incorrect specific theories about girls’ math abilities (e.g., girls inherently think less systematically and thus have less math ability than boys). Teachers may contribute to the dissemination of the math-gender stereotype via their behaviors (e.g., choice of stereotyp…
Should we Tell Teachers That They Are (In)Correct? How Personalized Refutation Text Promotes or Hampers Conceptual Change
In-service and student teachers often hold math-gender misconceptions of female learners’ lower levels of mathematical talent. Such misconceptions are related to the math-gender stereotype that shapes how teachers interact with students and can contribute to the underrepresentation of women in mathematical fields. One method for reducing these misconceptions is refutation texts, which explicitly state and refute a misconception before providing a…
Advocating the FoRe-Squares Model of Technology-Augmented Instruction
This paper responds to Richard E. Mayer’s (2025) commentary on our FoRe-Squares model of technology-augmented instruction (Eitel et al., 2025), a model that builds on the foundational contributions of the Cognitive Theory of Multimedia Learning (Mayer, 2022) and Cognitive Load Theory (Sweller, 2010). We advocate for two key contributions the model makes: First, it conceptualizes cognition and motivation in a highly integrative way, aiming for a c…
Seductive Details Behind Hyperlinks—Harmful or Helpful for Learning
Psychology (14 works) · Visual and Cognitive Learning Processes (13 works) · Computer Science (12 works) · Mathematics education (10 works) · Educational Strategies and Epistemologies (7 works) · Cognition (6 works) · Educational psychology (6 works) · Social Psychology (6 works) · Cognitive psychology (5 works) · Innovative Teaching and Learning Methods (5 works)