Lehren und Lernen mit digitalen Medien

Fachbereich Pädagogische Psychologie und Medienpsychologie:

Schrader, C. & Kalyuga, S. (2022). Expertise reversal effect in a pen-tablet based digital learning environment: The role of learning-centred emotions in the interplay between learner expertise and task complexity. British Journal of Educational Psychology 2022(00).

Schrader, C. & Kalyuga, S. (sub.). The relations between task difficulty, learning-centred emotions, use of cognitive resources and learning outcomes in a pen-tablet-based digital environment for learning writing skills. Manuscript submitted for publication.

Schrader, C., Plass, J., & Kalyuga, S. (2022). Motivation and affect in multimedia learning. In R.L. Mayer & L. Fiorella (Eds.), The Cambridge Handbook of Multimedia Learning (3th edition, Chapter 9). Cambridge University Press.

Schrader, C. (2022). Serious games and game-based learning. In I. Jung & O. Zawacki-Richter (Eds.), Handbook of Open, Distance and Digital Education. Springer 

Schrader, C., Seufert, T., & Zander, S. (2021). Learning from instructional videos: learner gender does matter; speaker gender does not. Frontiers in Psychology, 12.

Schrader, C. & Grassinger, R. (2021). Tell me that I can do it better. The effect of attributional feedback from a learning technology on achievement emotions and performance and the moderating role of individual adaptive reactions to errors. Computers & Education, 161. doi: 10.1016/j.compedu.2020.104028

Riemer, V., Schrader, C., & Pollatos, O. (2021). Prävention von Ballsportunfällen an Schulen mittels eines „serious game “: Konzeptvorstellung und begleitende Evaluation. Prävention und Gesundheitsförderung, 1-8.

Schrader, C. (2021). Adaptivität multimedialer Lernumgebungen. Pädagogische Psychologie der Enzyklopädie Erziehungswissenschaft online (EEO).

Schrader, C. & Riemer, V. (2020). Playing to learn or to win? The role of learners’ competition preference on self-monitoring and learning performance when learning with a serious game. Journal of Interactive Learning Environments, 2020, 1-13.

Schrader, C. & Kalyuga, S. (2020). Linking students’ emotions to engagement and performance when learning to write Japanese letters with a pen-based tablet: An investigation based on individual pen pressure parameters. International Journal of Human-Computer Studies, 135(2020). doi: 10.1016/j.ijhcs.2019.102374

Riemer, V. & Schrader, C. (2019). Mental Model Development in Multimedia Learning: Interrelated Effects of Emotions and Self-monitoring. Frontiers in Psychology, 10(899). doi: 10.3389/fpsyg.2019.00899

Schrader, C. (2019). Creating Avatars for Technology Usage: The Context Matters. Computers in Human Behavior, 93, 219-225. doi: 10.1016/j.chb.2018.12.002

Schrader, C., Reichelt, M., & Zander, S. (2018). The Effect of Personalization Principle on Multimedia Learning: The Role of Students’ Individual Interest as Predictor. Educational Technology Research and Development, 6(66), 1387-1397. doi: 10.1007/s11423-018-9588-8

Schrader, C. & Nett, U. (2018). The perception of control as a predictor of emotional trends during gameplay. Learning & Instruction, 54, 62-72. doi: 10.1016/j.learninstruc.2017.08.002

Schrader, C., Weber, J., & Wiepcke, C. (2018). Vermittlung von Kompetenzen zur Berufswahl in der ökonomischen Bildung: Eine empirische Studie zum Kompetenzerwerb als lernabhängige Veränderung mentaler Modelle beim Lernen mit der Online Simulation MeisterPower. Zeitschrift für ökonomische Bildung, 2018.

Riemer, V., Frommel, J., Layher, G., Neumann, H., & Schrader, C. (2017). Identifying Features of Bodily Expression as Indicators of Emotional Experience during Multimedia Learning. Frontiers in Psychology, 8.

Schrader, C., Brich, J., Frommel, J., Riemer, J., & Rogers, K. (2017). Rising to the Challenge: An Emotion-Driven Approach Towards Adaptivity. In M. Ma, A. Oikonomou, & L. Jain (Eds.), Serious Games and Edutainment Applications (pp. 3-28), Springer International Publishing. doi: 10.1007/978-3-319-51645-5_1

Riemer, V. & Schrader, C. (2016). Effects of self-monitoring and player engagement on the development of mental models through serious games: Inferences from in-game behavior. Computers in Human Behavior, 64, 264-273. doi: 10.1016/j.chb.2016.06.057

Riemer, V. & Schrader, C. (2015). Learning with quizzes, simulations, and adventure games: Students’ attitudes, perceptions and intentions to learn with different types of games. Computers & Education, 88, 160–168. doi:10.1016/j.compedu.2015.05.003

Fissler, P., Kolassa, I.-T. & Schrader, C. (2015). Educational games for brain health: revealing their unexplored potential through a neurocognitive approach. Frontiers on Psychology, 2015. doi: 10.3389/fpsyg.2015.01056

Schrader, C. (2014). The relation between virtual presence and learning outcomes in serious games. The mediating effect of motivation. Interaction Design and Architecture(s), Special Issue on Games for Learning, 19, 47-62.

Schrader, C. & Bastiaens, Th. J. (2012). Relations between the tendency to invest in virtual presence, actual virtual presence and learning outcomes in educational computer games. International Journal of Human-Computer Interaction, 28(12), 775-783.

Schrader, C. & Bastiaens, Th. J. (2012). The influence of virtual presence: Effects on experienced cognitive load and learning outcomes in educational computer games. Journal of Computers in Human Behavior, 28, 648-658.

Schrader, C. & Bastiaens, Th. J. (2012). Educational computer games and learning: The relationship between design, cognitive load, emotions and outcomes. Journal of Interactive Learning Research 23(3), 251-271.

Schrader, C. & Bastiaens, Th. J. (2012). Learning in educational computer games for novices: The impact of implementation and delivery of support devices on virtual presence, cognitive load and learning outcomes. International Review of Research in Open and Distance Learning, 13 (3), 206-227.

Schrader, C. (2010). Computerbasierte Lernspiele - Stand der Forschung. In S. Ganguin & B. Hoffmann (Eds.), Digitale Spielkultur (pp. 179-190). München: Schriftenreihe zur Medienpädagogik.

Czerwionka, T., Klebl, M., & Schrader, C. (2009). Lecturing tomorrow: Virtual classrooms, user centred requirements and evaluative methods. In M. Ebner & M. Schiefner (Eds.), Looking toward the future of technology enhanced education: Ubiquitous learning and the digital native (pp. 223-243). Idea Group Inc (ICI): Hershey, Pennsylvania, USA

Fachbereich Medieninformatik:

Frommel, J., Schrader, C. & Weber, M. (2018). Towards Emotion-based Adaptivity: Emotion Recognition Via Input and Performance Features. In Proceedings of CHI Play ’18: The Annual Symposium on Computer-Human Interaction in Play.

Brich, J., Frommel, J., Rogers, K., Brückner, A., Weidhaas, M., Dorn, T., Mirabile, S., Riemer, V., Schrader, C. & Weber, M. (2016). LiverDefense: How to employ a tower defense game as a customisable research tool. Visual Computer, 33(4), 429-442. doi: 10.1007/s00371-016-1314-0

Brich, J., Frommel, J., Rogers, K., Brückner, A., Weidhaas, M., Dorn, T., Mirabile, S., Riemer, V., Schrader, C. & Weber, M. (2015). LiverDefense: An educational tower defense game as an evaluation platform. In S. Göbel, M. Ma, J. Baalsrud Hauge, M. Fradinho Oliveira, J. Wiemeyer, & V. Wendel (Eds.), Serious Games (pp. 186-190). Springer. doi:10.1007/978-3-319-19126-3

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