Martin Merkt
Biographic Data
| ID | 6604901 |
|---|---|
| NAME | Martin Merkt |
| GIVEN NAMES | Martin |
| FAMILY NAME | Merkt |
| SIGNATURE | MERKT M |
| AFFILIATIONS | German Institute for Adult Education |
| ORCID | 0000-0001-8817-8433 |
| VERIFIED | Yes |
| TOTAL WORKS | 15 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 15 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2016 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Sustained attention in learning: What can Hollywood cinema teach us about the design of educational videos
Educational videos have become central to learning environments, particularly following the COVID-19 pandemic, underscoring the need for optimized design to enhance learning outcomes. Concurrently, research on film cognition has provided valuable insights into how viewers process dynamic visual narratives in Hollywood cinema. This paper explores the parallels between Hollywood cinema and educational videos to determine how film cognition research…
Temporary instructor presence in lecture slides does not enhance online learning
The empirical evidence concerning the question whether an instructor should be presented on online lecture slides is equivocal and two lines of theoretical reasoning exist. On the one hand, the instructor may distract from the content, thereby hampering learning; on the other hand, the instructor may function as a social cue that triggers a more active processing of the content, thereby fostering learning. These potential drawbacks and advantages…
Look at me! Can a pedagogical agent facilitate orientation and support learning in VR
Virtual reality (VR) is very promising for educational purposes but also presents learners with difficulties regarding orientation. Accordingly, VR environments should be designed to facilitate orientation, for example, by cueing. In a pre-registered laboratory experiment (between-subject design, 91 participants), we investigated the effects of a pedagogical agent cue compared to a light cue and a control condition without cues on search time, le…
Construction or updating? Event model processes during visual narrative comprehension
The plot of a narrative is represented in the form of event models in working memory. Because only parts of the plot are actually presented and information is continually changing, comprehenders have to infer a good portion of a narrative and keep their mental representation updated. Research has identified two related processes (e.g., Gernsbacher, 1997): During model construction (shifting, laying a foundation) at large coherence breaks an event…
Associations between mind wandering, viewer interactions, and the meaningful structure of educational videos
Over the last years, and especially in the context of the COVID-19 pandemic, online videos have become an integral part of education. Therefore, it is essential to understand how to design such videos to provide an efficient and engaging learning experience for the viewers. Regarding learning success, the occurrence of mind wandering is of particular relevance. Thus, this preregistered research investigates the perception of online videos by anal…
Shake it or light it! The effects of cueing in desktop‐VR learning environments on search time and learning
Learning with videos: Do task instructions and the availability of a pause button matter
Like it or learn from it: Effects of talking heads in educational videos
When considering the inclusion of a visible instructor into educational videos, theory and prior research point to both advantages and disadvantages and suggest potential interactions with other design features of educational videos. Therefore, we conducted an online experiment in which N = 112 participants watched eight short videos with narrated slides on different topics, using a within-design to vary talking head (present vs. absent), slide t…
You Want This Job? Influence and Interplay of Self-Generated Text and Picture Cues in Professional Networking Service Profiles on Expertise Evaluation
Job applicants’ self-presentation in their profiles on professional networking services (PNS), such as LinkedIn, may be crucial for the evaluation of their expertise for a job. Importantly, on PNS profiles, self-generated picture-based and text-based cues are shown together, and both may influence expertise evaluations. In three experiments, we systematically analyzed impression formation in the context of PNS profiles by investigating the influe…
Pushing the button: Why do learners pause online videos
With the recent surge in digitalization across all levels of education, online video platforms gained educational relevance. Therefore, optimizing such platforms in line with learners’ actual needs should be considered a priority for scientists and educators alike. In this project, we triangulate logfiles of a large German online video platform for educational videos with behavioral data from a laboratory study and the objective characteristics o…
Medical education videos as a tool for rehearsal: Efficiency and the cases of background music and difficulty
Digital images are hard to resist: Teaching viewers about the effects of camera angle does not reduce the camera angle's impact on power judgments
Digital images on the internet are often designed to manipulate viewers' interpretations. Therefore, it is important to educate viewers regarding potential effects of such techniques. We investigated whether two interventions addressing potential effects of camera angle affect the technique's effect on participants' power-related judgments of depicted persons. In two experiments, participants were assigned to one of two conditions with introducto…
Investigating text‐picture integration in videos with the multimedia contradiction paradigm
In two experiments, the multimedia contradiction paradigm was used to investigate whether learners map information conveyed through the audio and the picture track of a video. In Experiment 1 ( N = 85), the information conveyed through the audio track and the picture track was always consistent (control group) or was made inconsistent by changing the audio track at one point in time (text‐wrong group). Experiment 2 ( N = 143) added a second incon…
A change of scenery: Does the setting of an instructional video affect learning
Two experiments investigated the effects of an instructional video's setting on learners' retention and application of the video content. Experiment 1 explored competing hypotheses based on theoretical assumptions about whether an authentic setting would serve as a distraction or as a cue for the instructor's expertise. Participants (N = 59) watched a video about floral diagrams and floral formulas that was either shot in a greenhouse (authentic …
Medienpsychologie: Schlüsselbegriffe und Konzepte
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…
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Medienpsychologie: Schlüsselbegriffe und Konzepte
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…
A change of scenery: Does the setting of an instructional video affect learning
Two experiments investigated the effects of an instructional video's setting on learners' retention and application of the video content. Experiment 1 explored competing hypotheses based on theoretical assumptions about whether an authentic setting would serve as a distraction or as a cue for the instructor's expertise. Participants (N = 59) watched a video about floral diagrams and floral formulas that was either shot in a greenhouse (authentic …
Investigating text‐picture integration in videos with the multimedia contradiction paradigm
In two experiments, the multimedia contradiction paradigm was used to investigate whether learners map information conveyed through the audio and the picture track of a video. In Experiment 1 ( N = 85), the information conveyed through the audio track and the picture track was always consistent (control group) or was made inconsistent by changing the audio track at one point in time (text‐wrong group). Experiment 2 ( N = 143) added a second incon…
You Want This Job? Influence and Interplay of Self-Generated Text and Picture Cues in Professional Networking Service Profiles on Expertise Evaluation
Job applicants’ self-presentation in their profiles on professional networking services (PNS), such as LinkedIn, may be crucial for the evaluation of their expertise for a job. Importantly, on PNS profiles, self-generated picture-based and text-based cues are shown together, and both may influence expertise evaluations. In three experiments, we systematically analyzed impression formation in the context of PNS profiles by investigating the influe…
Pushing the button: Why do learners pause online videos
With the recent surge in digitalization across all levels of education, online video platforms gained educational relevance. Therefore, optimizing such platforms in line with learners’ actual needs should be considered a priority for scientists and educators alike. In this project, we triangulate logfiles of a large German online video platform for educational videos with behavioral data from a laboratory study and the objective characteristics o…
Medical education videos as a tool for rehearsal: Efficiency and the cases of background music and difficulty
Digital images are hard to resist: Teaching viewers about the effects of camera angle does not reduce the camera angle's impact on power judgments
Digital images on the internet are often designed to manipulate viewers' interpretations. Therefore, it is important to educate viewers regarding potential effects of such techniques. We investigated whether two interventions addressing potential effects of camera angle affect the technique's effect on participants' power-related judgments of depicted persons. In two experiments, participants were assigned to one of two conditions with introducto…
Like it or learn from it: Effects of talking heads in educational videos
When considering the inclusion of a visible instructor into educational videos, theory and prior research point to both advantages and disadvantages and suggest potential interactions with other design features of educational videos. Therefore, we conducted an online experiment in which N = 112 participants watched eight short videos with narrated slides on different topics, using a within-design to vary talking head (present vs. absent), slide t…
Construction or updating? Event model processes during visual narrative comprehension
The plot of a narrative is represented in the form of event models in working memory. Because only parts of the plot are actually presented and information is continually changing, comprehenders have to infer a good portion of a narrative and keep their mental representation updated. Research has identified two related processes (e.g., Gernsbacher, 1997): During model construction (shifting, laying a foundation) at large coherence breaks an event…
Associations between mind wandering, viewer interactions, and the meaningful structure of educational videos
Over the last years, and especially in the context of the COVID-19 pandemic, online videos have become an integral part of education. Therefore, it is essential to understand how to design such videos to provide an efficient and engaging learning experience for the viewers. Regarding learning success, the occurrence of mind wandering is of particular relevance. Thus, this preregistered research investigates the perception of online videos by anal…
Shake it or light it! The effects of cueing in desktop‐VR learning environments on search time and learning
Learning with videos: Do task instructions and the availability of a pause button matter
Temporary instructor presence in lecture slides does not enhance online learning
The empirical evidence concerning the question whether an instructor should be presented on online lecture slides is equivocal and two lines of theoretical reasoning exist. On the one hand, the instructor may distract from the content, thereby hampering learning; on the other hand, the instructor may function as a social cue that triggers a more active processing of the content, thereby fostering learning. These potential drawbacks and advantages…
Look at me! Can a pedagogical agent facilitate orientation and support learning in VR
Virtual reality (VR) is very promising for educational purposes but also presents learners with difficulties regarding orientation. Accordingly, VR environments should be designed to facilitate orientation, for example, by cueing. In a pre-registered laboratory experiment (between-subject design, 91 participants), we investigated the effects of a pedagogical agent cue compared to a light cue and a control condition without cues on search time, le…
Sustained attention in learning: What can Hollywood cinema teach us about the design of educational videos
Educational videos have become central to learning environments, particularly following the COVID-19 pandemic, underscoring the need for optimized design to enhance learning outcomes. Concurrently, research on film cognition has provided valuable insights into how viewers process dynamic visual narratives in Hollywood cinema. This paper explores the parallels between Hollywood cinema and educational videos to determine how film cognition research…
Computer Science (12 works) · Psychology (12 works) · Visual and Cognitive Learning Processes (10 works) · Cognitive psychology (9 works) · Cognition (6 works) · Multimedia (6 works) · Artificial Intelligence (5 works) · Mathematics education (5 works) · Pedagogy (4 works) · Communication in Education and Healthcare (3 works)