Tina Seufert
Biographic Data
| ID | 5134685 |
|---|---|
| NAME | Tina Seufert |
| GIVEN NAMES | Tina |
| FAMILY NAME | Seufert |
| SIGNATURE | SEUFERT T |
| AFFILIATIONS | Universität Ulm |
| ORCID | 0000-0002-8685-4116 |
| VERIFIED | Yes |
| TOTAL WORKS | 15 |
| TOTAL CITATIONS | 5 |
| AUTHOR COUNT | 15 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2012 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Transforming Self-regulated Learning – Multimodal Insights and Future Directions
Research on self-regulated learning (SRL) is undergoing a methodological and conceptual transformation from static, retrospective measures toward dynamic, multimodal, and temporally sensitive analyses. This discussion paper synthesizes and extends the contributions of a Topical Collection devoted to multimodal approaches in SRL research. It examines how diverse studies conceptualize and operationalize SRL as a complex interplay of cognitive, meta…
Effects of short- and long-term prompting in learning journals on strategy use, self-efficacy, and learning outcomes
In learning journals, prompts were shown to increase self-regulated learning processes effectively. As studies on effects of long-term prompting are sparse, this study investigates the effects of prompting cognitive and metacognitive self-regulation strategies short-term and long-term in learning journals on learners’ strategy use, self-efficacy, and learning outcome. Therefore, 74 university students kept a weekly learning journal as follow-up c…
Fostering informal learning strategies in the workplace
The modality effect reverses in a virtual reality learning environment and influences cognitive load
When Virtual Reality (VR) is used to present learning content, the three-dimensional image is often not sufficient and additional text is required, either in the form of visual or auditory text. Such additional instructional text could be particularly beneficial due to the many visual stimuli and the risk of visual working memory overload. Relieving working memory by using both channels in the audio-visual presentation, there might be more cognit…
Signaling in 360° Desktop Virtual Reality Influences Learning Outcome and Cognitive Load
Learning with desktop virtual reality learning environments (DVR) can be highly visual and present many visual stimuli simultaneously. This can be distracting and require instructional support to help learners in their learning processes. The signaling principle could be a promising approach to support these processes, as signals can guide learners’ attention to the relevant information ( Mayer, 2005 ). The present study investigated the effects …
Step Aside! VR-Based Evaluation of Adaptive Robot Conflict Resolution Strategies for Domestic Service Robots
As domestic service robots become more prevalent and act autonomously, conflicts of interest between humans and robots become more likely. Hereby, the robot shall be able to negotiate with humans effectively and appropriately to fulfill its tasks. One promising approach could be the imitation of human conflict resolution behaviour and the use of persuasive requests. The presented study complements previous work by investigating combinations of as…
Making an Effort Versus Experiencing Load
In cognitive load theory (CLT), the role of different types of cognitive load is still under debate. Intrinsic cognitive load (ICL) and germane cognitive load (GCL) are assumed to be highly interlinked but provide different perspectives. While ICL mirrors the externally given task affordances which learners experience passively, germane resources are invested by the learner actively. Extraneous affordances (ECL) are also experienced passively. Th…
Prompting in-depth learning in immersive virtual reality
Immersive virtual reality learning environments (VRLEs) have great potential but they do not guarantee effective or in-depth learning. Activating learners by including prompts, has been reported to increase learning in VR. Based on their promising effects in conventional settings, elaboration prompts should increase learning outcomes by activating learners to explain the learning content in their own words or to contrast it to prior knowledge. In…
Signaling in virtual reality influences learning outcome and cognitive load
Virtual reality (VR) learning environments are highly visual and need instructional aid to help the learner. Presenting too much visual information can impair selection and organization processes by overloading the learner's cognitive capacity. Signaling could support these processes by highlighting relevant information. In this study we used signals in form of textual annotations. Research on multimedia design principles provides evidence that s…
Immersive virtual reality or auditory text first? Effects of adequate sequencing and prompting on learning outcome
Presenting a pictorial representation followed by a textual representation supports learners to build a coherent mental model. Providing an elaboration prompt stimulates learners to process the learning content semantically. Hence, combining both approaches might result in synergetic effects as both foster mental model development, which could be particularly challenging in immersive virtual environments. In our 2 × 2 between‐subject design study…
Linking changes in perceived academic control to university dropout and university grades
Although research shows higher levels of perceived academic control are associated with academic adjustment in the first year of university, little is known about how changes in perceived control over multiple years relate to longitudinal university dropout and grades. Thus, our 3-year study (N = 1,007) examined whether changes in perceived control predicted university dropout and whether this relationship was mediated by university grade point a…
Understanding instructional design effects by differentiated measurement of intrinsic, extraneous, and germane cognitive load
Instructional design deals with the optimization of learning processes. To achieve this, three aspects need to be considered: (1) the learning task itself, (2) the design of the learning material, and (3) the activation of the learner’s cognitive processes during learning. Based on Cognitive Load Theory, learners also need to deal with the task itself, the design of the material, and the decision on how much to invest into learning. To link these…
The interplay between self-regulation in learning and cognitive load
Research on self-regulated learning and on cognitive load has been two of the most prominent and influential research lines in educational research during the last decades. However, both lines developed quite independently from one another. This paper aims to bridge both concepts in order to better understand self-regulation as well as cognitive affordances of complex and dynamic learning processes. In fact, most learning environments require lea…
Development and Validation of Two Instruments Measuring Intrinsic, Extraneous, and Germane Cognitive Load
Cognitive Load Theory is one of the most powerful research frameworks in educational research. Beside theoretical discussions about the conceptual parts of cognitive load, the main challenge within this framework is that there is still no measurement instrument for the different aspects of cognitive load, namely intrinsic, extraneous, and germane cognitive load. Hence, the goal of this paper is to develop a differentiated measurement of cognitive…
Evaluation of a health promotion program in children
German Clinical Trials Register (DRKS), DRKS-ID: DRKS00000494
Step Aside! VR-Based Evaluation of Adaptive Robot Conflict Resolution Strategies for Domestic Service Robots
As domestic service robots become more prevalent and act autonomously, conflicts of interest between humans and robots become more likely. Hereby, the robot shall be able to negotiate with humans effectively and appropriately to fulfill its tasks. One promising approach could be the imitation of human conflict resolution behaviour and the use of persuasive requests. The presented study complements previous work by investigating combinations of as…
Evaluation of a health promotion program in children
German Clinical Trials Register (DRKS), DRKS-ID: DRKS00000494
Development and Validation of Two Instruments Measuring Intrinsic, Extraneous, and Germane Cognitive Load
Cognitive Load Theory is one of the most powerful research frameworks in educational research. Beside theoretical discussions about the conceptual parts of cognitive load, the main challenge within this framework is that there is still no measurement instrument for the different aspects of cognitive load, namely intrinsic, extraneous, and germane cognitive load. Hence, the goal of this paper is to develop a differentiated measurement of cognitive…
The interplay between self-regulation in learning and cognitive load
Research on self-regulated learning and on cognitive load has been two of the most prominent and influential research lines in educational research during the last decades. However, both lines developed quite independently from one another. This paper aims to bridge both concepts in order to better understand self-regulation as well as cognitive affordances of complex and dynamic learning processes. In fact, most learning environments require lea…
Linking changes in perceived academic control to university dropout and university grades
Although research shows higher levels of perceived academic control are associated with academic adjustment in the first year of university, little is known about how changes in perceived control over multiple years relate to longitudinal university dropout and grades. Thus, our 3-year study (N = 1,007) examined whether changes in perceived control predicted university dropout and whether this relationship was mediated by university grade point a…
Understanding instructional design effects by differentiated measurement of intrinsic, extraneous, and germane cognitive load
Instructional design deals with the optimization of learning processes. To achieve this, three aspects need to be considered: (1) the learning task itself, (2) the design of the learning material, and (3) the activation of the learner’s cognitive processes during learning. Based on Cognitive Load Theory, learners also need to deal with the task itself, the design of the material, and the decision on how much to invest into learning. To link these…
Making an Effort Versus Experiencing Load
In cognitive load theory (CLT), the role of different types of cognitive load is still under debate. Intrinsic cognitive load (ICL) and germane cognitive load (GCL) are assumed to be highly interlinked but provide different perspectives. While ICL mirrors the externally given task affordances which learners experience passively, germane resources are invested by the learner actively. Extraneous affordances (ECL) are also experienced passively. Th…
Prompting in-depth learning in immersive virtual reality
Immersive virtual reality learning environments (VRLEs) have great potential but they do not guarantee effective or in-depth learning. Activating learners by including prompts, has been reported to increase learning in VR. Based on their promising effects in conventional settings, elaboration prompts should increase learning outcomes by activating learners to explain the learning content in their own words or to contrast it to prior knowledge. In…
Signaling in virtual reality influences learning outcome and cognitive load
Virtual reality (VR) learning environments are highly visual and need instructional aid to help the learner. Presenting too much visual information can impair selection and organization processes by overloading the learner's cognitive capacity. Signaling could support these processes by highlighting relevant information. In this study we used signals in form of textual annotations. Research on multimedia design principles provides evidence that s…
Immersive virtual reality or auditory text first? Effects of adequate sequencing and prompting on learning outcome
Presenting a pictorial representation followed by a textual representation supports learners to build a coherent mental model. Providing an elaboration prompt stimulates learners to process the learning content semantically. Hence, combining both approaches might result in synergetic effects as both foster mental model development, which could be particularly challenging in immersive virtual environments. In our 2 × 2 between‐subject design study…
Signaling in 360° Desktop Virtual Reality Influences Learning Outcome and Cognitive Load
Learning with desktop virtual reality learning environments (DVR) can be highly visual and present many visual stimuli simultaneously. This can be distracting and require instructional support to help learners in their learning processes. The signaling principle could be a promising approach to support these processes, as signals can guide learners’ attention to the relevant information ( Mayer, 2005 ). The present study investigated the effects …
Step Aside! VR-Based Evaluation of Adaptive Robot Conflict Resolution Strategies for Domestic Service Robots
As domestic service robots become more prevalent and act autonomously, conflicts of interest between humans and robots become more likely. Hereby, the robot shall be able to negotiate with humans effectively and appropriately to fulfill its tasks. One promising approach could be the imitation of human conflict resolution behaviour and the use of persuasive requests. The presented study complements previous work by investigating combinations of as…
Fostering informal learning strategies in the workplace
The modality effect reverses in a virtual reality learning environment and influences cognitive load
When Virtual Reality (VR) is used to present learning content, the three-dimensional image is often not sufficient and additional text is required, either in the form of visual or auditory text. Such additional instructional text could be particularly beneficial due to the many visual stimuli and the risk of visual working memory overload. Relieving working memory by using both channels in the audio-visual presentation, there might be more cognit…
Effects of short- and long-term prompting in learning journals on strategy use, self-efficacy, and learning outcomes
In learning journals, prompts were shown to increase self-regulated learning processes effectively. As studies on effects of long-term prompting are sparse, this study investigates the effects of prompting cognitive and metacognitive self-regulation strategies short-term and long-term in learning journals on learners’ strategy use, self-efficacy, and learning outcome. Therefore, 74 university students kept a weekly learning journal as follow-up c…
Transforming Self-regulated Learning – Multimodal Insights and Future Directions
Research on self-regulated learning (SRL) is undergoing a methodological and conceptual transformation from static, retrospective measures toward dynamic, multimodal, and temporally sensitive analyses. This discussion paper synthesizes and extends the contributions of a Topical Collection devoted to multimodal approaches in SRL research. It examines how diverse studies conceptualize and operationalize SRL as a complex interplay of cognitive, meta…
Psychology (13 works) · Computer Science (11 works) · Cognition (9 works) · Cognitive psychology (9 works) · Visual and Cognitive Learning Processes (9 works) · Cognitive Load (7 works) · Human–computer interaction (7 works) · Innovative Teaching and Learning Methods (5 works) · Intelligent Tutoring Systems and Adaptive Learning (5 works) · Virtual Reality Applications and Impacts (5 works)